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Recently, I was honored to present to 350 Utah education support professionals (classified school staff) on bullying prevention. These workers truly are the eyes and ears of the school, but unfortunately are considered the “Rodney Dangerfields” of our schools because “They Don’t Get No Respect.”
It is clear from a 2010 NEA nationwide survey of education support professionals on bullying; we need to change this perception if we ever hope to win the war on bullying.
Even though ESPs have played a crucial role in preventing school shootings and student suicides, we sometimes forget that ESPs are on the front lines when it comes to witnessing bullying and can play a major role in whole-school bullying prevention. We need to make administrators more aware of this and provide ESPs with the resources and training they need NOW!
I believe we can accomplish this by:
First – Understanding the Vital Role ESPs Play in Schools: ...
President Obama today signed the Every Student Succeeds Act (ESSA), bringing in a new era of state and local responsibility and bringing significant changes to the federal role in K-12 education. This legislation is the latest iteration of the Elementary and Secondary Education Act (ESEA), the main federal K-12 education law, which has been due for reauthorization for nearly a decade as public schools endured punitive and untenable federal accountability measures.
The 15 organizations that make up the Learning First Alliance (LFA), which collectively represent more than 10 million educators and parents at the ground level, are largely pleased with the new law, which gives states responsibility for annual student testing and much more say in accountability. Representatives from several LFA member organizations attended the law’s signing at the White House.
Below are statements, articles and editorials that articulate the nuanced positions of some of the LFA member organizations: ...
AASA, The School Superintendents Association, continues to celebrate its 150th anniversary. We were founded by a small group of seven superintendents that came together knowing that like-minded education leaders needed an advocacy voice at the national level.
This was at a time when our nation was reeling from the end of the Civil War. A key element of our mission of what was first called the National Association of School Superintendents was equity. There were vast differences in the way our children were being educated.
Today, a century-and-a-half later, equity continues to be a major challenge in America. That’s why I am very pleased that AASA is partnering with Howard University and the University of Southern California in an effort to confront this challenge head on by working to develop urban leaders for our schools. ...
By Joshua P. Starr, Chief Executive Officer, PDK International
This year’s PDK/Gallup Poll on the Public’s Attitudes Toward the Public Schools marks a shift in both the poll and PDK International. As I assume leadership of the organization, I will build on PDK’s legacy while embracing opportunities to keep the organization at the center of the dialogue about how to ensure that every child in every classroom in America has in front of her or him the most qualified and professional teachers.
Realizing this goal requires comprehensive analysis, honest debate, and a willingness to look at old assumptions with new perspectives. And it requires the kind of trustworthy, independent data about public values that the PDK/Gallup poll provides. The data enable policy makers, leaders, educators, families, and communities to understand the issues before designing and implementing solutions. Toward that end, PDK International will, for the first time, convene thought leaders throughout the year to explore survey results, engage in deep dialogue about the issues, and develop a common understanding of their complexity. We hope our leaders and those who help them craft policy will recognize that the successful solutions we seek can only be the offspring of well-defined data and deeply understood problems. ...
Updated July 30, 2015
Last week, the United States Senate passed a sweeping rewrite of the Elementary and Secondary Education Act (ESEA), the nation’s federal K-12 law, providing a rare example of bipartisan governance in an increasingly polarized political climate. An overwhelming majority of the Senate voted for the bill under the leadership of its co-authors, Senators Lamar Alexander (R-Tenn.) and Patty Murray (D-Wash.).
This marks the first time since 2001 the Senate has taken such action, and it is an important step in freeing states from the demands of No Child Left Behind (NCLB), the current iteration of ESEA that is widely acknowledged to be broken.
If enacted, this legislation – known as the Every Child Achieves Act (ECAA) – would significantly roll back the role of the federal government in public education and give states more flexibility in how they provide it. For example, the bill would eliminate the nation’s current accountability system, known as adequate yearly progress, and instead allow states to create their own systems. It would require states to identify low-performing schools, but would not be specific about how many schools states need to target or what interventions should look like ...
By Marge Scherer, Editor in Chief, Educational Leadership
“If you believe that all children can have equal opportunity, get out of your seat and start doing something about it.” These words, spoken by P.S. 55 principal Luis Torres at a recent ASCD symposium on poverty and learning, could be the mantra of all the authors in our summer digital-only edition of Educational Leadership (EL).
Like Torres, many of the authors in this special bonus issue speak from personal experience about how they and their colleagues, no matter the obstacles, are making progress in improving schools from within. The stories express their passion and urgency as they make things happen instead of waiting for more support or resources from the outside world.
This digital-only summer issue of EL is our annual free gift to ASCD members and EL subscribers, and we want to extend this to everyone reading this post ...
In 1987 I attended my first ISTE (International Society for Technology in Education) conference in Philadelphia. At that time the meeting was called NECC, short for the National Education Computing Conference. Saturday, I arrived in Philadelphia for my 28th visit to this event that attracts K-12 educators and university researchers from around the world. As I reflect on both the topics discussed and the nature of the meeting, much has changed and still much has remained the same.
In sessions, innovative education leaders continue to emphasize that the technology should not be the focus of our conversations, rather the instruments that enable us to lead and participate in more dynamic, inclusive learning spaces and activities. The emphasis continues to be on meeting each student where he/she is, personalizing the learning activities, and ensuring that the approach is student-centered, not teacher-dictated ...
By Randi Weingarten, President, American Federation of Teachers (AFT)
As we fight our way back from the recession, it's clear that our economy isn't working for everyone. Too many are out of work or have to work multiple jobs to make ends meet. Too many don't have the skills they need for the jobs available in their communities. Too many get the skills they need only to be saddled with crippling debt or faced with unaffordable housing. For too many, the American dream is out of reach. Meanwhile, the rich get richer and government grows increasingly gridlocked as money drives politics.
As a union, the American Federation of Teachers takes on these issues. Indeed, our members and those we serve count on us to fight back. So, yes, we confront corporations like Pearson in front of their shareholders for business policies that lead to gagging teachers and spying on children. We protest for-profit colleges like Corinthian that leave students with a worthless degree and a load of debt. And we call out hedge fund managers who denounce teachers' pensions as they profit from teacher pension funds ...
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 Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
All too often, the life story of the struggling reader, especially the child from disadvantaged circumstances, is a heartbreaking one.
Often not identified as at-risk until third-grade high stakes testing, stigmatized by classroom pull-out programs, given one-size-fits-all remediation, and faced with the possibility of retention, the struggling reader must then continually play catch-up in all subject areas as reading becomes increasingly central to learning. ...