National PTA President Otha Thornton discusses why his organization supports the Common Core, dispelling myths and sharing resources to help parents learn more and support successful implementation of the standards.
By Joseph Bishop, Director of the National Opportunity to Learn Campaign and Executive Director of Opportunity Action
Last week, New York education officials released scores from the first Common Core-aligned standardized state tests. Student scores showed a dramatic drop in performance from previous years. Statewide, just 31.1 percent of students tested proficient in English Language Arts, and 31 percent tested proficient in math.
We can’t be surprised by the results, as New York leaders and many state decision-makers across the country have failed to recognize that new standards alone won’t drive students to succeed. Standards must be matched with common core supports for students, parents, teachers and principals. The challenge the National Opportunity to Learn Campaign is trying to address with organizations like the Alliance for Quality Education and A+New York is about more than closing the achievement gap on state tests. We’re working to rectify the ever-present opportunity gap that ...
I recently attended an information-rich meeting sponsored by the Northwest Evaluation Association (NWEA), at which Dylan Wiliam, Emeritus Professor of Educational Assessment at the University of London, addressed the topic of Teacher Expertise: What It Is, Why It Matters, and How We Can Get More of It. The results of Dr. Wiliam’s research are fascinating and important as we work collectively towards improving our public education system. The first thing that came to mind after listening to his talk was the old humorous adage, “How do you get to Carnegie Hall? Practice, Practice, Practice.”
What Dr. Wiliam’s work has uncovered is that only investing in existing teachers produces enough improvement to result in the changes we need in our education system and that this is not happening systematically in most schools and districts…but that it could be. ...
By William D. Waidelich, Ed.D., Executive Director, Association for Middle Level Education (AMLE)
“I touch the future…I teach!” With these six words, Christa McAuliffe summed up a personal philosophy. McAuliffe, a teacher from Concord, New Hampshire, was one of seven crew members killed in the Space Shuttle Challenger disaster January 28, 1986. She believed educators must be willing to take risks and model that risk-taking behavior for students—tomorrow’s leaders—to give them courage to move society beyond our current boundaries.
School doors are beginning to swing open and a new group of eager minds and bodies will be arriving in our classrooms. What will they see? What will they hear? What will be the environment in our classrooms? What risks and risk-taking behaviors will we model for our students?
To set the stage for why I think you should read further I will describe a personal story that shows how, as a father of a new teacher, I am inspired and confident about the future of ...
By Michael A. Resnick, Associate Executive Director for Federal Advocacy and Public Policy, National School Boards Association (NSBA)
In the 12 years since the No Child Left Behind Act (NCLB) was enacted, we’ve seen firsthand how the federal role in education has expanded substantially, particularly by unilateral decisions made by the U.S. Department of Education to transform the educational delivery system through initiatives such as its waiver program.
Now, we have an opportunity to change this course through the reauthorization of the Elementary and Secondary Education Act (ESEA). The National School Boards Association (NSBA) applauds Congress’ overall goal to ensure through legislation that all students are ready for college and careers. NSBA also is pleased to see that Congress is turning its attention to the growth of the federal role, including where it may adversely impact states and local schools.
Within the U.S. House of Representatives, the majority view supports a more bottom-up approach to the federal role. The Senate committee bill supports strong direction from the federal level. The divide between the two approaches is wide and presents Congress with major decisions about how federal education policy will be made for years to come under ESEA and ...
The economy may be slowly improving, but many families and children are still struggling to get by in communities across the country. Economic insecurity increases childhood stress and negatively affects a student's ability to focus and be present in the classroom. School counselors are on the front lines when it comes to supporting students through this and other challenges ranging from incidents of bullying, issues at home, academic struggles, and depression and anxiety, to name just a few.
Recently, Mindy Willard, the American School Counselor Association's (ASCA's) 2013 National Counselor of the Year, was kind enough to share her insights and experience with Public School Insights (PSI). She has created a counseling program at Sunset Ridge Elementary School that serves all its 650 students through a range of activities and interventions. She also provided specific goals, interventions and results from the program, highlighting how such efforts support student health and learning. And, as the National Counselor of the Year, she shared some of her thoughts on the challenges counselors face, important facts to highlight in advocacy efforts and what she's looking forward to doing this year in her national role.
