Please join us to hear a multitude of perspectives—from business leaders, teachers, administrators and education stakeholders—on how the business community can engage in and support the implementation of CCSS.
By Sharon P. Robinson, Ed.D., President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)
You might expect a 66-year-old to be change averse. But the American Association of Colleges for Teacher Education (AACTE), which just held its 66th Annual Meeting with the theme “Taking Charge of Change,” has become a change champion. In fact, innovation is AACTE’s core business and the focus of its day-to-day activities.
At our recent Annual Meeting, we launched an exciting new initiative, the Innovation Exchange, to speed the pace of change in educator preparation. Through this initiative, we will explore critical issues in the education workforce and design strategies that will contribute to their resolution. We also aim to strengthen educator preparation, demonstrate its necessity and effectiveness, and enhance our members’ opportunities to collaborate on key issues.
Activity and programming under the Innovation Exchange will be guided by four interdependent priority areas: (1) Pedagogy, (2) Workforce Development, (3) Capacity Building, and ...
For many, if not most of the years I’ve worked as an advocate for the appropriate and effective use of technology in schooling, the discussion has been focused on “why”—or as those of a certain age would say: I got a good education without technology, why do we need it in schools now? (Never mind that the definition of “it” was never thoroughly addressed either.)
However, at the meeting hosted last week at Discovery Education, future@now 2014, “why” was not even on the agenda. Thankfully, and refreshingly, the gathering and its speakers focused on how to manage change within a school and district to ensure that all stakeholders are involved in planning and implementing the change that a school experience supported with technology requires. As many of us have been saying for years and affirmed by the current public education leadership on the faculty of future@now, planning should not be about devices, but about educational goals and establishment of a school culture to support change, risk-taking and introduction of tools to support those goals.
The meeting led off with a discussion of the process needed for planning for school transformation supported with technology. Dr. Dallas Dance, the impressive, young superintendent from Baltimore County Public Schools, emphasized the importance of process, leadership and ...
By Hank Rubin, Co-Founder, Institute for Collaborative Leadership*
Nearly every facet of education demands effective collaboration.
If we adopt the time-tested definition that "A collaboration is a purposeful relationship in which all parties strategically choose to cooperate in order to achieve shared or overlapping objectives" (first published in Collaboration Skills for Educators and Nonprofit Leaders,1998), then everything from teaching and learning, curricular planning, building management, parental engagement, school-community/school-business partnerships, board leadership, policy development, and school reform rises and falls on the capacity of education professionals to build and manage successful collaborative relationships.
One would expect that, as educators, we would understand collaboration deeply. But, as we look at the collaborations we need to lead schools, build curricula, strengthen instructional teams, engage parents and community, develop policy, transform failing schools, and build public support for successful schools, overwhelming evidence suggests: not so much!
You and I know people who are born with attributes that appear to make collaboration easy; like the teacher born with such a talent for empathy that students seem to connect with almost preternatural ease. But folks aren't born with the set of skills, the knowledge and strategic sensibilities, or the habits and intentional behaviors needed for ...
By Stephanie Hirsh, Executive Director, Learning Forward
A few weeks ago I had the honor of presenting to many leaders at the U. S. Department of Education who agreed that professional learning can and must be improved. They also agreed that it is essential to promote, support and sustain the changes we need to see made in schools. But what are those changes? Just as we identify shifts for student learning called for by the Common Core, what are the required shifts that need to accompany them for professional learning?
In planning professional learning that leads to changed educator practices and improved student results, there are five shifts that must occur. These changes in practices will occur in schools and school systems that align planning, implementation, and evaluation with ...
The latest release of international test results has once again stirred the controversy of whether or not American students can successfully compete academically in a global context. Before we condemn our educational system, however, we must first understand exactly what the Program for International Student Assessment (PISA) reveals about student performance and whether a fair comparison can be made between American 15-year-olds and those in other countries.
Between 2009 and 2013, the performance of American students on PISA did not change. Overall, U.S. teens were found to be very good at basic tasks, but they fell short when engaging in critical thinking and deeper learning. PISA also shows that even though the United States has slightly closed the achievement gap for poor or disadvantaged children, the U.S. gap is still much larger than in most top-performing countries. (These findings are consistent with previous results on state summative assessments and the National Assessment of Educational Progress.) Further, the PISA analysis suggests that schools should focus more attention on developing students’ analytical skills in concert with state summative assessments. It also speaks to the need for more equitable distribution of ...
Public Schools Insights (PSI): What does the general public need to know about professional learning and its role in implementing the Common Core State Standards or other learning initiatives?
Joellen Killion: Professional learning is the means for developing and expanding educators’ knowledge, skills, and practices. Because the new content standards increase expectations for students both in terms of depth of content and application of content, educators need to refine their instructional practices to ensure that all students achieve the standards and leave school college and career ready. Any new initiative, such as Common Core, a new evaluation system, or any other reform, depends on the capacity of educators to implement it. Professional learning is the primary strategy available to every school to support continuous educator development. Yet not all ...
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 ...
Earlier this week, the Organisation for Economic Cooperation and Development (OECD) released the results of the 2012 Programme for International Assessment (PISA). As predicted, the results show little change in the performance of U.S. students since the assessment was last administered in 2009.
While much of the media coverage of the release focused on PISA’s ranking of education systems, with the U.S. remaining below many international peers in performance in mathematics, reading and science, the education community responded differently, focusing not on numerical results but on the lessons we can learn from OECD’s research on the policies and practices that high-performing nations use in successful efforts to improve student achievement – policies and practices that suggest a strategy for education reform that is much different than the one that we as a nation have been operating under for more than a decade.
As American Federation of Teachers (AFT) President Randi Weingarten said in a statement, “none of the top-tier countries, nor any of those that have made great leaps in student performance, like Poland and Germany, has a fixation on testing ...
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 ...
By Kristen Amundson, Executive Director, National Association of State Boards of Education (NASBE)
I had no idea my first slide was going to turn out to be a laugh line.
Let me explain: When you give a lot of speeches, you pretty much know when people are going to laugh. So as I prepared my presentation to board members attending NASBE’s New State Board Member Institute, I built in a couple of places where I expected at least a smile from the audience.
But Slide #1 was not on my list. It read: “So they told you this job would take one day a month.”
And it evoked more than just a chuckle. They laughed. Out loud.
You see, although these 35 new state board of education members had been on the job for less than a year, all of them realized their responsibilities take much more than the one day a month typically scheduled for a meeting. They have to ...
A VISION FOR GREAT SCHOOLS
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