For her leadership in the areas of teacher quality and educational equity and reform, the Learning First Alliance has named Stanford professor and accomplished author Linda Darling-Hammond as our 2013 Education Visionary Award winner.
In the 1980s, educators and policymakers swarmed across Germany to examine its two-tier education system that separated college-bound students from vocational ed students, all in an effort to boost the national economy. In the 1990s, Japan and its unique lesson study model attracted American attention.
Along came the 2000s, and Finland has the starring role. A country that once didn't warrant much attention, Finland has zipped to the top in international measures of education, and American educators in particular want to know its secret.
"It was a surprise to us that we were so high on the PISA in 2000," said Leo Pahkin, councellor of education at the Finnish National Board of Education who spoke to a group of American educators visiting Finland last fall in a trip sponsored by PDK International. "We knew we had good readers, but maths and science, that was a surprise to us." ...
By Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
AACTE's recent report The Changing Teacher Preparation Profession: A Report From AACTE's Professional Education Data System (PEDS) tells of the rapidly shifting work of preparing U.S. teachers. The report finds the academic prowess of college students entering teacher preparation is strong, with programs attracting students with GPAs that exceed minimum entry requirements. We also see that preservice programs are designing alternative routes to licensure, integrating technology to meet the needs of distance learners, and working to incorporate capstone performance assessments such as edTPA.
The report's findings also indicate that more work is needed to make extended clinical experiences a central component of preparation. Although virtually all programs incorporate supervised field experiences, only 5 percent have a full-year residency program. One-year residency programs are required for eligibility for the Teacher Quality Partnership (TQP) Grant Program and they are championed in recent reports, such as those from NCATE's Blue Ribbon Panel and the National Research Council, as well as in AACTE's PEDS report. Further, we know that candidates who engage more regularly in actual classroom activities are more likely to remain in the profession and have a more positive impact on student learning than ...
By Richard L. Valenta, Ed.D., Board Member for the American Association of School Personnel Administrators (AASPA) and Director of Personnel Services for Birdville ISD
Several researchers have affirmed the importance of both the engagement of people at work (for example, see several meta-analyses and surveys done by scholars at and/or for Gallup) and the impact of talented teachers on meaningful school outcomes, specifically student achievement. Based on this research, it is appropriate to acknowledge the importance of creating great schools for educators to work and be engaged in. Likewise, it is paramount that students are taught by talented teachers who are effective in providing instruction that significantly and consistently affects achievement gains.
In a 2006 book, Gary Gordon proclaimed a need to ensure that teachers in this country work in environments that promote their engagement in order to fully tap students' potentials. Teacher engagement refers to the individual teacher's involvement in and enthusiasm for teaching students in schools and reflects how well teachers are known and how often they get to do what they do best. Gordon also expressed the importance of valuing ...
By Nora Howley, Manager of Programs, NEA Health Information Network
School safety is more than just having a plan. It’s a process that needs to involve the whole school community.
LaPorte Community School Corporation is a rural school district in northwest Indiana. It’s also a great example of a district that has brought everyone to the table to help keep kids safe.
I recently joined Donna Nielsen, a bus driver and NEA member, and Glade Montgomery, the superintendent, on a panel led by Roxanne Dove of NEA’s Education Support Professional Quality Department (ESPQ) at the National Forum on School Improvement. We were there to share what LaPorte is doing right and talk about what other districts can do to protect their students. ...
In the past, teachers needed training in the mechanics of e-mail and PowerPoint, just like today many need training in the basics of social media and tablet use. But these trainings are not necessary for everyone. Most of those entering the teaching force today never knew life without a computer. They grew up with e-mail, Facebook and YouTube. They operate easily on PCs, Macs, tablets and phones, and they adapt quickly to technological changes.
Young teachers instinctively incorporate ICT (information and communications technology, for those not familiar with the lingo) into their work to the extent that they are often hindered by school, district and/or state policies around it. But their ability to use new technologies is useless if ...
Learning the art of preparing effective teachers never ends for the teacher education community. Each day, we discover new ways to review, modify and apply the best methods that will ultimately address the learning needs of all students. But what are the core ideals and characteristics that serve as the foundation beneath this evolving knowledge? I asked Alison Hilsabeck, who leads a successful program at National Louis University, to answer the question, "What do we know about teaching teachers?" Her insightful response follows.
-Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
The educational research community has devoted significant energies toward the goal of codifying the research on learning and teaching, and on translating that research into effective practice. Those efforts continue a legacy of scholarly practice extending back to Plato and Aristotle. Recently, there have also been a number of substantial reports (e.g. the National Research Council's Preparing Teachers: Building Evidence for Sound Policy and the National Council for Accreditation of Teacher Education's Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers) that have informed the national dialogue about the mechanics and organizational arrangements of educating teachers. It would be presumptuous of me to even begin to summarize all of this work.
Instead, I write from the perspective of an education school dean, working to maintain a 126-year-old institutional mission to prepare teachers who actually know what to do on their first day as the teacher-of-record. At National Louis University (NLU), we are focusing much of our work on the preparation of effective and resilient teachers for low-performing schools. This has challenged us to rethink assumptions and build stronger and deeper field partnerships. Our experience suggests the importance of some key factors with ...
Part of my job as executive director of the Learning First Alliance (LFA) is to attend meetings here in Washington, DC, where new K-12 education reports or projects are released or introduced to policymakers, educators, parents, and interested stakeholders. Over the past week I attended two such meetings, which provided a stark contrast to approaches used by education leaders and researchers in addressing changes that could benefit both the US public education system and the students it serves.
The Center for American Progress (CAP) released a report authored by Allan Odden titled Getting the Best People into the Toughest Jobs: Changes in Talent Management in Education. The underlying assumption on which this report’s recommendations are based is that the current workforce in public education is not very talented, should be held accountable for their poor performance, and removed from classrooms and schools. Indeed, Odden points out what we know is true: the effectiveness of the teacher and ...
The following blog post is from Samantha Huffman and was written in response to a recent article about a special needs student who was bound with duct tape during school.
Samantha is a former National Youth Activation Committee member and current senior, studying Elementary Education at Hanover College. Samantha has been a student leader in Project UNIFY for many years.
I recently went to a conference where a young man with cerebral palsy kept bringing up how we needed to focus on students with disabilities being tied down to chairs or restrained and/or harmed in some other way by educators. I kept thinking to myself how this wasn’t important because this would never be allowed to happen in a school in today’s society. I’m a senior Elementary Education major and never once in my four years of classes have we addressed the idea of restraining students because that’s just plain wrong, isn’t it? Well, apparently I was living in some kind of dream world and this young man at the conference was living in the real world. ...
New Accrediting Body for Educator Preparation Seeks Public Comment on Next Generation of Accreditation Standards and Evidence
Public Comment Period February 15–March 29
By James G. Cibulka, president, Council for the Accreditation of Educator Preparation
Education reform over the past decades has ushered in changes in standards, assessment, curriculum, and teacher evaluation. Most recently, the focus has turned to teachers and their professional preparation; research has shown that teachers are the most significant in-school influence on student achievement. While education reform is often politicized, the opposing sides share considerable common ground. In the end, those vested in the topic of education reform agree that every student deserves the best teachers and education possible.
The Council for the Accreditation of Education Preparation (CAEP)[i] takes up its responsibilities as the new national accreditor of educator preparation providers at a time of high interest in P-12 student performance and in the capabilities of the education workforce. In this context, accreditation must be a strong lever in shaping educator preparation, assuring the public of the rigor of educator preparation programs. ...
The Commission on Equity and Excellence had a Congressional mandate to provide advice to Secretary Duncan on the disparities in meaningful educational opportunities and to recommend ways in which federal policies can address such disparities. They just released a report titled “For Each and Every Child,” after a two year work period. The distinguished members of the panel, with diverse professional backgrounds and different political ideologies, focused on the inequality in our nation’s public school system as the primary driver behind two achievement gaps, the internal domestic gap and the international gap. Their conclusions and recommendations won’t surprise education professionals, but the report serves as a well-timed call to action for the struggles facing African American students, particularly males, during Black History Month. The opportunity gap also exists for a significant number of Hispanic and Native American students. ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!