Kentucky Chamber of Commerce CEO David Adkisson discusses why Kentucky’s business community supports college- and career-ready standards and how they have partnered with schools and community organizations to support implementation.
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 Tarsi Dunlop, Learning First Alliance
Black Lives Matter: it’s a statement known around the world. And, because they matter, the system constructs that govern those lives also matter. Public education, both as a system and as a product of local communities, has an important role to play in improving the long-term outcomes for minority populations and low-income citizens. Earlier this year, the Schott Foundation published the fifth edition of its 50-state report on Black males and public education. Black Lives Matter provides clear evidence of the opportunity gap that young black men face in America today – and highlights what happens when we fail to close that gap.
Consider school suspensions. Zero tolerance policies and the presence of police officers in schools are pushing students out for minor infractions. In addition to lost learning time, such practices also contribute to the likelihood that a student will drop out of school and continue down a path that includes a greater probability of unemployment, reliance on social-welfare programs and potential imprisonment. Suspensions push students towards the juvenile and criminal justice systems, a reality that is now termed the school-to-prison pipeline ...
By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
All too often, the life story of the struggling reader, especially the child from disadvantaged circumstances, is a heartbreaking one.
Often not identified as at-risk until third-grade high stakes testing, stigmatized by classroom pull-out programs, given one-size-fits-all remediation, and faced with the possibility of retention, the struggling reader must then continually play catch-up in all subject areas as reading becomes increasingly central to learning. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
It’s been a little over a week since the conclusion of our National Conference on Education in San Diego. Based on positive news clips that keep coming in plus conversations about the conference through social media among our members, I’m pleased to see there is no sign of a let up in the positive momentum generated by AASA’s 150th anniversary celebration.
My time spent with superintendents during our meeting gave me perspective which supports our work as the premier organization for public school system leaders—enough to make our founding fathers proud.
For generations, AASA has been bringing together some of the sharpest minds in education at our conferences. And today, we’re working harder than ever on behalf of our superintendents in an effort to help them thrive on the job—and create enriching and robust programs that will lead to cutting-edge learning opportunities for the students they serve ...
By Daniel A. Domenech, Executive Director, AASA: The School Superintendents Association
In preparing for the celebration of AASA’s 150th anniversary, I read the copy of “AASA, The Centennial Story,” written by Arthur Rice in 1964, which sits on the bookshelf behind my desk. What a fascinating read. In this column, I draw liberally from the information provided by Rice, a professor of education at Indiana University.
It was on Aug. 15, 1865, in Harrisburg, PA, at a meeting of the National Teachers Association, that a group of superintendents created the National Association of School Superintendents. Earlier that year, the Civil War had come to an end and President Abraham Lincoln had been assassinated. Six months later, in February, the group held its first convention in Washington, D.C. Nine state superintendents and 20 city superintendents attended.
It is clear, from the very beginning, advocacy at the national level would be a key mission of the newly formed organization ...
By Amber Chandler, American Federation of Teachers member and 7th and 8th grade English Language Arts Teacher at Frontier Middle School in Hamburg, NY
Teaching is my calling. I can’t give directions without teaching them to you. Sometimes, depending on your learning style, I will draw you a map on a napkin. Other times, I might get you to Google Maps and have Siri talk you through it. Occasionally, I’ll give you only the landmarks—“Go past the 7-11, until you see a Tim Horton’s on the right. It is directly across from there.” There are teachers who teach a subject, and teachers who teach children, and it is that difference that we must all consider as Education (with a capital “E”) under fire.
Policy makers and bureaucrats are attempting to convince the world, who are incidentally probably laughing at how backwards we are approaching this manufactured education crisis, that the woes of society should be squarely on my back. For those of you who might say that I am making taking this personally, let me remind you that it is my performance that is being questioned. Please. Pay attention. I am trying to teach your children ...
Deanna Martindale is a 2014 PDK Emerging Leader and principal at Hebron Elementary School in Ohio. She has spent nineteen years in education, teaching sixth grade, serving as a professional development coach, and helping plan one of the first K-12 STEM programs in her state.
She recently took some time to share her thoughts on STEM learning, engaging curriculum, preparing students for college-and-career, and connecting with parents, students and staff in support of student achievement.
Public School Insights (PSI): Thank you so much for taking the time to share your insights with us here at Learning First Alliance. First, would you share some of your professional background with us?
This is my 19th year in education and my fourth year as an elementary principal. I have taught sixth grade, all subjects, and served as an instructional coach, working on assessment design and inquiry based teaching. I also spent time as a professional development coordinator with the Teaching and Learning Collaborative, working some with COSI Columbus to develop an Inquiry Learning for Schools summer program for teachers. I conducted professional development around the state to help roll out Ohio’s new science standards and best instructional practices, and I was a STEM coordinator for Reynoldsburg schools, where I worked with a design team of teachers and administrators to plan one of the first K-12 STEM programs in the state ...
By Teri Dary, Anderson Williams and Terry Pickeral, Special Olympics Project UNIFY Consultants
The problem with public education is that there isn’t enough tension. The other problem with public education is that there’s too much tension. And, perhaps the biggest problem is that both of these are correct, and we don’t distinguish between creative tension and destructive tension.
Without distinguishing between the two, we cannot intentionally build structures and relationships that create the systems our students need: systems of shared leadership, strategic risk-taking and mutual responsibility. Systems of creative tension. Instead, we more commonly build top-down structures that generate destructive tension and bottom-up structures to avoid, relieve, or push back against them. ...
By Stephanie Hirsh, Executive Director, Learning Forward
During a recent trip to the grocery store, the cashier told me that the city had instituted a five-cent charge for plastic bags. I immediately purchased three reusable bags to carry home my groceries and will always have those bags with me.
As I walked to the car, I thought about what had just happened. For years, I had watched while others brought their reusable grocery bags to the checkout lane. I thought it was a great idea, but I never took the step to change my habits. I knew why I should change my habits, but hadn't made the change -- it just wasn't important enough to me. And then, in the blink of an eye, I changed a behavior.
It's not that I can't afford the five cents. It was the principle. But what was the principle? That I wouldn't pay for something that before had been free? That I heard the city's message about reducing waste? Or that I already knew it was the right thing and now had the motivation to change? ...
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 ...
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