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By Stephanie Hirsh, Executive Director, Learning Forward

Recently a reporter asked me how teachers are supposed to be able to distinguish among all the professional development opportunities that claim to be aligned with the Common Core standards. While I could refer the reporter to many resources on what constitutes effective professional learning as well as how to evaluate opportunities, this isn't what she was asking. Here's how I responded and what I would tell the many educators who are trying to answer this for themselves. 

While I hope that very few teachers are trying to make these decisions in isolation from supervisors and colleagues, I also understand not everyone works in ideal circumstances. Therefore, I offer the guiding questions below to assist teachers in making the best decisions possible. First, here are three prerequisites to consider before you go ...

One of the greatest challenges that the education community faces in implementing the Common Core State Standards (CCSS) initiative is ensuring that the education workforce is ready to help students succeed under these new, higher standards.

Facing this challenge requires providing the current workforce with high-quality professional learning opportunities, something we talk about a great deal at the national level. But it also requires preparing new educators to enter classrooms ready to teach under the CCSS, something we talk about very little. How are the higher-education institutions that train the vast majority of our nation’s teachers working to ensure the successful implementation of the Common Core?

To help answer this question, we contacted Linda McKee, Director of the Teacher Preparation and Certification Program at Tulane University. McKee is currently serving as the president of the Louisiana Association of Colleges for Teacher Education (an affiliate of the American Association of Colleges for Teacher Education, AACTE) and as the president of Louisiana Learning Forward. She collaborated with two of her colleagues at Tulane – Holly Bell, Coordinator for Assessment & Accreditation and an early childhood education faculty member, and James Kilbane, a professor for secondary education in math and science – in responding to several questions on how university-based teacher preparation programs in general, and Tulane in particular, are preparing educators to teach in the age of the Common Core.

Public School Insights (PSI): As a faculty member at an institution of higher education, you see firsthand the products of the nation’s high schools. Do you think that the Common Core will help ensure students are better prepared for college or career? Why or why not?

McKee, Bell, and Kilbane: The Common Core (CC) is more rigorous than we have previously seen in Louisiana, and if implemented correctly, the new standards could make a difference. We desperately need to make a difference in students’ learning to think. The difficulty with the CC lies in educators understanding the aims of the standards and being able to implement them with fidelity. The Common Core standards represent a dramatic change from the specialty area standards that most states had developed and were testing. The challenge is that those standards were not being met, so we question if the CC standards will be met any better without ...

By Randi Weingarten, President, American Federation of Teachers (AFT)

As the school year starts, I keep thinking about how teachers never really get a break. Despite the myth about “summers off,” I was with several thousand educators this July – not at the beach, but at TEACH, the AFT’s largest gathering of educators focused on their professional practice and growth. Teachers spent long days learning from fellow educators and other experts about concrete ways to improve teaching and learning. Many teachers told me how they were spending the rest of their summer: writing curriculum aligned to the new, challenging Common Core State Standards; taking classes, because teachers are lifelong learners; and working with students – in enrichment camps and programs to stem summer learning loss. So much for the dog days of summer.

And our conferees did much more. We also committed to reclaim the promise – the promise of public education. Not as it is today or as it was in the past, but as what public education can be to fulfill our collective obligation to help all children succeed.

Yet even amidst this dedication and inspiration there is a great frustration. The promise of a great public education for all children is under pressure not only from out-of-touch legislators, but from economic and societal factors outside school that ...

By Stephanie Hirsh, Executive Director, Learning Forward

At the beginning of her teaching career, my daughter shared with me that she would never want to be a "staff developer." She told me how people were not happy with the staff development required by the school system. They wanted time to work in their schools and with their colleagues to study their curriculum, plan their lessons, and problem solve around situations facing their school and their students.

What she was expressing was precisely the definition of effective professional learning. That was five years ago and she was in her second week of her first year of teaching. Today, her job is, indeed, staff developer. She serves as a master teacher in a Title 1 elementary school. While the challenges are different and often require additional resources, what her colleagues want for their students is no different than what other educators around the world desire. ...

