The OECD has released the latest Programme for International Student Assessment (PISA) results. Visit our collection of resources to help you interpret them in context.
By Betty Edwards, Chair of the Special Olympics Project UNIFY® National Education Leaders Network
The film “Cipher in the Snow,” a true story written in 1964 by teacher/guidance counselor Jean Mizer, tells the story of an ostracized teenager, Cliff, who has no friends and becomes a withdrawn "cipher" or nonentity. (Cipher is the mathematical notation for zero—something without weight, importance, or value.)
One day, Cliff asks to get off the school bus, collapses, and dies in the snow beside the road. Cliff’s math teacher is asked to write the obituary but realizes that hardly anyone recalls the student. When he tries to get a small group together to attend Cliff’s funeral, he can’t find 10 people who knew the student well enough to feel comfortable going. He vows to never let another student in his class feel unimportant and be unknown.
We wish we could say that this story could not be written today, but that’s not true. Many students in our schools feel insignificant, disengaged, and ...
New technologies are dramatically changing how people learn. Unfortunately, many schools are moving far too slowly to adopt them, with classrooms today organized in much the same way they were in the 1950s. We in public education must do a better job incorporating new technologies into teaching and learning to prepare students for success in the changing world that awaits them.
But what does it look like when schools step into the digital age? And what can school leaders do to ensure students are learning in new ways?
We recently had the opportunity to hear about these issues from an expert, Ryan Imbriale, Principal of Patapsco High School and Center for the Arts in Baltimore, one of NASSP’s 2013 Digital Principals and a PDK 2013 Emerging Leader. In an e-mail interview, he shared his thoughts on how school leaders can promote digital learning and the challenges they face in doing so, as well as specific examples of what it looks like in his building.
Public School Insights (PSI): Before we discuss your school in particular, I want to ask a couple overarching questions. You were recently named one of NASSP’s 2013 Digital Principals. What exactly is a “digital principal”?
Imbriale: Well, a digital principal is actually real – it’s not some sort of virtual person. That’s been the running joke at my school since my staff found out I won the award. The award is designed to recognize principals who exhibit bold, creative leadership with new technologies.
PSI: In general, what is the role of a school leader in digital learning?
Imbriale: The school leader must be willing to fostering an environment of innovation, exploration, experimentation, and trial and error. When a school’s culture is student-centered and driven by a collaborative spirit it’s really amazing what can be accomplished. But I will also say that the leader must also be a user. It’s impossible to get buy-in if you are not modeling effective use. I try hard to continually model my own personal and professional use of technology, whether it’s social media or flipping professional development.
PSI: Now tell me about your school. What is your vision for it?
Imbriale: My vision for Patapsco High School and Center for the Arts is to provide students with quality comprehensive educational experiences that enable them to develop the productive habits of life-long learners. Our students will be able to think critically and creatively, learn independently and in collaboration with others, value ethical behavior, and develop skills needed to function in a technologically changing and ...
By William D. Waidelich, Ed.D., Executive Director of the Association for Middle Level Education (AMLE)
It wasn't that long ago. Students sat in rows and watched, glassy-eyed, as the teacher lectured in front of class. Lectures were very common in teaching and learning. In those days, student success was measured by homework turned in on time, neatly penned; posters created with markers and colorful snippets from magazines; and book reports teachers could use to measure if a student actually read the book.
Today's modern educators know better. Middle grades students can be found addressing the city council, building a prototype city that generates its own electricity, developing a smart phone app, creating a marketing plan for a local business, and writing or illustrating a self-published book. Students who are engaged in their own learning are productive, motivated, and ...
In the work that the Learning First Alliance (LFA) has undertaken over the past months in gathering data on public attitudes and perceptions of public education, one common assumption among the general public becomes clear:
- Student success and teacher effectiveness are related to a single quality - caring
So, the public and educators alike believe that if teachers care about their students and the students with whom they work believe their teacher cares about them as individuals, the likelihood of learning taking place is high. This doesn’t imply that subject level knowledge and pedagogical skill aren’t important, it just states that those two characteristics don’t work effectively if the educator doesn’t care about the students he or she is working with. ...
We all know of school improvement initiatives that failed when they should have succeeded. Technology initiatives, new evaluation systems, even changes to the school calendar – these are ideas that research suggests should improve student outcomes, but for some reason, in some contexts, they don't.
