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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? ...

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. ...

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:

  • The need to engage a broad community, including teachers, parents, school boards and community leaders—from the very beginning of implementation efforts
  • The importance of separating the standards from the assessments, helping all stakeholders understand what they mean and how they apply to the classroom
  • The necessity of taking the time to get it right, realizing that implementation is a multi-year process that requires real attention to instructional materials, lessons, high-quality professional development and community engagement.

LFA believes to its core – and demonstrates on a daily basis – that collaborative leadership is essential for the success of public schooling. ...

By Jodie Pozo-Olano, Chief Communications Officer, International Society for Technology in Education (ISTE)

Last week, the education stars aligned as the Senate Health, Education, Labor and Pensions committee (HELP) passed, with bi-partisan support, a bill that would reauthorize the nation’s education law of the land – the Elementary and Secondary Education Act (ESEA). Although the path to final passage will surely be filled with lots of twists and turns, the action by the committee last week was a huge positive step forward.

What’s significant about this proposed bill?

Well, for starters, it contains a dedicated digital learning program. Many schools across the country still struggle with adequate connectivity (which has been addressed through additional E-Rate funding), access to devices and digital resources. These same school communities also often lack adequate funding to provide ongoing and varied professional learning opportunities for educators.

I-TECH is a step toward closing this gap ...

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.

  • Educators see little connection between these requirements and the challenges they face on a daily basis.
  • Educators receive little guidance about the choices or resources to support them in meeting this requirement. As a result, convenience and price heavily influence the decisions educators make.
  • Attendance is often the only criteria for educators to earn credits toward relicensure.

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 ...

By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association

It’s been a little over a week since the conclusion of our National Conference on Education in San Diego. Based on positive news clips that keep coming in plus conversations about the conference through social media among our members, I’m pleased to see there is no sign of a let up in the positive momentum generated by AASA’s 150th anniversary celebration.

My time spent with superintendents during our meeting gave me perspective which supports our work as the premier organization for public school system leaders—enough to make our founding fathers proud.

For generations, AASA has been bringing together some of the sharpest minds in education at our conferences. And today, we’re working harder than ever on behalf of our superintendents in an effort to help them thrive on the job—and create enriching and robust programs that will lead to cutting-edge learning opportunities for the students they serve ...

By Daniel A. Domenech, Executive Director, AASA: The School Superintendents Association

In preparing for the celebration of AASA’s 150th anniversary, I read the copy of “AASA, The Centennial Story,” written by Arthur Rice in 1964, which sits on the bookshelf behind my desk. What a fascinating read. In this column, I draw liberally from the information provided by Rice, a professor of education at Indiana University.

It was on Aug. 15, 1865, in Harrisburg, PA, at a meeting of the National Teachers Association, that a group of superintendents created the National Association of School Superintendents. Earlier that year, the Civil War had come to an end and President Abraham Lincoln had been assassinated. Six months later, in February, the group held its first convention in Washington, D.C. Nine state superintendents and 20 city superintendents attended.

Early Advocacy

It is clear, from the very beginning, advocacy at the national level would be a key mission of the newly formed organization ...

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