An increase in social-emotional support for students as well as opportunities for them to exercise leadership skills is paying off at a Chicago high school.
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By Sharon P. Robinson, American Association of Colleges for Teacher Education (AACTE), and Joe A. Hairston, Howard University
As the first cohort of leaders embarks on their course of study with the new AASA Urban Superintendents Academy at Howard University and the University of Southern California, we are thrilled to see this promising work come to life. Urban districts desperately need forward-thinking leaders, particularly those from underrepresented demographic groups, prepared to be barrier-busting champions for every student in their care.
Following an intensive kick-off conference later this month, participants in the Academy—predominantly from underrepresented racial/ethnic groups—will spend the academic year undertaking internships in the field, focusing on problems of practice under the guidance of experienced mentors, and taking graduate courses at the university before completing culminating projects ...
By Jasper Fox, Sr., Middle School Science Teacher and ASCD Emerging Leader, class of 2015
Despite major inroads in improving graduation rates across the country, there remains much work to be done. Nowhere is this truer than our nation’s urban areas. Recent findings outlined in ASCD’s national whole child snapshot indicate that there are major discrepancies in graduation rates between different groups of students who attend our nation’s high schools. There are major structural changes that need to be addressed to improve the educational experience for students in these schools in order for them to leave high school ready for their lives and careers. Taking it back to basics is important. Creating a supportive experience and paying attention to details such as attendance and credit requirements means focusing on each student and asking, “How can we get every child to complete their K–12 education?” ...
By Randi Weingarten, President, American Federation of Teachers
Teaching is our heart. Our students are our soul. And the union is our spine.
I heard that sentiment over and over again last week during the American Federation of Teachers' biennial TEACH conference, one of the largest professional development conferences for educators in the nation. That's right, a conference on teaching and learning, sponsored by the union.
The conference included sessions on a wide range of topics, as well as a daylong summit with an organization called EdSurge, where educators had the opportunity to give feedback on classroom technology products, and a town hall meeting with the AFT's three officers, where members could ask or share anything.
Two-thousand educators descended on Washington, D.C., to learn from experts and one another, and once there, the theme was resounding: The voices of educators matter ...
The Common Core has affected how all education professionals approach their work. We recently spoke with two leading school counselors—Dan Peabody and Cory Notestine—about how the implementation of the Common Core has impacted their work and the ways in which they are collaborating with colleagues during the transition to the new standards.
Dan Peabody (shown at right) is a counselor at Patapsco Middle School in Howard County, Maryland. Mr. Peabody was recognized as the Maryland State 2015 Middle School Counselor of the Year and recently elected to the American School Counselor Association (ASCA) Board of Directors.
Cory Notestine (shown below) is a counselor at Alamosa High School in Alamosa, Colorado, and was named as the 2015 School Counselor of the Year by the American School Counselor Association.
Q: What do you see as the primary role of a school counselor in 2015? ...
By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
As another ambitious teacher preparation innovation captures national attention, I invite you to join me in taking stock of how widespread creative change has become in this field. The Woodrow Wilson National Fellowship Foundation and the Massachusetts Institute of Technology recently announced the launch of their brand-new research laboratory and graduate program to prepare teachers and school leaders. The educator preparation field, already rife with innovation, welcomes the new Woodrow Wilson Academy of Teaching and Learning as the latest partner in a robust entrepreneurial environment.
While I do not embrace the negative rhetoric that accompanied the new program’s announcement, I am keenly interested in the work. In fact, the Academy’s goals are quite aligned with those being addressed by many other educator preparation providers and organizations. Foundation President Arthur Levine and his partners at MIT will find themselves in good company as they pursue their particular reform interests and share their findings.
Like any other field preparing professionals, educator preparation continually develops its knowledge base, adjusts to changes in policy demands and market conditions, seeks evidence of its impact, and collaborates with practitioners in schools—all in the interest of continuous improvement. The spirit of innovation pervades all that we do ...
By Stephanie Hirsh, Executive Director, Learning Forward
When I was a local school board member, parents frequently asked for my advice on how to ensure their child got a particular teacher in a school. I knew how the game would be played after I reminded them this wasn't the role of the school board: They would write the principal with their requests for the next year. The principal would respond to assure the parents that no matter which classroom their child was assigned to, he or she would have a great year.
However, in some cases, the principal knew that wasn't entirely accurate. Some teachers were stronger than others in his or her school, and there was no mechanism to give all students access to the best ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
It is not going to happen. ESEA will not be reauthorized any time soon. I have been a skeptic throughout the entire process. ESEA could have been easily reauthorized during the first two years of the Obama administration when the Democrats held a majority in both houses of Congress but that clearly was not a priority. After the 2011 midterm election, the Democrats lost the House and chances for reauthorization diminished. After the 2015 midterm elections, when the Republicans gained control of both legislative chambers, the possibility emerged that the Republicans had the votes to pass bills in both Houses but the threat of a Presidential veto loomed large.
Truth be told, there really are no significant policy issues between the two parties when it comes to education. The reality is that the House and Senate, whether Democrat or Republican, agree on far more than not, and that the grid lock is more aligned with adults and politics than with students and schools. At one time there was a clear delineation between Democrats and Republicans on issues like school choice, vouchers, teacher tenure, and seniority and education reform. Today those lines are blurred, and the differences have become political rather than pedagogical ...
Donna Staten, an elementary art teacher in Round Rock, Texas, has earned the title "Pinterest Queen" because she has shared thousands of lessons and amassed nearly 100,000 followers on the social media site Pinterest. Staten, who also serves on an advisory committee for the Bill and Melinda Gates Foundation, says Pinterest has recharged her 30-year teaching career. She recently spoke about her strategies for using Pinterest and other social media in an e-mail interview.
LFA: How did you get started on Pinterest? How long have you been “pinning,” and how much time does it take you each day or each week to share projects and lesson plans?
I remember exactly when I started pinning. It was a rainy, dreary Saturday morning in January, 2012. I had heard of Pinterest, but mostly in reference to recipes, shoes, hair styles, etc. I had not heard of anyone using it for educational purposes ...
As California’s ABC Unified School District begins weaving the Common Core State Standards into its classroom curriculum, high school teacher Richard Saldana says the district has learned that cooperation and coordination among all staff is key to helping the standards meet their potential.
The school district regularly brings together teachers, principals and other staff to discuss implementation, then they use those sessions to speak with a unified voice to stakeholders such as the school board and parents.
“We do our best to bring as many stakeholders together as we can, starting with the teachers in the district,” says Saldana, who is the social studies chair at Artesia High School and a member of the district’s executive committee thatguides CCSS implementation. “And we believe that's essential because the teachers are the ones that are using the curriculum with the students.”
Saldana and other teachers quickly noticed that the new standards are much more rigorous, but he feels that once implementation takes hold, the CCSS will ultimately improve his students’ learning. ...
By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)
Growth is a key attribute of the contemporary world. According to Our World in Data, in just 100 years — from 1900 to 2000 — the world population increased from 1.5 billion to 6.1 billion. That’s a rate three times greater than the growth that occurred during the entire previous history of humankind.
Technology is ushering in a similar magnitude of change in new knowledge. NPR recently reported that by some estimates, the entire body of medical knowledge doubles every three to four years. And medicine is by no means the only industry on this trajectory.
So how do we prepare students in a world that’s changing so rapidly and where knowledge evolves at an overwhelming pace? As K-12 educators, where do we start? ...