Nathan Monell, executive director of National PTA, has joined LFA's board of directors. A passionate advocate for parental engagement in schools and student achievement, Monell brings more than 20 years experience leading nonprofit organizations...
By Hank Rubin, Co-Founder, Institute for Collaborative Leadership*
Nearly every facet of education demands effective collaboration.
If we adopt the time-tested definition that "A collaboration is a purposeful relationship in which all parties strategically choose to cooperate in order to achieve shared or overlapping objectives" (first published in Collaboration Skills for Educators and Nonprofit Leaders,1998), then everything from teaching and learning, curricular planning, building management, parental engagement, school-community/school-business partnerships, board leadership, policy development, and school reform rises and falls on the capacity of education professionals to build and manage successful collaborative relationships.
One would expect that, as educators, we would understand collaboration deeply. But, as we look at the collaborations we need to lead schools, build curricula, strengthen instructional teams, engage parents and community, develop policy, transform failing schools, and build public support for successful schools, overwhelming evidence suggests: not so much!
You and I know people who are born with attributes that appear to make collaboration easy; like the teacher born with such a talent for empathy that students seem to connect with almost preternatural ease. But folks aren't born with the set of skills, the knowledge and strategic sensibilities, or the habits and intentional behaviors needed for ...
Strengthening Home, School & Community Partnership: Improving Discipline Policies in American Schools
By Joshua McIntosh, for the National PTA
In a recent address to parent leaders, U.S. Secretary of Education Arne Duncan called on parents to take education more seriously and be active in partnering with schools as we seek to raise expectations for students. The week prior, the Department of Education released new guidelines around improving climate and discipline policies in schools showing how suspensions, arrests, and expulsions can lead to negative outcomes for students and contribute to the phenomenon known as the school- to–prison pipeline. Given this, the high prevalence of out-of-school suspensions in our schools -- even for non-violent behaviors – is a serious concern.
As a teacher leader in New York City, I believe school discipline policy is the perfect example of an issue that allows parents and teachers to work together and prompt systemic change that can improve our schools.
The federal guidance package presents a solid argument for a long-known fact in educational communities around the country: school discipline policies and practices are in drastic need of reform – particularly in the way we work with minority students and students who receive special education services, like the students at my school. The task of improving school discipline policies and ...
Whenever I visit a school, one question always guides me: Would I want my own child in this school? If it’s good enough for my children, then it’s a good school; if not, then it’s a bad school. Plain and simple.
I’ve always applied my test in equal measure whether the school is a traditional public school, a charter school, a parochial school, a private school, or even a home school. The standard should be the same, regardless of the structure of the school or who’s paying the bills.
And that’s part of why the charter debate is so difficult for me.
Every child should have high-quality teaching every hour of every day. Ensuring that every child has an excellent education is good for this country, which is why we should use public dollars to pay for education.
I truly do believe that thousands and thousands of children in the United States are getting a better education today because they are enrolled in charter schools. That should be enough to make me happy, right?
But it’s not.
In spite of the benefit to individual students, I still wonder whether charter schools are ultimately good for the country.
I especially worry that charter schools are another factor that’s destroying American neighborhoods, especially in ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Rumor has it the Obama presidential campaign was so well wired that in Alexandria, VA, where AASA is headquartered, calls were made to turn out the vote, not to the residents of Alexandria themselves, but to their parents and other influential friends and relatives who then called the Alexandria natives urging them to get out and vote.
Further, it is said the campaign knew if a certain percentage of the Alexandria vote went to Obama, it would be a predictor for winning the state of Virginia. The predictive data gleaned from the social media networking were nurtured by the Obama campaign’s tech team.
Whether truth or folklore, the stories point to significant changes wrought upon political campaigns by technology in general and social media in particular. ...
By Nora Carr, APR, President, National School Public Relations Association (NSPRA) and Chief of Staff, Guilford County Schools, Greensboro, NC*
With child poverty rising nationwide and public education under constant attack, working in school public relations can get discouraging. Then something comes along that reminds us why we do what we do. Sometimes it’s a photograph; sometimes it’s a story. It may be an event, film clip, quote, poem, or even a news segment.
In Joplin, MO, it’s a young boy experiencing his brand new school in what once was a storm ravaged community, exclaiming: “It feels like happiness.” And, it’s a visionary superintendent who kept pushing for a “bigger, better” Joplin when many felt a more modest standard would suffice.
In Jamestown, NC, it’s a school hosting a parade and surprise party for a 97-year-old volunteer who found new purpose helping medically fragile children. And it’s every news outlet in town coming out to cheer everyone on, the look of pure joy radiating from every crevice on the volunteer’s face as he hugs one of his kids.
In Haughton, LA, it’s a teenager who wows the crowd as part of the team’s color guard, twirling flags with precision to the beat of music she can’t hear. And, it’s her determination to pursue a position on the flag team in college, and the public school that made her inclusive education possible.
In Sanger, CA, it’s a young girl who arrives from Mexico at age five not speaking any English and then graduates as her high school’s valedictorian, despite working nearly fulltime as ...
Educating, Engaging and Mobilizing Parents: A Conversation with Parents for Public Schools Executive Director Anne Foster
Earlier this month, we at the Learning First Alliance were pleased to welcome our newest member, Parents for Public Schools (PPS). As we work to advance public education nationwide, we recognize the important voice that this organization – and those it represents – brings to the school improvement conversation.