Public School Insights (PSI): First, congratulations on being named the 2013 ASCA School Counselor of the Year. And thank you for taking the time to answer some of our questions about your work and the value of school counselors. Could you share with us what drew you to counseling?
Willard: I always knew I wanted to work with people, children in particular; it wasn’t until college when I discovered the idea of becoming a school counselor. I was pursuing my undergraduate degree in Psychology and quickly realized there was not a whole lot I could do with that degree. I began exploring my options, spending summers working with children in juvenile detention facilities and group homes. I discovered I really wanted to ...
At some point in our education, we learn about the term and concept of multipliers (a third grade concept according to the Common Core State Standards). By one definition, a multiplier is “an instrument or device for multiplying or intensifying some effect.” If you have something positive, or something that is working well in your office or environment, it seems logical if you want to increase or intensify that factor. This math term is applied to the concept of school leadership in a book called The Multiplier Effect, written by Liz Wiseman, Lois Allen and Elise Foster. ...
When I logged onto my Twitter account last Tuesday, an interesting string of comments/news scrolled across my screen. As fate would have it, the National Education Association (NEA) annual meeting and the National Charter Schools Conference (NCSC) were both taking place, and their keynote speaker addresses filled my Twitter feed.
The NEA speakers, former Montgomery County (Maryland) Public Schools (MCPS) district superintendent Jerry Weast and Stanford professor Linda Darling-Hammond offered perspectives on the roles teachers can and should play as successful practitioners in the classroom and beyond. Dr. Weast profiled the MCPS Peer Assistance and Review Program (PAAR), designed in collaboration with the local unit of NEA and the district administration to institute a system of teacher evaluation led by teachers and predicated on ...
Want to know how American teachers are feeling these days? Judging from the new Badass Teachers page on Facebook, the answer is angry.
Started by three individuals who know each other only through Facebook, the Badass Teachers page started at 4:45 pm on Friday, June 14. In an hour, BAT had 1,000 members and has been gaining about 1,000 members every day since then. At last count, more than 21,000 Facebookers were following the page. The activity has become so rapid that the site now has 49 administrators just to keep up with new requests to join the group. (The group has since developed a website and Twitter handle as well.)
And Badass followers are not just following this page, they are posting like crazy. Hundreds and hundreds of angry, funny, and irreverent posts and responses every day. Barely anything else is getting through ...
By Daniel A. Domenech, Executive Director, AASA: The School Superintendents Association
In 2015, we will be celebrating AASA’s 150th anniversary, and as we arrive at this milestone, we are proud to announce the official launch of the AASA National Superintendent Certification Program. Working with our new partner, The SUPES Academy, we have been hard at work planning a robust experience that will focus on sharpening the skills that successful superintendents acknowledge are needed to thrive on the job, and provide a relevant experience for our members. As I have traveled across the country in planning this program, it has been made clear that the political and economic pressures of the job are exacerbated by growing intrusion into local control and a prevailing attitude that educators do not have the solutions and indeed are part of the problem. Our certificate will help our members strive in these difficult conditions.
The school district is often the biggest “business” in the community it serves, managing the largest budget and supervising the greatest number of employees. Yet the superintendent’s position was created to be the community’s educational leader, not the CEO of ...
By Mel Riddile, Associate Director of High School Services at the National Association of Secondary Principals (NASSP)
Principal leadership matters--perhaps now more than ever before. As much as the Common Core State Standards (CCSS) are changing instructional practice in the classroom, we must acknowledge that student learning under CCSS requires a schoolwide transformation that transcends individual classrooms and requires the dedicated, continual attention of the principal. Consider how these five essential schoolwide conditions for CCSS will fundamentally shift the way principals go about leading schools.
1. A culture of college and career readiness. Culture reflects the mindsets and expectations of everyone in the school and ultimately drives behavior. A CCSS culture reflects the universal expectation that all students will be prepared for life beyond high school, and it encourages students' capacity to imagine their long-term possibilities. In much the same way that a discipline policy becomes ineffective if only half the teachers enforce it, a culture of high expectations must pervade every meeting, every ...
A VISION FOR GREAT SCHOOLS
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