LFA calls on policymakers to take the time necessary to get Common Core implementation right and hold off tying high stakes consequences to aligned assessments. To help guide implementation, we've launched a website highlighting best practices....
By Joellen Killion, Senior Advisor, Learning Forward
Establishing more time for collaborative professional learning is only a first step. Using the time effectively and efficiently is also essential. Four simple processes can focus the interactions that occur in teams and connect what team members learn with student learning.
Establish a clear purpose for each meeting. At the beginning of each session or at the end of the previous session, team members commit to a clear purpose for the meeting that specifies the learning goals for educators and the outcomes they expect for students when their learning goals are implemented. Establishing a purpose also means being clear about what the non-purpose of the session will be. This trick of non-purpose is a powerful tool for maintaining a laser-like focus on the identified purpose and ...
By Marla Ucelli-Kashyap, Assistant to the President for Educational Issues, American Federation of Teachers (AFT)
Last month, AFT president, Randi Weingarten called for a moratorium on the stakes associated with Common Core-aligned assessments. Let me be clear, the AFT has long been a supporter of higher common standards and expectations for all students, regardless of ZIP code.
From the outset, we've maintained that the standards themselves would only be as good as the system that supports them: aligned curricula and classroom resources (including state-of-the-art online tools); meaningful, sustained professional development; time for teachers and other staff to adapt to the new standards; aligned and timely assessments that support college and career readiness and inform instruction; and participation of family and community stakeholders in the awareness-building, advocacy and support needed for the standards to truly change teaching and ...
In the 1980s, educators and policymakers swarmed across Germany to examine its two-tier education system that separated college-bound students from vocational ed students, all in an effort to boost the national economy. In the 1990s, Japan and its unique lesson study model attracted American attention.
Along came the 2000s, and Finland has the starring role. A country that once didn't warrant much attention, Finland has zipped to the top in international measures of education, and American educators in particular want to know its secret.
"It was a surprise to us that we were so high on the PISA in 2000," said Leo Pahkin, councellor of education at the Finnish National Board of Education who spoke to a group of American educators visiting Finland last fall in a trip sponsored by PDK International. "We knew we had good readers, but maths and science, that was a surprise to us." ...
While we live in a market-driven economy, where winning and wealth accumulation are desired outcomes, education advocates on all sides of the political aisle currently assert that public schools are failing our children, especially minorities and low-income students. Education is a common good; it is the stepping-stone through which students can make something better of their futures. Therefore, we should not be setting up a system to create winners and losers. ...
By Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
AACTE's recent report The Changing Teacher Preparation Profession: A Report From AACTE's Professional Education Data System (PEDS) tells of the rapidly shifting work of preparing U.S. teachers. The report finds the academic prowess of college students entering teacher preparation is strong, with programs attracting students with GPAs that exceed minimum entry requirements. We also see that preservice programs are designing alternative routes to licensure, integrating technology to meet the needs of distance learners, and working to incorporate capstone performance assessments such as edTPA.
The report's findings also indicate that more work is needed to make extended clinical experiences a central component of preparation. Although virtually all programs incorporate supervised field experiences, only 5 percent have a full-year residency program. One-year residency programs are required for eligibility for the Teacher Quality Partnership (TQP) Grant Program and they are championed in recent reports, such as those from NCATE's Blue Ribbon Panel and the National Research Council, as well as in AACTE's PEDS report. Further, we know that candidates who engage more regularly in actual classroom activities are more likely to remain in the profession and have a more positive impact on student learning than ...
By Richard L. Valenta, Ed.D., Board Member for the American Association of School Personnel Administrators (AASPA) and Director of Personnel Services for Birdville ISD
Several researchers have affirmed the importance of both the engagement of people at work (for example, see several meta-analyses and surveys done by scholars at and/or for Gallup) and the impact of talented teachers on meaningful school outcomes, specifically student achievement. Based on this research, it is appropriate to acknowledge the importance of creating great schools for educators to work and be engaged in. Likewise, it is paramount that students are taught by talented teachers who are effective in providing instruction that significantly and consistently affects achievement gains.
In a 2006 book, Gary Gordon proclaimed a need to ensure that teachers in this country work in environments that promote their engagement in order to fully tap students' potentials. Teacher engagement refers to the individual teacher's involvement in and enthusiasm for teaching students in schools and reflects how well teachers are known and how often they get to do what they do best. Gordon also expressed the importance of valuing ...
