The Public School Insights Blog
In 2014, the Learning First Alliance conducted a number of interviews with leading education professionals. Many of these individuals are considered exemplar leaders in our coalition membership. The five listed below are the most viewed of the interviews that we conducted in 2014 and include a PDK Emerging Leader, a former President from AASA: The Superintendents’ Association and the National PTA President. While all but one of our top interviews this year focus on Common Core, we conduct interviews on a broad range of topics, highlighting leadership and best practices in public education.
We would like to thank our members for helping us connect with these individuals, and we thank all of our interviewees for taking time to share their insights and knowledge with our audience.
Happy New Year!
As part of our Get It Right campaign on Common Core implementation, we are pleased to highlight the perspective of Jesús Gutiérrez, Jr, who is in his 10th year as an educator and was a 2013 Los Angeles County Teacher of the Year. Gutiérrez began his career ...
With the news that the U.S. is now going to re-establish diplomatic relations with Cuba, I’ve become hopeful that other things might change for the better, including in the world of K-12 education, in the year ahead. To put this thinking in context: I was part of a People to People delegation to Cuba the first week of September this year and came away fully convinced that the only way life would improve for both Cubans and Americans was to lift the embargo (still to be done) and open up travel and exchanges between the two countries (with last week’s announcement, this will begin immediately).
In the same vein, I’d like to start anew in 2015 to build bridges between those of us who have spent our professional lives in a variety of positions in public education (mine began with four years teaching English language arts with middle and high school students) and those who loudly proclaim themselves “reformers” out to shake up the status quo and push out change resisters so “innovation” can happen. Let’s begin by talking to and about each other in a more careful way—for example: ...
Looking back on 2014, the Learning First Alliance is pleased to bring you the five most viewed success stories* from the more than 190 stories housed on our site. Criteria for inclusion on the site is relatively straightforward – the story must show that a school, district or state identified a challenge, addressed it and produced positive results through their efforts. These results are measured in a variety of ways, from increased graduation rates or decreased dropout rates to improved standardized test scores or positive outcomes in student health and behavior. Other indicators may highlight parent engagement, improved classroom performance or new innovative practices that foster student engagement. Many stories also highlight the collaboration among education leaders. We would like to extend our thanks to all the organizations that allowed us to cross-post their features in this past year.
We wish you happy reading and a Happy New Year!
In reflecting on our work over the past year, we at the Learning First Alliance are particularly proud of our efforts to learn what it will take to get Common Core right. We highlighted perspectives on the issue from a number of state and local leaders in podcasts and written interviews, engaged with the public in a series of Twitter Town Halls on issues related to implementation, released commentary in local markets, and celebrated progress in our efforts to delay tying high-stakes consequences to standardized assessments aligned with the standards.
But education in 2014 wasn’t just about Common Core. In December alone, major events transpired: the U.S. Department of Education released proposed federal regulations for teacher preparation programs (open for comment until February 2), and the FCC approved a major increase in funding for the E-rate program, a decision will greatly expand schools' and libraries' access to high-speed internet.
We covered these items and much, much more on our blog this year. Of all that we posted, what caught the attention of you, our readers? Here are our top posts of 2014, as determined by Google Analytics. Enjoy!
- Three Ways to Build Trust for Professional Learning – In our top post of 2014, Learning Forward Senior Fellow Hayes Mizell argues that a lack of trust is at the core of many educators’ cynicism about and resistance to professional learning, and he offers three ways that leaders responsible for organizing professional learning can build it.
- Brain Research: Three Principles for the 21st Century Classroom – Brain research has given us some solid principles in the past decade ...
STEM is far more nuanced than the acronym suggests. At an early December NCTET-sponsored event at Discovery Education headquarters, the focus was on the importance of STEM in teaching and learning.
Science, technology, engineering and math aren’t just for individuals who already excel in the subjects; STEM can be for all students in all classes. And it really isn’t about excelling in key subjects, but a mindset that can be infused across a curriculum. In school, STEM helps students see what they can be, what they can do, and what problems they can solve. You can’t be what you can’t see, and STEM learning is a logical connection to the real world opportunities students can pursue in their future careers. ...
