Leading school counselors Cory Notestine and Dan Peabody discuss how the implementation of the Common Core has impacted their work and the ways in which they are collaborating with colleagues.
School Community Communication
By Mary Cathryn Ricker, Executive Vice-President, American Federation of Teachers (AFT)
When I was elected president of the St. Paul Federation of Teachers (SPFT) in 2005, I thought my own story might help transform the relationship between teachers and administrators as well as improve the image of teachers in the community. I was a veteran middle school English teacher, and I’d been honored for my work. And I had been active in the SPFT as a political and community volunteer as well as the union’s professional representative on local and state committees.
I had also spent enough time in my classroom and in the city to know—and be bothered by—the dominant story told about public school teachers and our union by the mass media, a number of Minnesota legislators, and in many local communities. On a local TV station’s evening news show, a Minnesota Republican state senator, Richard Day, had even declared, “We all know Minneapolis and St. Paul schools suck.” In too many conversations, I got accused of failure unless I quickly told people about the awards I had won for creating a model English/language arts classroom and running a program for my colleagues on how to improve writing in middle schools. If local citizens, especially parents, could learn about our talent, our dedication, and our ideas, I was convinced their perceptions would change ...
Eighty-eight percent of respondents surveyed by the Kentucky Department of Education gave their state's standards – which are based on the Common Core State Standards – a thumbs up. And of the approximately 12 percent of respondents who indicated they would like to see some sort of change in one or more of the standards, the majority wanted to see one or more of the standards moved to a different grade level.
This data was collected through the Kentucky Core Academic Standards (KCAS) Challenge, which aimed to both increase awareness and understanding of the Kentucky Core Academic Standards in English/language arts and mathematics and to solicit actionable feedback on the standards as part of the department's regular review of the state's academic standards. ...
By Rich Bagin, APR, Executive Director, National School Public Relations Association (NSPRA)
Most people outside of our profession do not fully grasp how busy school leaders are during the summer. Whether it is preparing your facilities for the new year, juggling last-minute staffing changes, upgrading tech applications, getting instructional materials and furniture where they belong, or planning professional development of all sorts for your instructional staff, you’ve got your hands full.
But for many school leaders, early summer is a good time for a bit of retrospection. And, take it from the National School Public Relations Association (NSPRA), summer can be good time to assess what went well and what went wrong in communication and engagement during the past school year.
- So just how did the roll-out of your brand of Common Core go with your system?
- And how then are you going to approach releasing the first round of assessments this upcoming year?
- Are you ready for increasing requests to opt-out of testing? ...
Parent engagement and community engagement have been trending in education lingo for some time, but what do these really mean for school districts?
Parent engagement strategies are designed to go beyond the required parent-teacher conferences, volunteering, and seminars and events that public schools have used for decades to draw in families and community members. Now, we are happy to see that a few school districts and states are trying to encourage longer-term strategies that are directly tied to student learning, Education Week reports.
These school leaders see that parents who are aware of what’s going on in their child’s school and get involved in working toward academic goals will help their child succeed academically. But it also helps draw needed support for public education from parents and the community. ...
Let’s talk frankly. Most relationships between the school systems and their communities are dysfunctional - like a bad marriage. Each has suffered deeply crushed expectations. If each party were to write a letter to each other trying to save the relationship, letters might read like this:
I am writing this letter to you because I care about you. I believe every child has to be given access to a quality education--no matter what form--as long as its quality meets the needs of kids and prepares them to be productive citizens. I’m deeply disappointed in our relationship. Time and time again you have asked for support and whenever I could, I have provided it whether it was money, mentors, internships, volunteers, speakers and even helping out at school events. You promised that this is what you needed to be healthy and that kids would benefit. ...
As California’s ABC Unified School District begins weaving the Common Core State Standards into its classroom curriculum, high school teacher Richard Saldana says the district has learned that cooperation and coordination among all staff is key to helping the standards meet their potential.