By William D. Waidelich, Ed.D., Executive Director, Association for Middle Level Education (AMLE)

We have a new addition to our family. Tom is our new son-in-law, and one of his quick observations of our family is that we have trouble making decisions. We cannot decide where to go for dinner or what time to meet. He is constantly asking, “Would someone just make a decision?”

Difficulty making decisions is not uncommon for families, but it can also be troublesome for businesses, schools, and organizations. While decisions about dinner plans are relatively trivial, decision-making for bigger concerns is complex and carries higher stakes.

Whether you are a classroom leader, building leader, school system leader or organizational leader, you have to make decisions on a daily basis that might affect hundreds or thousands of students. Today, districts need to make decisions about closing schools or consolidating, as in Evanston, Illinois.  Schools are considering community and business partnerships, as in Reading, Massachusetts. And there are always decisions to be made about students, as in ...

By Elaine Weiss, National Coordinator, Broader, Bolder Approach to Education, and Noelle Ellerson, Associate Executive Director, Policy & Advocacy, AASA, The School Superintendents Association

Since the 1983 release of A Nation at Risk, policymakers have asserted that US students are falling behind their international peers, with dire consequences if we do not improve. The result has been three decades of increasingly high-stakes "standards-and-accountability" reforms, which rely on rigorous academic standards and test-based evaluation systems to hold schools and teachers accountable for student progress. As a comprehensive 2011 National Academy of Sciences report found, there is no evidence that this strategy has produced any meaningful improvement. Moreover, a series of recent reports suggests that we have been misinterpreting A Nation at Risk. Our education system is not so much falling behind as it is pulling apart, and the past decade of heightened accountability measures has likely further widened the gaps.

The Equity and Excellence Commission's February report, For Each and Every Child, points to poverty and inequities as core hurdles to U.S. educational improvement. It focuses on the long-neglected issues of school funding equity and state school finance systems, and its core recommendations include more equitable school finance, access to preschool, and comprehensive student supports. Soon after that report's publication, the Council on Foreign Relations released the newest report in its Renewing America Scorecard series. Its findings echo those of the Equity and Excellence Commission: "The real scourge of the U.S. education system -- and its greatest competitive weakness -- is the deep and growing achievement gap between socioeconomic groups that ...

By Cheryl S. Williams, Executive Director, Learning First Alliance, and Stephanie Hirsh, Executive Director, Learning Forward

When leaders of the nation's largest education membership associations gathered recently for the annual meeting of the Learning First Alliance, one of the most interesting speakers challenged the group to come together on messages that resonate with the public and are actionable across policy and decision-making groups. Representing more than 10 million educators, policymakers, and parents, Learning First Alliance has a responsibility to advocate and advance policies and practices that improve learning for both educators and their students. While we may on occasion debate at the "how" level, we stand together on the why and the what.

We offer these recommendations for the start of a great 2013-14 school year. They provide guidance to policy makers and decision makers across the country. They engender the support of education practitioners at all levels. They underlie our precepts as a moral and democratic society.

1. Invest in early childhood education. We have a responsibility to take care of the children. We are among the wealthiest nations in the world and yet we have among the highest percentage of children living in poverty. Education is the single most powerful pathway into ...

By Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)

Last month, President Barack Obama visited colleges in New York and Pennsylvania to discuss a plan to make higher education more affordable and accessible to all Americans. Soaring costs threaten accessibility; lack of accessibility threatens the economic growth of the country. Therefore, attention to this matter is absolutely required.

Throughout the country, an increasing number of students must rely on loans to pay for postsecondary schooling and are burdened with debt after graduation. According to the College Board (2012), among students earning bachelor’s degrees in 2010-11 from either public or private nonprofit, 4-year colleges, 60% of students took out student loans and graduated with an average debt of $25,300. This educational debt is especially taxing for graduates who choose to enter lower paying public service careers, such as the teaching profession.

According to the National Center for Education Statistics (2012), as of 2009, more than 47% of graduates with a bachelor’s degree in education will accumulate an average of $21,400 in student debt. In fields such as education, where salaries are notoriously low, mitigating debt through grant programs is essential to recruiting and retaining the most talented men and women in the field.

Since 2008, a little-known grant program has made college accessible and affordable for talented students interested in teaching. The Teacher Education Assistance for College and Higher Education (TEACH) grant program, authorized in ...

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. ...

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