The Every Student Succeeds Act requires states and localities to seek educators' expertise when crafting new policies, but it gives few details on how to do so. LFA has proposed ...
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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? ...
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:
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.
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 ...