One reason that many education initiatives struggle to succeed is stakeholder resistance – or stakeholder apathy. When education leaders do not take the time to create a trusting culture that supports a vision of excellence and improvement, their reform efforts are at a severe disadvantage, if not doomed. As Bill Milliken, founder and vice chairman of Communities in Schools said, “It’s relationships, not programs, that change children.”
I recently had the opportunity to attend the National Association of Secondary School Principals' (NASSP) 2013 Ignite Conference. There, I had the chance to learn from a number of education leaders who have created cultures that led to true change in ...
By Dennis Van Roekel, President of the National Education Association
It starts early. When we are maybe age three or four or five. When we are young and impressionable. Someone close to us opens a book and reads to us about animals that talk, ghosts that live in haunted castles or pirates in search of buried treasure.
And we are hooked. We can't wait for someone to read us another story that causes our imaginations to run wild. If you've ever shared a book with a child, you know the joy and excitement this small act can bring. It's almost comical how some children want to hear the same story over and over and over — they are so spellbound by it.
Research shows that children who are read to at home have a higher success rate in school and frequently develop stronger reading skills. Reading is the foundation of education.
Unfortunately, too many children have no one to read to them. The National Center for Education Statistics tells us that almost 50 percent of children ages three to five do not get read to on a daily basis. This is staggering.
We at the National Education Association (NEA) are working to change this. We offer a number of resources to help educators improve reading instruction and to help parents develop reading skills in their children. And each year we host Read Across America, an initiative that celebrates reading and literacy and encourages more adults to ...
Deeper learning will ensure students possess transferable knowledge, or the ability to use their knowledge and skills to solve problems and navigate new situations. As a 21st century skill set, it should be a core element of the public education academic experience. A recent report from the National Research Council, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century argues that when facilitated through teaching and learning of academic subjects, this approach to learning pushes students beyond rote memorization of facts and procedure, and prepares them to succeed in work and life. This opportunity ensures that we are teaching and assessing the skillsets that we want our students to acquire as a majority of states work to implement the Common Core State Standards. Emphasizing deeper learning will require several shifts, in teaching methods, curricula, and assessments much like the shifts that are necessary to ensure success for Common Core. ...
To close out the 2012 calendar year, the Learning First Alliance is pleased to bring you the five most viewed success stories from our collection of more than 160 stories housed on our site. Criteria for inclusion is relatively straight forward – the story must show that a school, district or state identified a challenge, addressed it and produced positive results through their efforts. These results are measured in a variety of ways, from increased graduation rates or decreased dropout rates, to improved standardized test scores or positive outcomes in student health and behavior. Other indicators may revolve around parent engagement or improved classroom performance.
These stories were selected based on our Google Analytics numbers that reflect our audience views from the past year. We wish you happy reading and a Happy New Year!
If you are ever curious about the nuances and challenges of local policy-making and governance, look no further than the U.S public education system. When you consider the statistics and actors – nearly 14,000 school districts, 95,000 principals and more than 90,000 school board members – it is no wonder that public schools see higher levels of success when local leaders come together to collaborate and develop solutions.
The National Association of State Boards of Education (NASBE) represents the state boards of education that govern and design education policy at the state level. These bodies set the tone, agenda, and overall vision for their state. One area in which their leadership is urgently needed: education technology. To that end, NASBE recently commissioned a study group, whose core composition consisted of 18-20 state board members, that produced Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today – and Tomorrow. This report puts forth a vision for education technology in our nation’s public schools, along with key recommendations on how to get there. In essence, it takes a big, bold vision for 21st century learners and ...
Education reform debates increasingly belong to a relatively small number of very loud voices. Hundreds of thousands of other voices get lost in the din. They belong to students and teachers, and their vision for our nation’s high schools varies dramatically from the content in mainstream education reform discussions.
The College Board recently released a supplement to Phi Delta Kappan that highlights key thoughts from students and teachers on both school reform and student engagement. The results are worth summarizing and repeating mostly because the takeaways are remarkably uniform with regard to recommendations and advice for education reformers. The main message is that we need a long-term commitment to a well-rounded, multi-pronged approach to school improvement. ...
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!