Mychael Dickerson, the award-winning chief communications officer for Baltimore County Public Schools, discusses how his district engages parents, students, school staff and other stakeholders.
Editor’s note: Our guest blogger today is Noelle Ellerson. She is the Assistant Director, Policy Analysis & Advocacy for the American Association of School Administrators (AASA, a member of the Learning First Alliance). Her efforts are focused on both policy and advocacy. She handles research/analysis supporting AASA’s advocacy work for public education, including AASA policy-related surveys and research to help school administrators better understand federal policy and inform federal education policy decisions. She also represents AASA's advocacy priorities on Capitol Hill, including funding and appropriations, ESEA, child nutrition, rural, and charters/vouchers, among others.
Today, AASA is releasing The American School Superintendent: 2010 Decennial Study. It is, as our Executive Director described in his Executive Perspective column in The School Administrator, a must-read report for every superintendent, aspiring system leader and those involved in their training. The press release and media conference being held for today’s release will give an overview of the rich content detailing the ever-changing faces of America’s public school administrators. It gauges everything from race, gender, and political positions to board relations, tenure trends, and educational preparation.
I’ll let the press release and conference, however, detail the summaries and sound bites. I want to delve more into the process that is the 2010 Decennial Study. Starting in April of 2009, under the guidance of lead authors Ted Kowalski and Bob McCord, AASA embarked on its once-per-decade study looking at how the state of the superintendency has—or has not—changed over the last ten years. While the goals behind this study mirrored those of earlier iterations (namely, reflecting today’s superintendents), there were many changes in the first decennial study of ...
Last Friday, teacher Heather Wolpert-Gawron embarked on what she called a “webquest of sorts,” simultaneously posting three articles that address three key components of the “vital equation” she believes must exist in order for a student achieve.
Family + Student + School + Policymakers/Voters = Student Success
At the Huffington Post, she offers the top ten things she believes family/home life must contribute to this equation. Among them: getting a student to school on time, fed on something other than Snickers, having received the proper medical care. And communicating with the school, being accessible and being honest with what the student has a tendency to do socially/academically/behaviorally.
On her Edutopia blog, she shares her top ten suggestions for the responsibilities that students must own in order to achieve. They include: being their own advocates, asking lots of questions and communicating struggles to teachers. She also suggests surrounding themselves with other students who can help, and dressing for success.
And at TweenTeacher, she proposes ten responsibilities of teachers to avoid student failure. Among them: being experts at content and communicating that content. Being a ...
One theme of this blog over the past several months has been concern that the conversation on public education does not reflect that the reality of most public schools. It reflects the spin of mainstream and talk show media, political figures and business celebrities. Educator and parent voices are often left out of conversations on the state – and future – of our nation’s schools.
Others share this concern. That is why this coming Monday, November 22 has been declared a national Day of Blogging for Real Education Reform. It is a grassroots effort to bring together educators (including parents) to offer their ideas on how to improve America’s public schools.
On that day, give thanks for educational successes, share your ideas for real reform or describe an educational community that makes a difference for contemporary learners.
Other potential topics include:
- Can we fire our way to success? Some educational reformers view the inability to easily fire teachers and principals as a substantial barrier to ...
Yesterday over at Always Something, National School Public Relations Association Executive Director Rich Bagin offered some thoughts on how we can best promote public schools, taken from private schools’ marketing campaigns.
Chief among those thoughts: Promote individual schools. In public education, we typically promote school districts, not individual schools. But private schools – and though Rich does not mention them, I think charter schools as well – focus to great effect on what one individual school does for its students. And as Rich points out:
When real decisions are made, it comes to a school versus school and program versus program decision.
Given that we already know this, why does this PR strategy run so counter to what we in public education do? Do we want to avoid creating competition within the system, to avoid potentially concentrating families who lack the social capital to get into a better school in a struggling one? (Though isn’t that happening anyway, with charters, private schools and the ability of ...
Since the midterm elections last Tuesday, we have being hearing a lot about the importance of collaboration, compromise and mutual respect as we move forward in setting policy in all fields.
But I wonder if education officials in New Jersey got the memo. Last week, the state’s acting education commissioner refused an invitation to attend the New Jersey Education Association’s annual convention, claiming the union is “interested in protecting the status quo that continues to fail students” and is not cooperating with the governor’s office on school reforms.
Personally, I am not sure how this stance will help the acting commissioner (who represents New Jersey Governor Christie's administration) help children. The opportunity to present her platform to 40,000 teachers seems like a way to give her ideas a wider audience and allow her to dispel some of the myths about some of them.
And regardless of the administration’s stance on the NJEA, it would be nice if instead of only focusing on the refusal of the commissioner to attend the NJEA meeting, the media would highlight ways in which NJEA proves the commissioner’s statement wrong--the efforts of the union to improve schools.
For example, NJEA founded the New Jersey Center for Teaching and Learning, a non-profit governed by an independent board made up of leaders in education, business and philanthropy. The Center works to empower teachers to be leaders in the transformation of ...
Why? Well, it’s your civic duty. But if that isn’t enough, the fact that you read this blog indicates you are interested in public education. And this election could have big consequences for education. Races for the U.S. House of Representatives and U.S. Senate will influence education policy at the federal level, with the reauthorization of the Elementary and Secondary Education Act expected in the coming months. And there are real ideological debates in some of those races, with some candidates calling for the abolition of the U.S. Department of Education while others advocate for a greater federal role, and everything in between.
