Join LFA, NAEYC and NAESP for a dynamic conversation about supporting our youngest learners in a changing preK-12 context. Tuesday, Dec. 1, 3-4 p.m. EST, Register now.
By Hayes Mizell, Distinguished Senior Fellow, Learning Forward
National education reports often have difficulty getting attention, but that was not the case when the Gallup polling organization released State of America's Schools. Rather than prescribing technocratic approaches for improving education, the report focused on the "human elements" that drive student achievement.
According to Gallup, the factors of engagement, relationships, collaboration, hope, and trust are essential for learning and high performance. This is true not only for students, but also for teachers.
In fact, the report's headline grabber was that nearly 70% of teachers "are not emotionally connected to their workplaces and are unlikely to devote much discretionary effort to their work." Among reasons for teachers' lack of engagement, two stand out. In a Gallup survey of employees in 14 different occupational categories, K-12 teachers "were dead last ... in saying their 'supervisor always creates an environment that is trusting and open.' " ...
A recent meeting hosted by the Alliance for Excellent Education on Improving the Effectiveness of Beginning Teachers brought back memories of my time teaching many years ago. And it seems that though my experience happened long ago, I fit right into the profile of today’s teaching force: I left the profession after four years of teaching. The difference is that today attention is focused on the problems posed by a work force that overwhelmingly turns over in the first five years and provides an essential service not only to the health of our education system, but to our country. What was true then and is now being identified through research and increased attention is that to retain and develop a highly skilled teaching force, we need to provide support and continued learning opportunities for all our beginning teachers.
At the Improving the Effectiveness of Beginning Teachers event, Richard Ingersoll, Professor of Education and Sociology at the University of Pennsylvania, shared his research on the demographics of the teaching profession and how that’s dramatically changed over the past twenty plus years, with the result being that the majority of the current teaching profession have fewer than five years’ experience in the classroom. Dr. Ingersoll’s research has looked at the kinds of new teacher induction practiced with this novice work force and the effect that induction has on teacher turnover in the first five years of employment. Percentage of turnover ranges from 41 percent for those teachers who received no induction support to 18 percent for those who were supported in significant ways in their first year on the job. ...
Principal Thomas Payton has spent several years as an assistant principal and principal, following his classroom teaching, in schools across the country from New York City to Clark County, Nevada. He is currently a principal at Roanoke Avenue Elementary School in Riverhead Central School District, NY. Principal Payton is also a National Association of Elementary School Principals (NAESP) State Representative and recently served as a member of the NAESP/NASSP Teacher Evaluation Committee. The committee put together a set of policy recommendations aimed at supporting principals in implementing teacher evaluation systems.
As a school leader, Principal Payton is working to create a building wide understanding of the Common Core - in both ELA and math - with teachers across all grade levels to better facilitate student learning in accordance with the new standards. In a recent e-interview, he took the time to discuss the specifics of this work. He also shared his thoughts on effective teacher evaluation systems and the importance of creating individualized professional development opportunities for classroom teachers. ...
Fresh out of New York University film school in 2003 and with only a whirlwind summer of training, it was pretty clear to me that I wasn’t safe to practice as a new teacher. Still, the New York City Teaching Fellows gave me hiring papers. Fueled by excitement and inspiration, I took a job teaching 26 4th graders in the Bronx that fall. Although I knew virtually zero about effective teaching, I plunged ahead armed with wits and worksheets.
My rookie year in Class 4-217 at P.S. 85 was, of course, a fiasco – lost learning time that those students can’t get back. Visitors to our class would have seen student fights, unceasing chatter and a stressed-out teacher resorting to survival mode and lowered expectations.
I should have had to wait until I could demonstrate a baseline of competency. The practice of heaping everything on underprepared rookies – like my 22-year-old self – needs to stop. In this trial-by-fire culture, everyone loses: students and parents get stuck with low-skilled teachers, new teachers struggle and run for the door, and our education system remains locked in a state of churn.
The lack of a clear, high bar for what new teachers should know and be able to do on day one also has lowered expectations and respect for the teaching profession. ...
By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)
Once upon a time, we were challenged to find useful data about education. Not much information was collected, and it was largely inaccessible. In recent years, as public demands for greater transparency and evidence-based accountability have generated an information frenzy, we still face this challenge—but not because data are scant. Now they are overabundant, often difficult to decipher, or of unreliable quality. In this new environment, we must prepare teachers and other education leaders to be not only data literate, but also advocates for effective data use by others.
Researchers and education leaders must take responsibility for helping PK-12 practitioners and other decision makers interpret the data being generated by districts, states, think tanks, research and policy organizations, schools themselves, and a multitude of other sources—often with set agendas that taint the evidence. Too often, unscrupulous data collection and usage leads to antagonistic distractions, bad press, and worse policy decisions ...