By Stephanie Hirsh, Executive Director of Learning Forward
I was at a conference and during a discussion period had the opportunity to dialogue with colleagues — we were seating ourselves according to our interests as indicated by table tents. As I approached the table labeled "teacher evaluation," I cheerfully remarked, "Oh, I can't sit with you. You won't want to talk about professional learning."
Oh no, my colleagues cried — sit with us! That's all we want to talk about. I realized I was holding an assumption that was out of date. When the teacher effectiveness conversation heated up many months ago, the focus swiftly turned to evaluation, without much mention of teacher support or growth.
Fortunately, however, many (though certainly not all) participants in this conversation have moved in the direction of recognizing the importance of teacher support as part of evaluation systems. Advocates for meaningful evaluation systems acknowledge that attending to the development of teacher knowledge and skills is essential on ...
We're over a decade into the 21st-century and schools across the country are working tirelessly to ensure students are prepared for whatever lies ahead. Rapid changes are afoot in demographic shifts and in the continuing development of new technology and social media platforms. These realities are presenting schools with new challenges and opportunities - sometimes in concert.
Dr. Mary Amanda "Mandy" Stewart has taught and researched English learners, and her recent research highlights how social media use and other out-of-school literacies are boosting language acquisition in this population. The winner of this year's PDK International Outstanding Doctoral Dissertation Award for her work on Latino/a immigrant students and literacy, her findings lead to several questions.
How can schools support the integration of social media in classrooms as an instructional support? How can homework assignments utilize social media? How can principals and districts support wider use of such platforms and other out-of-school literacies to support their English Language Learning population?
We recently had an opportunity to talk with Dr. Stewart about her research and its implications. In an email interview, she provided advice and insights from her perspective as a researcher and practitioner, emphasizing the importance of expanding our definition of 21st-century learning to include bilingualism and biliteracy.
Public School Insights (PSI): Would you mind starting off with a little background on your research and the study? What led you to research this topic, and what questions were you interested in answering?
Stewart: I began my career teaching newcomer adolescents at the International Newcomer Academy, a public school for new immigrants in middle and high school in Fort Worth, Texas. All of my 6th graders were in their first year in the U.S. I saw the great resources my students from Africa, Asia, Latin America, and the Middle East brought with them into the class, but also how the effects of NCLB in Texas pushed the students' linguistic and cultural resources out of the academic curriculum. I feared that their linguistic and cultural resources would be ignored, devalued, and underutilized as they went to their home schools.
During my doctoral studies, I became interested of the idea of "whose literacy counts?" Through a pilot study with a 2nd-generation high school student of Mexican origin and reading about other studies of immigrant youth, it became apparent that immigrant students do possess valuable and sophisticated literacies they use out-of-school. However, most schools do not ...
In the past, teachers needed training in the mechanics of e-mail and PowerPoint, just like today many need training in the basics of social media and tablet use. But these trainings are not necessary for everyone. Most of those entering the teaching force today never knew life without a computer. They grew up with e-mail, Facebook and YouTube. They operate easily on PCs, Macs, tablets and phones, and they adapt quickly to technological changes.
Young teachers instinctively incorporate ICT (information and communications technology, for those not familiar with the lingo) into their work to the extent that they are often hindered by school, district and/or state policies around it. But their ability to use new technologies is useless if ...
Learning the art of preparing effective teachers never ends for the teacher education community. Each day, we discover new ways to review, modify and apply the best methods that will ultimately address the learning needs of all students. But what are the core ideals and characteristics that serve as the foundation beneath this evolving knowledge? I asked Alison Hilsabeck, who leads a successful program at National Louis University, to answer the question, "What do we know about teaching teachers?" Her insightful response follows.
-Sharon P. Robinson, Ed.D., President and CEO of the American Association of Colleges for Teacher Education (AACTE)
The educational research community has devoted significant energies toward the goal of codifying the research on learning and teaching, and on translating that research into effective practice. Those efforts continue a legacy of scholarly practice extending back to Plato and Aristotle. Recently, there have also been a number of substantial reports (e.g. the National Research Council's Preparing Teachers: Building Evidence for Sound Policy and the National Council for Accreditation of Teacher Education's Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers) that have informed the national dialogue about the mechanics and organizational arrangements of educating teachers. It would be presumptuous of me to even begin to summarize all of this work.
Instead, I write from the perspective of an education school dean, working to maintain a 126-year-old institutional mission to prepare teachers who actually know what to do on their first day as the teacher-of-record. At National Louis University (NLU), we are focusing much of our work on the preparation of effective and resilient teachers for low-performing schools. This has challenged us to rethink assumptions and build stronger and deeper field partnerships. Our experience suggests the importance of some key factors with ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!