This piece was co-authored with Melissa Cropper, president of the Ohio Federation of Teachers. It first appeared in the Toledo Blade. View the original here.
Many lawmakers and political activists appear determined to perpetuate an endless debate over Ohio’s New Learning Standards, our version of the Common Core state standards. But teachers and school leaders across the state have been working hard to carry out the higher standards for student learning that we committed to years ago.
Teachers are already seeing benefits for students.
“They’re not doing as many paper-and-pencil activities and seat activities,” says Amy Whaley, a fifth-grade teacher in Toledo. “We’re up out of our seats. We’re doing projects. We’re encouraging students to talk and to share, because of the speaking and language standards that are involved.”
Like Ms. Whaley, teachers across Ohio are participating in and leading professional development, and creating new lessons designed to help students build a deep understanding of critical concepts in math and reading. Yet the challenge of introducing a new and higher set of standards, even as teachers dedicate time and energy to doing so, is significant. ...
What makes good public policy? Some analysts might respond with the phrase "evidence-based research." Unfortunately, policymakers can also be political agents, acting in the interests of outside forces and influences. A recent book, Show Me the Evidence, by Ron Haskins, heralds the Obama Administration's focus on using evidence to inform public policy solutions. Unfortunately, the administration’s current obsession with the use of value-added measures (VAM) to track student growth and account for their progress in teacher evaluations runs counter to this evidence-based emphasis. ...
By Julie Underwood, Chair, American Association of Colleges for Teacher Education (AACTE) Board of Directors and Dean, School of Education, University of Wisconsin-Madison
Public education lost one of its most powerful voices on Saturday, November 29, when John Goodlad passed away.
He had worked in educational institutions at all levels, teaching in a one-room school in Canada, as dean of the Graduate school of Education at UCLA, and as founder of the Center for Education Renewal and the Institute for Educational Inquiry.
John was a thoughtful leader for public education. He published more than 30 books and 200 journal articles. His best-known books include these:
A Place Called School (1984)
The Moral Dimensions of Teaching (1990, with Roger Soder and Ken Sirotnik)
In Praise of Education (1997)
Educational Renewal: Better Teachers, Better Schools (1998)
He reminded us that the critical role of education was to build and maintain a free democratic society. As such, we as educators have a responsibility to ensure that all children are embraced in the enterprise of learning and teaching ...
We talk a lot about transforming teacher preparation to meet the changing demands of both today’s P-12 students and the education workforce. Often these discussions revolve around alternative certification programs, but to make a large-scale impact, we have to consider how the institutions of higher education that train nearly 90% of incoming teachers should respond to the challenges that new teachers and P-12 schools and districts face.
Fortunately, there are a number of models from which we can learn, institutions of higher education working in innovative ways to ensure that teachers enter the classroom prepared to be successful. The American Association of Colleges for Teacher Education’s (AACTE) The Innovation Exchange highlights many such programs, including Georgia State University’s Network for Enhancing Teacher Quality (NET-Q) program.
NET-Q is a collection of projects designed to prepare educators for the demands of teaching high-need subjects in high-need schools. To learn more about this impressive initiative, we contacted Dr. Gwendolyn Benson, who serves as the associate dean for school, community and international partnerships in the College of Education at Georgia State University and as the principal investigator for the NET-Q program. She graciously took the time to describe the key features of NET-Q, including its teacher residency program and partnerships with Historically Black Colleges and Universities, and the impact of the program, which includes higher teacher retention rates, academic gains for P-12 students and richer and truer partnerships with local schools and districts.
Public School Insights (PSI): Critics often claim that educator preparation programs don’t prepare teachers – particularly those who will work in high-needs communities – for the realities they will face in the classroom. But I understand Georgia State University’s College of Education is facing that challenge head on, with the Network for Enhancing Teacher Quality (NET-Q) project. Could you briefly describe the initiative?
Benson: The goal of this project is to increase the quality and number of highly qualified teachers who are committed to high-needs schools, thus positively impacting the achievement of students in these schools. This is accomplished by increasing the recruitment and support of prospective teachers of science, technology, engineering and mathematics; special education; and English language learners, to meet the needs of urban schools in the Metro Atlanta area and nearby rural high-need districts ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
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