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...
As California’s ABC Unified School District begins weaving the Common Core State Standards into its classroom curriculum, high school teacher Richard Saldana says the district has learned that cooperation and coordination among all staff is key to helping the standards meet their potential.
The school district regularly brings together teachers, principals and other staff to discuss implementation, then they use those sessions to speak with a unified voice to stakeholders such as the school board and parents.
“We do our best to bring as many stakeholders together as we can, starting with the teachers in the district,” says Saldana, who is the social studies chair at Artesia High School and a member of the district’s executive committee thatguides CCSS implementation. “And we believe that's essential because the teachers are the ones that are using the curriculum with the students.”
Saldana and other teachers quickly noticed that the new standards are much more rigorous, but he feels that once implementation takes hold, the CCSS will ultimately improve his students’ learning. ...
Educational technology is generally considered an asset for schools. But correctly integrating technology into a classroom curriculum and using digital devices to help students to learn in meaningful ways is a skill that continues to evolve--and challenge educators.
Megan Kinsey, Principal at Ridge Middle School in Mentor, Ohio, co-founded a research project at her school to help support both teachers and students as they use educational technology. The Catalyst project allows her and other educators to observe new technologies and instructional strategies as they are being used in a classroom. For this project and her commitment to lifelong learning, Ms. Kinsey recently was named a “20 to Watch” educator by the National School Boards Association. ...
By Stephanie Hirsh, Executive Director, Learning Forward
Many states have recertification or relicensure rules that require educators to earn 100 to 200 professional development hours over a specified period of time. In my view, educator relicensure and recertification processes are a missed opportunity when it comes to ensuring that educators have access to the professional learning they want and need to help students succeed. Why? Here are several reasons.
- Educators see little connection between these requirements and the challenges they face on a daily basis.
- Educators receive little guidance about the choices or resources to support them in meeting this requirement. As a result, convenience and price heavily influence the decisions educators make.
- Attendance is often the only criteria for educators to earn credits toward relicensure.
Too few states and districts have systems in place for awarding credit for the professional development educators value most: job-embedded, team-based, and collaborative learning ...
One year ago, the Learning First Alliance began a series of interviewing educators and researchers who are committed to the Common Core State Standards and are working to ensure the proper implementation of the standards. These interviews are part of the “Get It Right—Common Sense on the Common Core” podcasts that highlight schools making progress toward the new standards and improving students’ learning. LFA is now offering transcripts of many of these sessions in its website, including a recent segment with Vicki Phillips, Director of Education, College Ready at the Bill and Melinda Gates Foundation.
In the conversation, Phillips discussed a range of topics, including: ...
By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
News Flash: The interest of students and their opportunity to learn is not better or even well served by a strategy of constant and high demand of inexperienced teachers. Retention matters not just to teachers but, most critically, to students.
Recent studies showing that teacher effectiveness continues to develop over time reinforce this imperative to do right by our students. First, in a working paper completed last year for the National Center for Analysis of Longitudinal Data in Education Research, researchers at Duke University found that middle school teachers’ effect on student test scores as well as attendance rates improves over at least several years. A subsequent study out of Brown University found improvement in teacher effectiveness is indeed steepest in the early years in the classroom but continues for many more years, challenging the common perception that teacher quality is a fixed characteristic after just a couple of years of experience ...
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 Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
It’s an insidious message embedded in the American psyche: Those who can’t, teach. For years, report after report has banged the drum for raising admission standards into teacher preparation programs, citing international comparisons and championing cost-prohibitive recruitment policies.
In reality, the talent pool now entering teacher preparation programs is rich. Our programs are, in fact, attracting their share of high achievers—defined by any number of criteria.
One popular (if unreliable) measure of academic ability, SAT and ACT scores, has been trending upward among novice teachers in public schools. A recent study out of Stanford University finds that new teachers in 2008 had a wide range of SAT results, evenly spanning the bottom, middle, and top third of scores. This distribution reflects a change from scores reported in 1993 and 2000, when very few new teachers came from the top third. A similar study looked at new teachers in New York State and found a significant increase in teachers from the top third of SAT scores from 1999 to 2010.
Academic ability alone, of course, does not make anyone a good teacher, nor is it meaningfully reflected in SAT scores ...
Note: This post was written in reflection of the 2015 CoSN (Consortium for School Networking) Senior Delegation to Singapore.
Singapore’s public education system is viewed as one of the best in the world based on its students’ continued high performance on the OECD (Organization for Economic Cooperation and Development) PISA test (Program for International Student Assessment). The CoSN delegation’s visit to the National Institute of Education (NIE) provided a chance for us to learn the strategy Singapore has used to push its student achievement close to the #1 spot on the international test. The NIE is charged with selecting candidates and providing preparation and ongoing support to the country’s teaching force to ensure that teacher quality is the highest possible.
Step one in this development approach is a rigorous process for selecting candidates for the teacher preparation program. Potential teachers must have scored in the top tier of the British style tests administered to secondary school students and are then subject to extensive interviews with the admissions committee to ascertain their aptitude for working with young people and ...
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 ...
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 ...