But elections at the state level will also have great impacts on public education. Consider the importance of voting for each of the following roles:
Governors: There are 38 gubernatorial races this year. Particularly given the fiscal crisis in many states, these races could have enormous consequences for public education. Governors wield great influence over state budgets--and funding is scarce. Cuts must ...
Editor's note: This interview was originally posted October 13, 2009, by former LFA Executive Director Claus von Zastrow. Given the recent light shed on the pressures of gay teenagers, it seems fitting to repost it now as a resource that schools and districts can use to help protect all of their students.
For another resource, referenced in the interview, see Public Schools and Sexual Orientation: A First Amendment framework for finding common ground.
Charles Haynes is one of the nation's leading experts on religious liberty in the public schools. He has worked with groups from across the political spectrum to help schools create ground rules for respectful dialogue on hot-button social issues.
Haynes recently spoke with us about one of the fiercest battles in the culture wars: the battle over sexual orientation and public schools. This battle has grown all the fiercer since Education Department official Kevin Jennings started drawing fire for his past work at GLSEN, the Gay Lesbian Straight Education Network.
Schools need to create a safe environment for civil dialogue, Haynes told us. They need to protect the rights of everyone, from conservative Christians to gay rights advocates. They cannot guarantee that everyone will agree, but they can promote trust and respect.
Haynes gives Jennings a full-throated endorsement for supporting these essential principles.
Public School Insights: What do you think is happening when people discuss sexual orientation in public schools?
Haynes: I think in many places people are speaking—or should I say shouting?—past one another about this issue.
Schools, as usual, are caught in the crossfire of the larger culture wars in the United States. We have administrators, teachers and school board members struggling to figure out how to handle this very difficult issue at a time when the larger culture is not handling it well.
Public School Insights: Is it possible for teachers, administrators and other school stakeholders to create common ground on issues of sexual orientation?
Haynes: Yes. I think it’s not only possible, I think it’s imperative that we try harder.
Unfortunately, in many school districts people put their heads in the sand and hope this issue will just disappear and that they won’t have a fight. But then they are unprepared when something emerges, and ...
Today’s guest post comes from the National PTA, a member of the Learning First Alliance. The largest volunteer child advocacy association in the nation, PTA reminds our country of its obligations to children and provides parents and families with a powerful voice to speak on behalf of every child. It also provides tools for parents to help their children be successful students.
So often we hear complaints from parents and teachers that the other is not doing their job. It is hard for teachers to understand the strengths and challenges of parents, and parents often feel like outsiders in the school world.
Breaking down barriers, fostering positive communication between teachers and parents, and having engaged families will lead to better outcomes for students. Research shows that family engagement promotes student success. Students with engaged parents are more likely to earn higher grades and pass their classes, attend school regularly and have better social skills, and go on to postsecondary education. When families, teachers and schools find ways to work together, student achievement improves, teacher morale rises, communication increases, and family, school, and community connections multiply.
Parents want what is best for their children, and teachers do too. The more teachers and parents talk to each other, work with one another and remember that the child is the focus, the more successful that child will be. And we can all use some help on how to make that happen. Here are some tips that can help parents foster a positive relationship with their child's teacher.
- Find time to share your experiences with school and how that has shaped your perception about parent teacher relationships. Talk about ...
Editor's note: Our guest blogger today is Matt Brown, who can typically be found blogging on education issues over at Relentless Pursuit of Acronyms.
When I pass along articles about education reform or discuss the challenges I faced when I taught with my friends, many of them throw their hands in the air and say “Matt, we can make all these policy changes until we’re blue in the face…it can’t help because parents just don’t care!” Some of my old coworkers expressed similar sentiments. I remain skeptical.
My old school held their first parent-teacher conferences of the year last October. I had just started teaching a few days before (school started in mid-August, but I wasn’t placed until late September), and I couldn’t wait to meet my students' parents and go over all the exciting things that were going to happen in Room 128 that year. I wore my best suit that day, much to the amusement of some of the staff (“Mr. Brown! You getting’ married after school today? You going to court?”), hoping that I could make a good impression.
People told me not to get my hopes up. Some said the meetings would be an exercise in futility. But I refused to be defeatist. When the time came, I sat in my classroom, smiling by my sign-in sheet and looking forward to discussing the year, our class goals and my students with their parents. Sadly, only ...
It was recently announced that Facebook creator Mark Zuckerberg is donating $100 million to help improve Newark’s long-troubled public schools. Those funds will be matched by donations raised by the city, which is also raising $50 million for another youth effort. In other words, Newark’s children will have a lot more money available to them over the next few years.
As part of this agreement, Republican New Jersey Governor Chris Christie will cede some control over Newark Public Schools (currently state-run) to Democratic Newark Mayor Cory Booker. Together, they will select a new superintendent, and Mayor Booker will have freedom to redesign the system (though the governor retains formal authority over it).
This partnership is great news in some respects--a Democrat and a Republican overcoming political conflicts, joining forces for the sake of the children. Hopefully it is the first of many such unions across the country.
But I do have some concerns with this set-up. First, we must question the wisdom of short-term infusions of private funds into public schools. While $100 million--or even $250 million--is a lot of money, it won't last forever. What happens when the money runs out?
And second, what is the role of philanthropy in school reform? Some argue, as NYC Chancellor Joel Klein puts it, that while private philanthropy will never be a large part of a system's budget, it is money that can be used for research and development and for ...