The school district regularly brings together teachers, principals and other staff to discuss implementation, then they use those sessions to speak with a unified voice to stakeholders such as the school board and parents.
“We do our best to bring as many stakeholders together as we can, starting with the teachers in the district,” says Saldana, who is the social studies chair at Artesia High School and a member of the district’s executive committee thatguides CCSS implementation. “And we believe that's essential because the teachers are the ones that are using the curriculum with the students.”
Saldana and other teachers quickly noticed that the new standards are much more rigorous, but he feels that once implementation takes hold, the CCSS will ultimately improve his students’ learning. ...
By Melanie Zinn, Owner, Director and Lead Teacher of a Licensed Home Child Care Program in Vermont*
Editor’s note: This post is part of a series of blog posts on the early childhood education work force that the American Federation of Teachers is running in honor of Worthy Wage Day, celebrated this year on Friday, May 1. View the other posts in the series here.
We attribute many stereotypes to “those in need”: jobless, maybe homeless, lazy, struggling, etc. I would be surprised if a tidy-looking, professional person was the image that popped into your head at the mention of this phrase. However, the reality of many early educators is just that: In need. I am one of those in need, and I never thought I’d be able to actually admit it.
What could we possibly be in need of, you might ask? The picture of an educator can also be so stereotypical! A woman, right? And one in professional attire, who only has to work like 6 hours a day, who doesn’t even have the children in their classroom the entire time due to library and gym, etc., who has summers off and let’s face it, doesn’t really deserve to earn as much a doctor or lawyer or engineer, right? Oh, so wrong! ...
Joplin, Missouri, is a town in transition. After it was ravaged by a tornado three years ago, leaders have worked to rebuild the core of the town and its school district. Many of the 10,000 students’ families are struggling with poverty and economic hardships, and Superintendent Dr. C.J. Huff has been charged with not only managing the district’s rebuilding but also the implementation of the Common Core State Standards.
District officials saw the Common Core as an opportunity to bring relevant experiences for a global economy to Joplin schools, and they were concerned that student achievement had plateaued. With the town’s rebuilding, Dr. Huff worked hard to engage the community, including parents, social service agencies, and the business and faith communities, in conversations about its schools and improving student achievement.
Not surprisingly, residents of this conservative area were skeptical of the Common Core, seeing it as an unnecessary federal interference. Yet Joplin school officials have successfully implemented the standards without backlash and even persuaded some of their critics to embrace the standards. ...
The Learning First Alliance’s Get It Right: Common Sense on the Common Core campaign shares success stories and resources with educators, parents and community leaders across the country to help them better understand and implement the Common Core State Standards in their local schools. LFA Executive Director Cheryl Scott Williams recently spoke with Discovery Education about the purpose of the Get It Right campaign and how LFA took on Common Core as an initiative.
“Get It Right is our way of saying we believe a strong public education system works toward high standards for all children,” she told Discovery Education Senior Vice President Scott Kinney during the interview. “It’s a complicated business educating all children to high standards. ‘Get It Right’ says let’s step back, let’s give our professionals time to learn, to develop new approaches, collaborate, have the resources and support to get it right, and implement Common Core with fidelity.” ...
Radio and TV personality Montel Williams is promoting the good work of public education through the National School Boards Association’s “Stand Up 4 Public Schools” campaign. And he wants all educators to join him to “stand up, step up, and speak up for public schools.”
Williams recently energized an audience of thousands of school board members and other educators at NSBA’s 75th annual conference in Nashville. He also is featured in new Stand Up 4 Public Schools digital ads as a spokesman for the national campaign.
Sporting a bright red “Stand Up 4 Public Schools” badge, Williams delivered – “shot gunned,” as he put it – his assertion that school board members must spread the word about issues such as how U.S. public schools graduated a record 82 percent of high school seniors last year, including more than 140,000 minorities. ...