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By Kwok-Sze Wong, Ed.D, Executive Director, American School Counselor Association (ASCA)
Like millions of immigrants, my parents came to America with the hope that their children would have better lives than they themselves had. The very foundation of the American Dream is the belief that people can be upwardly mobile despite their parents’ social and economic standing. Although many immigrant and low-income families struggle, those of us in the margins always believed we had the opportunity to join the middle class. Sadly, this is increasingly less true.
The United States continues to have the world’s largest gross domestic product (GDP) and more millionaires and billionaires than any other country. Unfortunately, the number of people living in poverty in the United States is also among the highest in world. The wealth gap has been steadily growing for more than a decade as the middle class continues to decline.
President Obama has called income inequality “the defining challenge of our time.” Although some conservative politicians contend there is no inequality, people on both sides of the political aisle agree on one factor crucial for improving Americans lives and mobility: education. ...
By Joellen Killion, Senior Advisor, Learning Forward
States and districts are deep into the implementation of their educator evaluation systems. The backbone of these programs includes competent, skillful evaluators; high and explicit performance standards; constructive feedback; and individually focused professional learning aligned to individual areas for improvement. Individually focused professional learning holds both potential promises and pitfalls.
Among the promises is the opportunity to personalize learning to address the unique needs of each educator. Well-designed and developed systems provide access to a suite of differentiated professional learning opportunities and support to change practice. The ability to meet this promise depends on a rich educator development system that uses educator, student, and system data to establish individual improvement goals. This system must also identify and make available learning opportunities aligned with all performance standards and indicators, appropriate to all grade levels, disciplines, roles, and school and district contexts within which educators work. Such a system holds the individual educator responsible for his or her own growth, development, and results.
Individually focused professional learning, while addressing individual learning needs, has potential pitfalls. First, it may contribute to less collaboration and greater fragmentation among educators within a school community as ...
By Jill Cook, Assistant Director, American School Counselor Association (ASCA)
Robin Zorn believes school counselors can make a difference in students’ lives, and she goes out of her way to prove it.
It’s this belief that informs her work every day at Dr. M.H. Mason Jr. Elementary School in Duluth, GA, and her advocacy work at the district and state level. Her efforts were recognized last week when the American School Counselor Association named her the 2014 School Counselor of the Year.
Robin and the six previous winners of the award exemplify the work school counselors across the country do to increase academic achievement while promoting students’ personal/social development and career needs. Since she became a school counselor in 1999, the profession has undergone a transformation from being reactive to proactive and from ancillary to a critical cog in overall school improvement.
This transformation is due largely to the ASCA National Model, which was published in 2003 and provides a framework for school counseling programs so they are comprehensive in scope, preventive in design and developmental in ...
The Learning First Alliance (LFA), a partnership of leading education organizations representing more than 10 million parents, educators and policymakers, has released the following statement:
Today, the Organisation for Economic Co-operation and Development (OECD) released the latest results from the Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science given every three years to fifteen-year-olds in the United States and approximately seventy countries and economies worldwide.
It is vital that parents, educators, policymakers and other education stakeholders view these results in context. While the ranking of the United States is disappointing and reflects little change in how our nation’s students are performing relative to their peers around the world, this ranking is only one indicator of student achievement. Other measures show significant improvement in the performance of U.S. schools in recent years. The U.S. estimated on-time graduation rate has improved dramatically since 2000 – the first year of PISA. In addition, on the Trends in International Mathematics and Science Study (TIMSS), U.S. 4th and 8th graders made significant gains in math scores between 1995 and 2011.
We would also like to remind stakeholders that there is valuable information in the PISA report beyond the rankings that we should not ignore, including the results of OECD research on the policies and practices that high-performing nations use ...
What is innovation? Google the term and it is, “the action or process of innovating” – a fairly unhelpful definition for those who subscribe to the notion that you can’t define a word using a derivative of it. Synonyms include change, alteration, upheaval, transformation, or breakthrough.
People frequently imagine new technologies, electronics, scientific advances, startups and other types of change when they hear the word innovation. People, including those who care about education and those who work in education, frequently want to be innovative. Yet innovation frequently connotes disruption; not always the best environment for students and children. But, can simply changing a process itself be considered innovative? If a process is changing or transforming, then isn’t it by definition, innovative? What’s more, when the conditions are ripe for innovation through process, it’s not just about an innovative change-maker bringing in an idea; it becomes about the innovator inside each and every person with the expertise to create a wider scale change. The collective power of people, in a community, with good ideas, changing the process to produce different outcomes: that’s legitimate innovation. ...
