The Public School Insights Blog
It's a key component to student success. Yet many school leaders struggle to help their parents understand the importance of their involvement in their child’s schooling, particularly those in low-income and immigrant communities.
Veteran education writer and advocate Alan Richard is convinced that most parents care deeply about their children’s educational experiences. But how much time and effort they can put towards helping their children and helping improve their schools varies widely. Richard recently wrote about one project in the Mississippi Delta, one of this country's most rural and impoverished areas, that is producing exceptional results, thanks to the efforts of Parents for Public Schools.
Parents for Public Schools’ newly revamped Parent Engagement Program, or PEP, is bringing together parents and residents of typically underserved communities to not just volunteer at schools but to take an active role in setting the course to improve schools and the greater community. ...
Dealing with a death is never easy, but for young children and teens, it can bring a range of emotional experiences that will undoubtedly impact learning.
The vast majority of children will lose a close family member or friend by the time they are 16, and one in 20 will lose a parent. But while a 2012 survey by the New York Life Foundation and American Federation of Teachers (AFT) found that 92 percent of teachers believe grief is a serious problem that deserves more attention in schools, 93 percent of teachers had never received any form of bereavement training and only 3 percent of school districts offer any such training. ...
By the Team at ISTE Connects, International Society for Technology in Education (ISTE)
NASA’s Magnetospheric Multiscale (MMS) mission, which launched March 12, provides an unprecedented opportunity to bring ISTE Standards-ready, hands-on science activities related to the mission to classrooms.
The MMS mission will study the mystery of how magnetic fields around Earth connect and disconnect, explosively releasing energy via a process called magnetic reconnection. Using four identical spacecraft, the mission will provide the first three-dimensional view of this fundamental process that occurs throughout the universe.
If that explanation already has you Googling a simple translation, don’t worry. ISTE, in collaboration with NASA, has created a host of free resources to help teachers engage students in research and engineering-design activities, seamlessly connecting them to authentic scientific study with real-world significance. ...
This month, the first year of PARCC (Partnership for Assessment of Readiness for College and Careers) and Smarter Balanced assessment began. Both are aligned to the Common Core State Standards (CCSS) and designed to measure student academic progress. This month, the media has also been full of stories of parents who are “opting out” of their child’s participation in the assessments. While none of us who have worked in the public education sphere for years believe that testing should be the focus of our work with students (and certainly it makes perfect sense to re-evaluate on a regular basis the time and energy expended on assessment) the hysteria around this assessment season seems overblown and misplaced.
This parental concern does give us a chance to stop and consider what’s most important in our developing children’s lives. As the adults in the room, we need to remember that a test, any test, has major limitations and serves as a snapshot in time of what the test taker knows and is able to communicate ...
In this interview, Felicia Cumings Smith reflects on the importance of coalition building and professional development in Kentucky’s systemic Common Core implementation process. Smith is former associate commissioner of the Kentucky Department of Education, and is currently the director of Kentucky Rising at the National Center on Education and the Economy.
Download as MP3 ...
By Teri Dary, Anderson Williams and Terry Pickeral, Special Olympics Project UNIFY Consultants
In our February 18 blog, we clarified the distinction between creative tension and destructive tension as they relate to our relationships and our work in schools. And, our example was focused on the relationships among adults in a school.
In this blog, we focus on what creative tension means specifically for the relationship between young people and adults in our schools. For starters, we cannot develop real creative tension unless we change the way we see young people and their role in education.
What would happen if we decided our students were our partners in education, rather than mere recipients of it? What if we believed they had something to teach us? To teach each other? What if our goals were shared goals and our accountability collective? What if education were intergenerational work?
How would this change the relationships between students and adults in a school? ...
Black Lives Matter: it’s a statement known around the world. And, because they matter, the system constructs that govern those lives also matter. Public education, both as a system and as a product of local communities, has an important role to play in improving the long-term outcomes for minority populations and low-income citizens. Earlier this year, the Schott Foundation published the fifth edition of its 50-state report on Black males and public education. Black Lives Matter provides clear evidence of the opportunity gap that young black men face in America today – and highlights what happens when we fail to close that gap.
