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Editor’s Note: Our guest blogger today is Lillian Kellogg. She is Vice President of Client Services for Education Networks of America (ENA), overseeing marketing as well as strategic national association partnerships. She has dedicated her career to education and technology and has more than 25 years of experience in working with school districts and libraries in the field of educational technology. Among her many accomplishments, she currently serves as the Board Chair for the Partnership of 21st Century Skills (P21).

While we are firmly within the second decade of the 21st century, it is apparent that so much more needs to be done to help each student truly comprehend what they need to know and do to be successful in the years ahead. This call to action is every bit as important today as it was when we first started the conversation on 21st Century Skills, but it has changed. Early on the notion of 21st Century Skills was aspirational; today it is an alarm bell.

Work and life in the 21st century continue to change at lightning speed (see the Iowa- Did You Know? Video) and today 21st Century Skills matter more and for many more students now than ...

Last weekend I had pleasure of attending the Celebration of Teaching and Learning in New York City. As always, it was an inspiring event.

In reflecting on the overall themes of the weekend, one emerged very clearly: Children and schools are hurting because of the current economic climate. The economy worked its way into just about every plenary, breakout and lunchtime conversation that I was a part of.

Three other themes were nearly as ubiquitous. All three were also related to the context in which the Celebration found itself.

  • Assessment and evaluation. Given the recent release of New York City public school teachers’ value-added evaluation rankings to the public – an action decried by everyone from Bill Gates to Teach For America Founder Wendy Kopp to Dennis Van Roekel and Randi Weingarten, the presidents of the nation’s two largest teachers unions – and the large number of NYC education professionals at the event, it is not surprising that assessment and evaluation were at ...

Last week I read two stories about large public education systems that have stuck with me for days. One story, on page one of The Washington Post, profiled the work of Chris Lloyd, the vice president of the Montgomery County Education Association (MCEA), the teachers’ union representing the 12,000 classroom professionals employed by Montgomery County, MD Public Schools. It detailed the positive progress a district can make when its professionals at all levels work together to support good teaching and counsel poor performers out of the profession.  The second story, a posting on the blog Teacher in a Strange Land by Nadia Zananiri, an AP World History teacher in the Miami-Dade Public Schools, describes the tragic consequences of education policies that unfairly and inaccurately “rate” teachers using “value-added” data and publicly rank schools and the professionals who work in them by publishing those ratings in the popular press. Since both districts are large urban-suburban districts with a diverse student population, I’m puzzled by why the Florida district can’t learn from the Maryland district’s success.

For more than a decade, Montgomery County Public Schools has used a program called Peer Assistance and Review (PAAR) to evaluate, support, and improve classroom instruction.  The program was developed in partnership with the MCEA, the principals’ organization, and central office administrators with the support of the school board and focuses on providing mentoring for new teachers and ongoing feedback to experienced teachers to insure that the students in the district are successful. When a teacher’s practice doesn’t improve after ...

Question: What is found throughout the school meal program that can be deadly dangerous?

If you answered food allergens, you would be right. Six percent of students have a food allergy and the big eight of food allergies (soy, eggs, milk, fish, wheat, shellfish, tree nuts, and peanuts) are found throughout school meal programs and family meals alike.  It is very likely that a school will have one or more students whose life could be threatened by eating the wrong thing. Data from Centers for Disease Control and Prevention’s (CDC) 2006 School Health Policies and Programs Study indicate that approximately 88% of schools had one or more students with a food allergy. School employees need to know what to do to prevent life threatening reactions and families need to know that their children are being protected.

On Wednesday, February 22 NEA HIN participated in a School Nutrition Foundation webinar, entitled Teamwork is Key to Successful Food Allergy Management in Schools.  Over ...

A recent article in the San Diego Union-Tribune celebrated the Developing Reading Education with Arts Method (DREAM) program that is being implemented in ten school districts in San Diego’s North County. The program trains and supports third- and fourth-grade teachers in incorporating the arts (puppetry, miming, acting, dancing and more) into their lessons.

The results are, as quoted in the article, “astonishing.” Third-grade students whose teachers received a week-long summer training on integrating the arts into their teaching and weekly in-class coaching from arts professionals had an 87-point average increase on a standardized reading test (which is scored from 150 to 600). Students whose teachers received no arts training had just a 25-point average increase. While we know that standardized test scores are not always an accurate indicator of whether students are learning, this model is definitely one to consider as we look for ways to raise the reading levels of all students.