Editor's note: Our guest blogger today is Roxanna Elden. She is a National Board Certified teacher in Miami, Florida. Her book, See Me After Class: Advice for Teachers by Teachers, is a funny, honest, practical guide with hundreds of stories and tips from teachers around the country. “It’s the book I needed my own first year,” she says. “It’s meant to keep the great teachers of the future in the classroom long enough to become great.”
The time frame between Halloween and Thanksgiving is often a low point for rookie teachers – so much so that the New Teacher Center has named it the “disillusionment phase.” The honeymoon period of student behavior – if there ever was one – has long ended. The hours of lost sleep have added up, and many rookie teachers are feeling particularly sensitive about the trial-and-error nature of their teaching. Naturally this season sees many new teachers reaching out to colleagues for suggestions.
But beware: Not all advice is created equal. Whether you are on the giving or receiving end, here are a few examples of common suggestions with potential pitfalls.
“Be consistent.” / “Set high expectations.” / “Stay organized.”
It is seldom helpful to redirect rookies to the general principles served up in teacher training. Chances are, new teachers have heard these suggestions and are struggling to put them into practice. In mid-November, a rookie teacher’s most pressing question is not likely to be, “Should I set high expectations?” It is more likely to be, “How do I set an expectation of college readiness when, despite my best efforts, only two of my students regularly turn in homework?” To be truly helpful, suggestions should be case-specific and ...
By David Pickler, President of the National School Boards Association (NSBA) and Member of the Shelby County School Board (TN)
How can school boards become more effective?
Through our work at NSBA and the state associations, we’ve seen many good examples of school boards that function well and show results through student achievement. We’ve learned through NSBA’s Center for Public Education (CPE) that school boards in districts with high student achievement are different than school boards in low-achieving districts.
So this would seem to be a fairly straightforward matter of identifying what makes school boards work effectively. But teasing out the tangible areas where school boards can make a difference is still an emerging area of research, and the question is more complex than it initially appears.
I recently spoke at a media event in Seattle, hosted by the Alliance for Education. This nonprofit group is working with the Seattle school board to improve academic achievement and guide student success in the district—and to sustain those actions over time. We talked about CPE’s recent report, “Eight Characteristics of Effective School Boards,” as well as other research by ...
By Stephanie Hirsh, Executive Director, Learning Forward
Recently a reporter asked me how teachers are supposed to be able to distinguish among all the professional development opportunities that claim to be aligned with the Common Core standards. While I could refer the reporter to many resources on what constitutes effective professional learning as well as how to evaluate opportunities, this isn't what she was asking. Here's how I responded and what I would tell the many educators who are trying to answer this for themselves.
While I hope that very few teachers are trying to make these decisions in isolation from supervisors and colleagues, I also understand not everyone works in ideal circumstances. Therefore, I offer the guiding questions below to assist teachers in making the best decisions possible. First, here are three prerequisites to consider before you go ...
After spending a day at Brattleboro Area Middle School (BAMS) in Vermont, I’m considering how my career path could overlap with living in this district. It isn’t likely, but my point is that I want my future hypothetical children to go to exactly this kind of school – and as a resident, I would want my local tax dollars to support this type of institution and all the amazing professionals that educate and care for the students in it.
BAMS is a public school serving 276 7th and 8th grade students, 46% on free and reduced lunch. A long-time family friend is a science teacher at BAMS, and we’ve had some great conversations about education during my time working with the Learning First Alliance (LFA). I was eager to visit his school, so he helped me connect with Principal Ingrid Christo. Upon my arrival, I was welcomed into the school and encouraged to sit in on meetings and classes and talk to people. The entire day – full from start to finish – exemplified the best qualities that we should all look for in our neighborhood school.
What is it about BAMS that makes it feel so special? It starts with an overarching philosophy which results in a combination of exemplar outcomes: there is a building-wide commitment to ...
By Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
Growing up in Louisville during the civil rights era, with activist parents who believed in the inherent connection between education and equality, I understood early on that a quality education can increase opportunities and improve outcomes for all children. I recall the civil rights hymn, "Woke up this morning with my mind – stayed on freedom," which inspired so many and captured the urgency of addressing the injustice minorities faced in America at that time. Today, educational equity continues to be in the forefront of my mind.
August marked the 50th anniversary of two major milestones in this country's pursuit of justice – the March on Washington, when Martin Luther King, Jr. stirred the soul of the country with his "I Have a Dream" benediction, and James Meredith's graduation from the University of Mississippi as the history-making student who integrated that state's flagship institution. We should all celebrate these victories. For teacher educators in particular, in honoring the memory of these achievements, we will find inspiration to redouble our commitment to our unique social justice imperative – to prepare all future educators to improve the opportunities for all ...