Consider school suspensions. Zero tolerance policies and the presence of police officers in schools are pushing students out for minor infractions. In addition to lost learning time, such practices also contribute to the likelihood that a student will drop out of school and continue down a path that includes a greater probability of unemployment, reliance on social-welfare programs and potential imprisonment. Suspensions push students towards the juvenile and criminal justice systems, a reality that is now termed the school-to-prison pipeline ...
By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
All too often, the life story of the struggling reader, especially the child from disadvantaged circumstances, is a heartbreaking one.
Often not identified as at-risk until third-grade high stakes testing, stigmatized by classroom pull-out programs, given one-size-fits-all remediation, and faced with the possibility of retention, the struggling reader must then continually play catch-up in all subject areas as reading becomes increasingly central to learning. ...
By Dr. Joseph Bishop, for the Partnership for 21st Century Skills
What does equity have to do with accountability?
Many teachers and principals are likely feeling stressed as they think about how to make up for lost instructional time in the wake of an uptick of winter storms like Juno. This isn't the case for students in Hamilton, Michigan. In fact, a little more cold and a little more ice might be a good thing for their math and science projects. As part of the STREAM (Science, Technology, Reading, Engineering, Arts and Math) program at Hamilton Middle School just outside of Grand Rapids, students are developing the fastest sleds they can make, using cardboard and duct tape. Students are doing more than playing in the snow, seeing how learning can be fun in the right conditions. One student said it best, "It's cool because no one else in school has ever gotten to learn like we are."
But under the current accountability system, often lurking behind the classroom choices are inevitable questions about the ‘what if.’ Like, will an innovative project-based lesson similar to testing sled designs have consequences for student preparation for tests or test responses? Instead, educators should be thinking about more important things, like finding the best creative way to make sure a lesson sticks like fresh snow. And far too often, No Child Left Behind and many state accountability plans have looked too quickly at test results, and not addressed the unequal conditions that are making it hard for communities to deliver enriching public school experiences. ...
By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)
Adam Ross has decided to frontload his adult life with experience rather than education. He expects to eventually enroll in a four-year college, probably earning an engineering degree. But first he’s going to work a few years for the company that has offered to pay his community college tuition in exchange for his agreement to work for them for two years after earning an associate’s degree.
“Nobody will hire you after college unless you have experience so I’m going to get my experience first and then go to college,’’ said the savvy 17-year-old high school senior.
Ross can manage this because he elected to enroll in the Engineering & Emerging Technologies (EET) program, one of nine career clusters offered by the Oakland Schools Technical Campus in suburban Detroit, MI. He spends half of every school day at OSTC’s campus in Pontiac where he’s earning high school credits, college credits, and professional certifications that he can immediately take into the workplace ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- "Pinterest Queen"/Art Teacher Donna Staten on social media and lesson planning
- 2015 School Counselor of the Year Cory Notestine on the state of his profession
- GSU's Dr. Gwendolyn Benson on innovations in educator preparation
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Keeping It Real: Preparing Students for College and Career
A Toledo public school is helping students see an immediate connection between their school work and their career interests. Learn more...
- ASCD Inservice
- AACTE's Ed Prep Matters
- ISTE Connects
- PTA's One Voice
- PDK Blog
- The EDifier
- Legal Clips
- Learning Forward’s PD Watch
- NAESP's Principals' Office
- NASSP's Principal's Policy Blog
- The Principal Difference
- ASCA Scene
- Always Something
- NSPRA: Social School Public Relations
- Transforming Learning
- AASA's The Leading Edge
- AASA Connects (formerly AASA's School Street)
- NEA Today
- Lily's Blackboard
What Else We're Reading
- DQC's The Flashlight
- Center for Teaching Quality
- The Answer Sheet
- Politics K-12
- U.S. Department of Education Blog
- John Wilson Unleashed
- The Core Knowledge Blog
- This Week in Education
- Inside School Research
- Teacher Leadership Today
- On the Shoulders of Giants
- Teacher in a Strange Land
- Teach Moore
- The Tempered Radical
- The Educated Reporter
- Taking Note
- Character Education Partnership Blog
- Why I Teach
We do not accept unsolicited postings for Public School Insights.
We remove comments and/or links we deem offensive or advertorial.
- We ask that in posting comments, you maintain a respectful tone and operate under the assumption that our authors and other commenters have the best interests of students at heart, regardless of whether you agree or disagree with their views on a particular matter.