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Professional Development

Blog Entries

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 ...

Deanna Martindale is a 2014 PDK Emerging Leader and principal at Hebron Elementary School in Ohio. She has spent nineteen years in education, teaching sixth grade, serving as a professional development coach, and helping plan one of the first K-12 STEM programs in her state.

She recently took some time to share her thoughts on STEM learning, engaging curriculum, preparing students for college-and-career, and connecting with parents, students and staff in support of student achievement.

Public School Insights (PSI): Thank you so much for taking the time to share your insights with us here at Learning First Alliance. First, would you share some of your professional background with us?   

This is my 19th year in education and my fourth year as an elementary principal. I have taught sixth grade, all subjects, and served as an instructional coach, working on assessment design and inquiry based teaching.  I also spent time as a professional development coordinator with the Teaching and Learning Collaborative, working some with COSI Columbus to develop an Inquiry Learning for Schools summer program for teachers. I conducted professional development around the state to help roll out Ohio’s new science standards and best instructional practices, and I was a STEM coordinator for Reynoldsburg schools, where I worked with a design team of teachers and administrators to plan one of the first K-12 STEM programs in the state ...

By Stephanie Hirsh, Executive Director, Learning Forward

During a recent trip to the grocery store, the cashier told me that the city had instituted a five-cent charge for plastic bags. I immediately purchased three reusable bags to carry home my groceries and will always have those bags with me.

As I walked to the car, I thought about what had just happened. For years, I had watched while others brought their reusable grocery bags to the checkout lane. I thought it was a great idea, but I never took the step to change my habits. I knew why I should change my habits, but hadn't made the change -- it just wasn't important enough to me. And then, in the blink of an eye, I changed a behavior.  

It's not that I can't afford the five cents. It was the principle. But what was the principle? That I wouldn't pay for something that before had been free? That I heard the city's message about reducing waste? Or that I already knew it was the right thing and now had the motivation to change? ...

By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)

It’s an insidious message embedded in the American psyche: Those who can’t, teach. For years, report after report has banged the drum for raising admission standards into teacher preparation programs, citing international comparisons and championing cost-prohibitive recruitment policies.

In reality, the talent pool now entering teacher preparation programs is rich. Our programs are, in fact, attracting their share of high achievers—defined by any number of criteria.

One popular (if unreliable) measure of academic ability, SAT and ACT scores, has been trending upward among novice teachers in public schools. A recent study out of Stanford University finds that new teachers in 2008 had a wide range of SAT results, evenly spanning the bottom, middle, and top third of scores. This distribution reflects a change from scores reported in 1993 and 2000, when very few new teachers came from the top third. A similar study looked at new teachers in New York State and found a significant increase in teachers from the top third of SAT scores from 1999 to 2010.

Academic ability alone, of course, does not make anyone a good teacher, nor is it meaningfully reflected in SAT scores ...

By Brian Lewis, CEO, International Society for Technology in Education (ISTE)

When it comes to meeting the needs of students, educators have aspirational goals. They passionately maintain a positive vision for what each student can become. Educators and school leaders know one size does not fit all. As such, many of them have a number of different learning and teaching strategies to reach every child. The same cannot typically be said for the delivery of professional learning for educators.

As Congress takes steps to reauthorize the Elementary and Secondary Education Act (more recently referred to as No Child Left Behind), the International Society for Technology in Education (ISTE) is calling upon leaders to include the Enhancing Education Through Technology Act of 2015 (EETT15) in the final bill.

When it comes to professional learning for educators, the approach too often adheres to the “sage-on-the-stage” method. Educators are expected to sit through one-time workshops or lengthened faculty meetings for passive professional development ...

A December report from the U.S. Government Accountability Office (GAO) – the independent, nonpartisan agency that works for Congress and investigates how the federal government spends taxpayer dollars – reiterates what we at the Learning First Alliance have been saying for well over a year: We need to provide the time and support necessary for teachers, administrators, parents and communities to get Common Core right.

Of course, when it comes to new college- and career-ready standards, it is not only the Common Core State Standards that require time to implement. The report found that all states (whether they adopted the Common Core or not) are using the same strategies – professional development, new curriculum and communications strategies – in implementation. They are also facing the same challenges. And while none of the GAO’s findings are surprising to either educators in the field or their policy advocates, hopefully their report brings these issues to the attention of a new audience ...

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