LFA brought together a group of practitioners to to find out how college- and career-ready standards are actually working in schools--here's what they want you to know.
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In our March 2015 blog, we focused on what creative tension means in the context of relationships between young people and adults in our schools. We outlined core principles and assumptions that are critical for this work, and discussed how the roles for young people and adults shift in the creative tension model.
This blog presents a series of real-world examples that demonstrate the use of a creative tension in carrying out intergenerational work within the school context. There are a few key ideas to keep an eye on. First, each example shows youth and adults working toward shared goals, with young people being viewed as meaningful contributors and partners in the process. Second, supporting their shared goals, you will see how personal goals and aspirations align with and support their collective work. Finally, each values the other’s experiences, perceptions, skills, beliefs, and ideas and understands that they are critical to achieving personal and shared goals. ...
Know of an exceptional educator who deserves recognition? It’s time to nominate him or her for a Bammy Award.
The Bammies seek to honor all types of educators who are making a difference in public education and the lives of schoolchildren—and that can be a superintendent or teacher, principal or custodian, or even a researcher, education writer, and parent.
The program is hosted by the American Academy of Arts and Sciences, an independent policy and research center. The Academy nominates and chooses individuals for the Bammy Awards, it allows those in the education field and the general public to nominate and vote on individuals for the Educators Voice Awards.
“The Awards aim to recognize the collaborative nature of education, to encourage respect in and across the various domains, to raise the profile and voices of the many undervalued and unrecognized people who are making a difference in the field and to elevate educators, education and the value of life-long learning in the public eye,” according to the program description. ...
For the past eighteen months the Learning First Alliance (LFA) has been gathering stories from the field showcasing state, district, school, and community leaders who are working together to implement new higher, college and career ready standards well. In January we released a white paper, Getting Common Core Right: What We’ve Learned that shared local stories and summarized our learning. It highlighted the importance of three key factors in successful Common Core implementation:
LFA believes to its core – and demonstrates on a daily basis – that collaborative leadership is essential for the success of public schooling. ...
By Melanie Zinn, Owner, Director and Lead Teacher of a Licensed Home Child Care Program in Vermont*
Editor’s note: This post is part of a series of blog posts on the early childhood education work force that the American Federation of Teachers is running in honor of Worthy Wage Day, celebrated this year on Friday, May 1. View the other posts in the series here.
We attribute many stereotypes to “those in need”: jobless, maybe homeless, lazy, struggling, etc. I would be surprised if a tidy-looking, professional person was the image that popped into your head at the mention of this phrase. However, the reality of many early educators is just that: In need. I am one of those in need, and I never thought I’d be able to actually admit it.
What could we possibly be in need of, you might ask? The picture of an educator can also be so stereotypical! A woman, right? And one in professional attire, who only has to work like 6 hours a day, who doesn’t even have the children in their classroom the entire time due to library and gym, etc., who has summers off and let’s face it, doesn’t really deserve to earn as much a doctor or lawyer or engineer, right? Oh, so wrong! ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
As a University of Florida graduate, I was happy to see Tim Tebow get another chance to play in the National Football League, this time with the Philadelphia Eagles. I don’t understand why the football world is so disparaging of him. At UF, Tebow led the school to two national championships and won a Heisman trophy as the best player in college football. Since he entered the NFL, the main criticism is that he has a low percentage of completed passes.
In 2011, Tebow was named the Denver Broncos’ starting quarterback when the team had won only one game and lost four. He turned the abysmal season around, leading the team to its first division championship, and first appearance in the playoffs, in six years. But he only completed 46.5 percent his passes, so the Broncos brought in superstar Peyton Manning, and after standing on the sidelines with two other teams, Tebow has been out of the NFL for two years. He completed less than half of his passes when elite quarterbacks complete of about two-thirds of their passes. Seriously, what difference should that make? When Tebow’s given a chance to play, his team wins. Isn’t that what’s really important? ...
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.
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 ...
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 ...
Radio and TV personality Montel Williams is promoting the good work of public education through the National School Boards Association’s “Stand Up 4 Public Schools” campaign. And he wants all educators to join him to “stand up, step up, and speak up for public schools.”
Williams recently energized an audience of thousands of school board members and other educators at NSBA’s 75th annual conference in Nashville. He also is featured in new Stand Up 4 Public Schools digital ads as a spokesman for the national campaign.
Sporting a bright red “Stand Up 4 Public Schools” badge, Williams delivered – “shot gunned,” as he put it – his assertion that school board members must spread the word about issues such as how U.S. public schools graduated a record 82 percent of high school seniors last year, including more than 140,000 minorities. ...
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. ...
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 ...