PPS has local chapters throughout the country that work to elevate the role of parents in public schools from passive consumers to active participants. The organization helps accomplish its mission through strategies and programs that educate, engage and mobilize parents. Through its ongoing work, PPS’ parents help raise standards, solve problems and advocate for their community.
Parents for Public Schools Executive Director Anne Foster recently took the time to tell us more about the organization.
Public School Insights (PSI): What is Parents for Public Schools?
Foster: Parents for Public Schools (PPS) is a national organization of community-based chapters working to strengthen public schools by engaging, educating and mobilizing parents.
PSI: Why was the organization formed?
Foster: Parents for Public Schools was started in 1989 in Jackson, Mississippi, by a group of parents. They were committed to supporting public schools and challenging the entire community to do so as well. They were convinced that parents could positively impact public schools, and one of their first acts was to help pass ...
By Joellen Killion, Senior Advisor, Learning Forward
States and districts are deep into the implementation of their educator evaluation systems. The backbone of these programs includes competent, skillful evaluators; high and explicit performance standards; constructive feedback; and individually focused professional learning aligned to individual areas for improvement. Individually focused professional learning holds both potential promises and pitfalls.
Among the promises is the opportunity to personalize learning to address the unique needs of each educator. Well-designed and developed systems provide access to a suite of differentiated professional learning opportunities and support to change practice. The ability to meet this promise depends on a rich educator development system that uses educator, student, and system data to establish individual improvement goals. This system must also identify and make available learning opportunities aligned with all performance standards and indicators, appropriate to all grade levels, disciplines, roles, and school and district contexts within which educators work. Such a system holds the individual educator responsible for his or her own growth, development, and results.
Individually focused professional learning, while addressing individual learning needs, has potential pitfalls. First, it may contribute to less collaboration and greater fragmentation among educators within a school community as ...
National PTA's Every Child in Focus is a campaign to strengthen family engagement in schools by celebrating the achievements and reporting the disparities within diverse populations, and sharing resources and advocacy tools to help understand the needs of every child. January is the Month of the Suburban Child. Guest blogging for National PTA is Elizabeth Kneebone, a fellow at the Metropolitan Policy Program at Brookings. Her work primarily focuses on urban and suburban poverty, metropolitan demographics, and tax policies that support low-income workers and communities. To learn more, visit PTA.org/EveryChild.
Mapleton Public Schools—a suburban district just north of Denver, Colorado—serves more than 7,600 students from Pre-K through grade 12 in its 15 schools. Though its enrollment numbers have remained steady in recent years, this district has been grappling with significant changes. In the span of a decade, the number of Mapleton students eligible for free and reduced-price lunch doubled. By the 2010-11 school year, more than two-thirds (68 percent) of the student body was eligible for subsidized meals. As the number of low-income students has climbed, so too has the need for extra assistance that will help kids be ready to learn—from clothing and food to additional academic support.
Mapleton Public Schools isn’t alone. Suburban districts across the nation’s 100 largest metro areas have become home to growing low-income populations in recent years. In the last half of the 2000s, the number of suburban students eligible for free and reduced-price lunches grew by 22 percent, compared to an increase of just 8 percent in city districts during that time. At the same time, many school districts are also seeing more students experiencing homelessness.
These trends reflect larger shifts in the geography of poverty within the nation’s largest metro areas. Between 2000 and 2012, the population living below the federal poverty line in the suburbs (roughly $23,500 for a family of four in 2012) grew by 65 percent—more than twice the pace of growth in large cities and faster than the increases registered in smaller metro areas and ...
By Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA)
One year later, the nation continues to memorialize the 26 adults and children who were killed at Sandy Hook Elementary School, support their survivors, grieve, and move forward. For school board members, the urgency of making schools around the country safer and more responsive to future threats is an ongoing imperative and legacy of the Newtown shootings.
As part of their duties, school boards must ensure that school buildings keep children and school personnel safe without becoming fortresses. In cases of natural disasters and man-made situations, school buildings – equipped with high-occupancy gymnasiums and cafeterias – are often the first shelter, serving as community safe havens and command posts. School boards recognize that even the best emergency preparedness policy is perishable, and they are monitoring and improving their districts’ policies on a routine basis.
School districts can ensure that parents and the community have a clear and actionable understanding of emergency response plans. One example is ...
Dr. Maria Ferguson recently addressed the topic of failure in a column written for the December issue of the Kappan, a PDK publication. In it, she pointed out that many education leaders and policy makers are unwilling to accept that some amount of failure is predictable and that there are lessons to be learned from failure. It reminded me of the saying, if at first you don’t succeed, then try, try again. We set lofty goals in education; Dr. Ferguson highlights the goal of 90% graduation rate under the Clinton administration, with the target date of the year 2000. There was also the objective set out under No Child Left Behind (NCLB), 100% proficiency by 2013-2014.
Our graduation rate is increasing, but we’re well past 2000. NCLB failed to produce the results we desired. Did we really believe our education system was prepared to accomplish those ends within the timeframe we prescribed? If we set ourselves up for failure, it is no wonder that we find ourselves falling short. But then, what do we learn from these repeated failures? ...