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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By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Schools districts throughout America are rushing headlong to make the digital leap. The lure of the technology, the one-to-one laptops systemwide, is a powerful attraction for educators wanting to be rid of the traditional textbook.
Occasionally, however, superintendents fall in the trap of rushing into the technology without the proper planning, which includes the professional development of staff, the cultural changes that move the teacher from the sage on the stage to the facilitator of learning and the acquisition of the right software and hardware.
With these challenges in mind, AASA established a Digital Consortium of superintendents who have made the plunge into the digital arena and are well versed in the pitfalls and difficulties involved in a successful implementation. Our first meeting occurred in Seattle, hosted by Amazon on their campus. Last May, thanks to support from Pearson and Cisco, the consortium met again in Mark Edwards’ district, in Mooresville, NC. ...
It's a key component to student success. Yet many school leaders struggle to help their parents understand the importance of their involvement in their child’s schooling, particularly those in low-income and immigrant communities.
Veteran education writer and advocate Alan Richard is convinced that most parents care deeply about their children’s educational experiences. But how much time and effort they can put towards helping their children and helping improve their schools varies widely. Richard recently wrote about one project in the Mississippi Delta, one of this country's most rural and impoverished areas, that is producing exceptional results, thanks to the efforts of Parents for Public Schools.
Parents for Public Schools’ newly revamped Parent Engagement Program, or PEP, is bringing together parents and residents of typically underserved communities to not just volunteer at schools but to take an active role in setting the course to improve schools and the greater community. ...
By Teri Dary, Anderson Williams and Terry Pickeral, Special Olympics Project UNIFY Consultants
In our February 18 blog, we clarified the distinction between creative tension and destructive tension as they relate to our relationships and our work in schools. And, our example was focused on the relationships among adults in a school.
In this blog, we focus on what creative tension means specifically for the relationship between young people and adults in our schools. For starters, we cannot develop real creative tension unless we change the way we see young people and their role in education.
What would happen if we decided our students were our partners in education, rather than mere recipients of it? What if we believed they had something to teach us? To teach each other? What if our goals were shared goals and our accountability collective? What if education were intergenerational work?
How would this change the relationships between students and adults in a school? ...
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 Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)
Adam Ross has decided to frontload his adult life with experience rather than education. He expects to eventually enroll in a four-year college, probably earning an engineering degree. But first he’s going to work a few years for the company that has offered to pay his community college tuition in exchange for his agreement to work for them for two years after earning an associate’s degree.
“Nobody will hire you after college unless you have experience so I’m going to get my experience first and then go to college,’’ said the savvy 17-year-old high school senior.
Ross can manage this because he elected to enroll in the Engineering & Emerging Technologies (EET) program, one of nine career clusters offered by the Oakland Schools Technical Campus in suburban Detroit, MI. He spends half of every school day at OSTC’s campus in Pontiac where he’s earning high school credits, college credits, and professional certifications that he can immediately take into the workplace ...
By Terry Pickeral, Project UNIFY Senior Education Consultant
I recently co-facilitated a webinar sponsored by the National Association of Secondary School Principals (NASSP) titled Social Inclusion: An Opportunity for Principal Leadership.
My co-facilitators included Steven Bebee, principal Cactus Shadows High School (AZ), Bill Schreiber, principal Granite Falls Middle School (NC) and Barbara Oswald, Special Olympics South Carolina.
It was a privilege to share and learn from these local and national leaders on how principals lead their schools to integrate and sustain social inclusion.
While US schools understand physical inclusion (ensuring all students have equitable access to facilities, services and activities) and academic inclusion (engaging diverse students in the teaching-learning process of the general education classroom) there is less familiarity with social inclusion ...
Students that drop out of school may vanish from the school system, but they do not disappear from society. They will reappear in court or prison, in the unemployment numbers that are released each month or as part of a welfare or poverty statistic. And students with emotional and behavioral disorders (EBD) are more likely to drop out of school, as they face additional barriers to academic success. Fortunately, it is possible to reconnect with this population, with programs that show particular success when it comes to re-engaging these dropouts sharing key characteristics. The most recent issue of PDK International’s Kappan Magazine features an article, “Re-engaging School Dropouts with Emotional and Behavioral Disorders”, which is targeted at these students, though it offers advice that could help reengage all dropouts. ...
By Tatyana Warrick, Communications Manager, Partnership for 21st Century Skills (P21)
As of today, there are 40 schools across the country recognized by the Partnership for 21st Century Skills (P21) as 21st Century Learning Exemplars. Each school is a unique microcosm, working in tangent with district and state leadership, universities, community organizations, businesses, students, and teachers to create a community of learning to prepare kids for the challenges of life, college, and career.
For these schools, and hundreds more, being a “21st century learning exemplar” is more than a slogan, or a mission statement – it is embedded in the school's learning culture. This is where the 4Cs – Communication, Collaboration, Critical Thinking and Creativity – come to life and create meaningful learning experiences for both students and educators.
In 2013, P21 launched the Exemplar Program to share what 21st century learning looks, sounds and feels like, and where it is happening. We were honored to add 15 additional schools in 2014 to this cadre of exemplary, transformative learning and to share their stories of 21st century learning in practice ...
In 2014, the Learning First Alliance conducted a number of interviews with leading education professionals. Many of these individuals are considered exemplar leaders in our coalition membership. The five listed below are the most viewed of the interviews that we conducted in 2014 and include a PDK Emerging Leader, a former President from AASA: The Superintendents’ Association and the National PTA President. While all but one of our top interviews this year focus on Common Core, we conduct interviews on a broad range of topics, highlighting leadership and best practices in public education.
We would like to thank our members for helping us connect with these individuals, and we thank all of our interviewees for taking time to share their insights and knowledge with our audience.
Happy New Year!
As part of our Get It Right campaign on Common Core implementation, we are pleased to highlight the perspective of Jesús Gutiérrez, Jr, who is in his 10th year as an educator and was a 2013 Los Angeles County Teacher of the Year. Gutiérrez began his career ...
STEM is far more nuanced than the acronym suggests. At an early December NCTET-sponsored event at Discovery Education headquarters, the focus was on the importance of STEM in teaching and learning.
Science, technology, engineering and math aren’t just for individuals who already excel in the subjects; STEM can be for all students in all classes. And it really isn’t about excelling in key subjects, but a mindset that can be infused across a curriculum. In school, STEM helps students see what they can be, what they can do, and what problems they can solve. You can’t be what you can’t see, and STEM learning is a logical connection to the real world opportunities students can pursue in their future careers. ...