The Learning First Alliance (LFA) is leading a focused campaign advocating for time, support and resources for successful implementation of Common Core State Standards (CCSS). It includes interviews with education leaders from across the country who are sharing how their states and communities are working to Get It Right, the title we’ve given our campaign. Several meetings I attended recently outlined strategies for “getting it right” that showcased research and practice in key areas necessary to “get it right”: accountability measures, state education agencies’ capabilities and classroom teacher practice.
Last week, the Stanford Center for Opportunity Policy in Education (SCOPE) hosted a daylong meeting on Rethinking Accountability: Putting Students and Learning First that looked at accountability from a variety of angles, including accountability for meaningful learning, professional capacity and resources. All three types of accountability point to the requirement for system change that’s built on an evidence-based design and factors in responsibility at a variety of levels – state, district, school, classroom and community. While success happens locally, that success and the responsibility for that success is dependent on adequate resources, a culture of support and a realization that professional capacity is built over time ...
By Joellen Killion, Senior Advisor, Learning Forward
Research supports the value of educator collaboration. A recent report from the Rennie Center confirms that when teachers collaborate, students benefit. Too often, however, professional learning within communities of peers is merely a label.
Professional learning communities (PLCs) are hijacked in multiple ways, usually under the pretense of facilitating or supporting the collaboration. Administrators who dictate the content of collaboration are some of the biggest offenders. Teachers who fail to engage responsibly as professionals with colleagues in collaboration are also offenders. When educators at any level arrive late, break commitments, seek to maintain the status quo, or remain within their comfort zone, they are subverting the core principles of professional learning communities.
Within authentic professional learning communities, members determine their content and process for their continuous improvement. While they may benefit from skillful facilitators who offer processes and protocols, the community commits to learning as a means to improve practice and results. A key distinction exists between a community of professionals who engage in learning for continuous improvement and a gathering of professionals who conduct routine work together ...
By Dr. Helen Janc Malone, Director of Institutional Advancement, Institute for Educational Leadership (IEL)
The Institute for Educational Leadership is a non-profit organization whose mission is to equip leaders to work together across boundaries to build effective systems that prepare children and youth for postsecondary education, careers, and citizenship. The work of IEL focuses on three pillars required for young people and their communities to succeed:
The year 2014 marks the 50th anniversary of Institute for Educational Leadership. Fifty years yields many lessons. IEL’s broad network of leaders—superintendents, principals, policy leaders, academics, public officials, private funders and community-based practitioners—shared what they have learned about effective leadership as a part of IEL’s 50th anniversary celebration. Ten powerful lessons emerged from our review of their advice. We are grateful for their contribution.
By Jessica Medaille, Chief Membership Officer, International Society for Technology in Education (ISTE)
There’s a lot of talk right now about leadership across many professions. As leaders in education, we have long recognized that to effect change, we must look to and listen to our colleagues as well as to voices from other professions and communities. That way we can hear points of view that may differ from ours, expand our thinking and view issues from a new angle.
As we approach the ISTE annual conference, we’re excited about the unique range of opportunities participants will have to hear about new strategies, build leadership skills and to learn what works. Stories of triumph and perseverance are what make the ISTE community, and our annual conference, a unique experience.
In reflecting on the leaders we’ve invited to speak at this year’s conference, I’m inspired by their collective work. Leaders like Ashley Judd, who during a recent TEDx talk carried a powerful message about empowerment, lending her voice to those whose voices are not heard and telling stories to inspire others in the hopes of changing policies. Or Dale Dougherty, founder of Make magazine, creator of Maker Fair and coiner of the phrase Web 2.0, who brings the do-it-yourselfer mindset to everyday technology, celebrating the right to tweak, hack and bend any technology to your own will ...
By Robin Sheffield, National Board Certified Teacher with 20 years experience in education, including service on the Board of Directors for the Toledo Federation of Teachers
One of the many hats I wear as a Peer Literacy Coach is to provide Professional Development to my building and to other building staff within the district. With the implementation of the Common Core State Standards (CCSS), my department has added several Professional Development (PD) offerings to reflect the major shifts of the CCSS. One of the major shifts is the focus on informational text: building knowledge through content-rich nonfiction and informational texts. In response to this shift, we now have a four-hour (delivered in two parts) PD, which helps teachers understand the reasons why expository text is difficult for students to comprehend. Additionally, teachers are taught how to select strategies that will support student understanding of the different structures of expository text.
Last month I was asked to provide this four-hour module to a neighboring building with a K-8 staff. Part I of the PD focuses on why expository text is so difficult for students to understand. When teachers are asked this question, the most common response is that the text(s) contain unfamiliar, difficult vocabulary for students. While this is true, there are other factors that come into play. In addition to unfamiliar vocabulary, the content itself may contain unfamiliar concepts which present problems for comprehension. In addition, different content areas have specialized and/or technical words. There are also varied text structures, most of ...