Looking for inspiration on the Common Core? Check out Kappan's Common Core Writing Project, a forum for ideas about implementing the standards. Read about what works (and what doesn't) and share your story.
By Daniel A. Domenech, Executive Director, AASA: The School Superintendents Association
Editor’s note: This post was compiled from a series written during Domenech’s participation in the 2015 Lifetouch Memory Mission in Constanza, Dominican Republic.
Building a School in the Mountains of the Dominican Republic
For several years, Lifetouch, one of AASA’s major corporate sponsors, has organized Memory Missions. These are opportunities for people to travel to areas in need of assistance in underdeveloped countries.
For four years, the Memory Mission has focused on helping the mountain community of Constanza build a school. AASA members and staff have participated in all of them. This year, I am joined by David Pennington, the president of AASA, and Noelle Ellerson, AASA’s associate executive director, policy and advocacy. We are laying down bricks to help finish the school. It is intense manual labor but the work is being done side by side with superintendents, principals, teachers and PTA members—all taking part in the Memory Mission.
The reward comes from seeing the joy in the eyes of the students and the gratefulness on the part of parents as they see the school being constructed for them. It is instant gratification for all. That’s something that educators don’t get much of these days ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
When she said, “My husband has set a goal that America will once again have the highest proportion of college graduates in the world,” the audience erupted in applause. Her husband is President Barack Obama, so “she” is, of course, First Lady Michelle Obama. She was speaking in the East Room of the White House at a ceremony honoring the 2015 School Counselor of the Year, Cory Notestine, of Alamosa High School in Alamosa, CO, and the award finalists and semifinalists.
The American School Counselor Association and other organizations have been working with Mrs. Obama for more than a year to develop her Reach Higher initiative to help students compete their education beyond high school. “The more that I learned about our school counselors, the more I realized that often America’s school counselors are truly the deciding factor in whether our young people attend college or not,” she said.
She reiterated a fact that educators know well, that post-secondary education is essential for good jobs with good wages. But she also described a bigger impact ...
The business community has been a proponent of the Common Core State Standards Initiative from the beginning. Recognizing the need for high standards that prepare America's students to compete in a global community and the potential benefits of the standards for both the workforce and the economy, companies (and individual CEOs) continue to voice their support for the Common Core as the standards have faced political pushback, testifying in state legislatures, writing op-eds and more.
As those of us in the education community continue the hard work of Common Core implementation while at the same time trying to build public support for the effort, we should ask ourselves: Are we using all the resources at our disposal? Are we working effectively with the business community in support of a common goal?
To explore this issue, on January 29, we at the Learning First Alliance teamed up with the International Society for Technology in Education (ISTE) to host #CCSSBiz, a Twitter Town Hall on Common Core and the business community ...
By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
This week, the White House announced a new push to protect students’ digital privacy, as ever-expanding data collection efforts heighten concerns from parents and advocacy groups about appropriate uses of the data. Institutions of higher education share the administration’s priority of protecting elementary and secondary students and upholding diligent safety and privacy practices in preparing teachers for the classroom. Ultimately, safeguarding student data is everyone’s business. ...
Education research is a hot topic in Washington. I’m not talking “House of Cards” or “Scandal” hot but hot for education types who have been waiting a long time for Congress to take up any piece of education law. While other broad education legislation continues to await reauthorization, Congress has managed to make progress on behalf of education research. The Educational Sciences Research Act (ESRA) may not win a name recognition contest, but it is an important part of the nation’s education agenda nonetheless. The fact that a bipartisan bill to reauthorize ESRA (the Strengthening Education Through Research Act or SETRA) is making its way through the House and the Senate is not only a sign of hope that things can get done (whether they are done well is a topic for another column), it is also an acknowledgement that education research is not something any of us should take for granted.
My organization, the Center on Education Policy (CEP), has both hosted and participated in many conversations about the role research plays in education policy and practice. Focusing tightly on education policy while being housed within a university, we are acutely aware that policy makers view research through a completely different lens than education researchers. Policy makers tend to lead with policy and then look to research to validate their decision making. While this may not seem to be the best way to address education issues, we must be aware that the political nature of education — especially at the federal level — almost demands this kind of leap-before-you-look approach ...
Nearly a year ago the fourteen member organizations of the Learning First Alliance (LFA) issued a rare but important statement of our collective belief that Common Core State Standards (CCSS) have the potential to transform teaching and learning and provide all children with the knowledge and skills necessary for success in the global community. Included in that statement of belief was a clear signal that the “what” of CCSS was on track but the “how” of moving towards full implementation at the local and classroom level was moving too quickly with insufficient time, support and resources to ensure that the goal of the collaboratively created common standards could or would be met in the way envisioned by the leaders who initiated this ground-breaking project.
What we also knew was that some states and districts were mapping out implementation strategies that showed promise and yielded initial results in changed pedagogy and classroom culture that have the potential to result in measureable results on a host of evaluation instruments being designed to assess student progress. So, over the past year we’ve reached out to successful practitioners, asked them to share their experiences and wisdom, and collected stories of promising progress with implementation of the huge change in practice and process to meet the new, higher, common standards.
This week we issued a white paper describing some of the things we learned over the past year ...
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: ...
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. ...
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 ...
By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
In the late 1990s, renowned Cape Town archbishop and social activist Desmond Tutu introduced the South African term ubuntu to a global audience. Roughly translating to, “I am because we are,” it reflects a belief in the importance of interconnectedness among human beings. Doris Candelarie, one of the National Distinguished Principals profiled in the November/December 2014 issue of Principal magazine, shared this concept with us as her chosen inspirational theme for the current school year.
When I heard about this philosophy of ubuntu, it struck a particular chord with me, as it seems to so aptly crystallize both the message and spirit of professional collaboration. After all, this network of human relationships and support across school, district, community, and beyond is the key enabling factor when it comes to successfully serving the students in our charge.
Research backs this up. Studies such as the Wallace Foundation’s 2010 Learning from Leadership confirm a strong connection between high-performing schools and decision-making structures that include input from a range of stakeholders. In particular, the study highlights the key role of teacher leaders, finding direct links between principal - teacher leader collaborations and higher standardized test scores and increased staff trust in principals—all without the loss of a principal’s clout ...
A VISION FOR GREAT SCHOOLS
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