Three things stuck out to me as key lessons we can transfer from the DREAM experience to other educational endeavors:

1) A rich curriculum, including the arts, is important. We at the Learning First Alliance have long recognized the benefits of including the arts as part of a rich curriculum in our public schools, and we have lamented the narrowing of the curriculum in ...

Yesterday, Education Secretary Arne Duncan hosted a town hall meeting to launch the RESPECT (Recognizing Educational Success, Professional Excellence and Collaborative Teaching) Project, a proposed $5 billion program included in the Obama Administration’s 2013 budget. Typical of this administration’s education initiatives, this program is competitive and challenges states and district to work with teachers, unions, colleges of education and other stakeholders to comprehensively “reform” the field of teaching. 

I would have preferred that the Secretary used language that was more in line with “support and strengthen” the field of teaching since the word “reform” has been coopted by every harsh critic of public education, most of whom have  little interest in exploring solutions that could strengthen the complex nature of teaching and learning.  Having said that, the initiative provides much to celebrate and works to move the conversation around the important work of supporting public schooling to the strategy level in which all interested parties (which should be all of us) are involved. ...

Editor's note: This post was originally written for Edutopia.

As 2011 winds to a close, we are about to turn the page on a year that saw new evidence suggesting that the education reform policies du jour aren't really working. Most charter schools perform no better than traditional public schools (at least in Chicago); value-added modeling does not produce consistent, reliable measures of teacher effectiveness; and the school curriculum is narrowing, in part because of the pressures of state tests (according to teachers).

Student performance on standardized assessments has remained stubbornly flat during the past few years (though much more progress has been made in math than reading). And despite all our efforts over the past decade to dictate down school improvement through governance and accountability policy, the achievement gap between disadvantaged students and their middle- and upper-class peers is actually growing. We must be doing something wrong.

In looking ahead to the education agenda of 2012, I hope that we can learn from what hasn't worked in school improvement over the past few years, as well as what has ...

Today the largest teachers’ union in the US, the National Education Association (NEA), announced an action plan to strengthen the teaching profession and invest in the development of teacher leaders whose advocacy for and support of effective classroom practitioners will result in improved student learning and stronger public schools.  The recommendations made today are based on the work of an independent Commission on Effective Teachers and Teaching made up of accomplished teachers and educational leaders that looked at best practices from effective teachers across the country. These recommendations will result in an increase in the quality of teacher candidates before they reach the classroom; ensure that teachers remain at the top of their game throughout their careers; and improve student achievement by improving the profession.

The NEA Action Agenda has three major components:

  • Raising the Bar for Entry—advocating to strengthen and maintain strong and uniform standards for preparation and admission to teacher preparation programs
    • Every teacher candidate should have one full year of residency under
    ...

Too often when discussing the challenges public K-12 education faces, sweeping generalizations are made that in addition to being inaccurate, unfairly categorize professional educators and public schools as uniformly unsuccessful or at best inadequate.  For instance, there is no proof that charter schools are guaranteed to produce better results than traditional public schools. In fact, the best research to date suggests that just 17% of charter schools outperform traditional public schools – and that 37% of them actually perform worse, though that is a statistic that is rarely acknowledged in some camps. There are great public schools and great charter schools, and then there are struggling schools in both categories. There are great teachers and there are bad teachers. Would we all like great teachers, great schools, and well-educated students? ...

This week, the American Education Research Association and National Academy of Education hosted Getting Teacher Evaluation Right: A Challenge for Policy Makers, which highlighted concerns of education researchers with using value-added modeling (VAM, a model that measures a teacher's contribution to student test scores) in teacher evaluations.

The consensus of the research community: Most believe VAM is not appropriate as a primary measure for evaluating individual teachers. The standardized test score data used in these models is just not reliable, given issues with the small sample size of classrooms, the nonrandom assignment of students to classrooms, and the fact that while a student might, for example, work on reading skills with a teacher, a parent, a tutor and a paraprofessional, the only one who gets credit (or blame) is the teacher.

Two studies were cited that I found particularly disturbing: One found that 27% of teachers who get an “A” rating one year on a VAM-based system get a “D” or “F” rating the next – and that 30% of “F” teachers get an “A” or “B” the next. Another found that these models predict the influence of a 5th grade teacher on their students 4th grade test scores – scores received prior to the teacher even meeting the students.*

Despite the concerns of the research community, districts all over the country are including VAM in teacher evaluations – and ...

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