Teachers need a safe space to take risks with ed tech and test these new tools in their classrooms for successful implementation. That was one of many take aways from our recent Twitter chat. Read more....
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 Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
AASA supports charter schools when they are operated by the local school board and managed by the local superintendent. Under certain circumstances, a district-operated charter school could offer students the quality education they perhaps are not receiving under existing conditions.
In 1995, I was the district superintendent for the Western Suffolk Supervisory district on Long Island, NY, a role quite different from that of the local superintendent. The district superintendent reports directly to the state commissioner of education and, in essence, is the commissioner’s regional representative. When the district superintendent for the adjoining Nassau County retired, I was asked by then-New York State Commissioner Thomas Sobol to assume the role of acting district superintendent for Nassau County as well. It was while serving in that capacity that the commissioner directed me to inspect the Roosevelt Union Free School District. ...
There are over 95,000 school board members nationwide; often overlooked, they are an invaluable factor in the success of education initiatives and the quality of public education in districts across the United States. Anne M. Byrne is the President of the National School Boards Association (NSBA). Since 1981, Byrne has been a member of the Nanuet School Board, on which she has served as president and vice president. She's also served as an officer of the New York school board association in a variety of capacities.
LFA is deeply appreciate to Ms. Byrne for taking the time to share her thoughts on both the importance of the Common Core State Standards as well as some of the challenges states face in implementing them, with a particular focus on her home state of New York. She also discussed the critical leadership role that school boards across the country play in setting the tone and agenda for public education in our communities.
Public School Insights (PSI): First, we would love to get your thoughts on the actual standards. As a school board member, and as a state and national leader, when you assess the standards, what are your first impressions, both in terms of opportunity and potential challenges? Are there particular elements you are excited about, or nervous about? What are the implications for student achievement and equity?
Byrne: This movement to higher standards is a very good thing. High standards are a must whether you call them career- and college-ready standards or the Common Core ...
To mark the 60th anniversary of the landmark Brown v. Board of Education decision, National School Boards Association Executive Director Thomas J. Gentzel reflected on the impact of the decision and the challenges that public schools still face. The following commentary was originally published by the Huffington Post:
In the 1954 Brown v. Board of Education decision, the U.S. Supreme Court delivered a timeless and transformative message: All students deserve a great public education; separate systems are not equal.
In marking the 60th anniversary of this landmark Supreme Court ruling, it is important to reflect upon the ongoing effect of Brown v. Board of Education on the work of America’s school boards and our nation’s public schools. Enshrining this decision as a historic relic does not serve the nine out of 10 school-age children who attend our nation’s public schools. To protect students’ rights, freedoms and ready access to a high-quality education, we must actively heed the central tenets of the Brown v. Board of Education decision.
The National School Boards Association (NSBA) is particularly concerned about the unintended consequences of privatization through vouchers, charter schools not governed by local school boards, and other means that research indicates are leading to the re-segregation of public schools, mainly in high-poverty urban areas ...
By Dr. C.J. Huff, Superintendent, Joplin (MO) Schools, and NSPRA Vice President at Large – Superintendents of Schools
Each day professional educators across our country walk into our schools with the noble purpose to educate and grow our next generation of leaders, employees, neighbors, and families. And with each passing day our noble purpose – the reason we do what we do – becomes muddled as we find ourselves fighting perceptions that don't really reflect reality. But as a school board member reminded me once, perception is reality. So the question that must be answered is, “How do we change perception?”
What’s Working...What’s Not?
As you read this article, from coast to coast, school districts will be pushing the send button on thousands of press releases. Spelling bee champions will be recognized, teachers of the year announced, scores from last night’s ballgame celebrated, a big decision by a school board shared, the kindergarten penny drive that raised funds to help the local humane society – the list goes on. We will permeate cyberspace with the good news of our schools. We will tweet, post, click send, like, repost, resend again with the hope that someone... anyone... will pick up on a story and that it will go viral in a good way. And we wait. Then wait some more. We tell great stories, but few are there to listen ...
By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)
“The Buck Stops Here,” an expression popularized by President Harry S. Truman, has often been applied to school leadership. It denotes the end of the line, the last decision, the final responsibility. For principals, who assume the dual roles of school manager and instructional leader, the responsibilities of school leadership never end; the “bucks” just keep coming.
With upwards of 40 different daily tasks to accomplish, today’s principals must be multifaceted, possessing a range of skills and competencies more complex than ever before.
When it comes to the factors that they directly influence, such as student safety, financial management, teacher working conditions, and high-quality instruction, for example, principals must rely on their “managerial” capabilities. This role also involves brokering various stakeholder interests and contending with unfunded state mandates, among other escalating education issues.
In this era of high-stakes accountability, the pressure has never been greater for principals to excel also as instructional leaders. Research shows the link between school leadership and student achievement continues to be underestimated, despite ...
By Anne Foster, Executive Director, Parents for Public Schools (PPS)
Sometimes it seems like parents just can’t win. Now they’re being blamed for their children’s education failures because they help with homework! So suggests a new study by Keith Robinson, a sociology professor at the University of Texas at Austin, and Angel L. Harris, a sociology professor at Duke, as highlighted by The New York Times on April 12, 2014.
It is well-documented that research can be used to prove almost anything. That’s the feeling I had recently when the Robinson/Harris study on parent involvement was released. Research often exists at 30,000 feet and sometimes does not seem to connect with real people on the ground. While this study identifies ways that parent involvement possibly does and does not work, unfortunately the message and the headline are that parent involvement doesn’t count.
Having helped shepherd two children through the public school system, I can’t quite grasp the findings of this study that being involved in their schools, being involved in how they behaved, and making sure homework got done could all actually have hindered their education. And all that time, I thought I was being a good parent! ...
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 ...
Earlier this month, the Learning First Alliance participated in a day-long tour of three traditional public schools in the District of Columbia (DCPS), our nation’s capital and “home town.” The tour was hosted by DCPS and sponsored by Discovery Education, and it included stops at three campuses where teachers are using digital resources to meet the individual needs of the students in their classrooms. The day was worthwhile, instructional and (most importantly) uplifting as we observed excellence in teaching and learning in traditional urban public schools.
Those of us who have worked in public education for years know that there is much good work happening in public schools; however, most of that work doesn’t get attention, and the prevailing messages that “public education is failing” or “public education is not good enough” are, in addition to being inaccurate, also dispiriting. ...
By Jenn Kauffman, NEA Health Information Network
I was three-years-old, and my mother had minutes before given me a walnut to snack on as I rode in the backseat during a family road trip. I was suddenly quiet - unusually so for a talkative toddler - and when she turned around, she realized I had stopped breathing.
I was experiencing anaphylaxis - a severe, potentially life-threatening allergic reaction. My reaction had been triggered by a tree nut food allergy - one of the 8 most common food allergy triggers in the U.S.
Food allergies can be a scary event not only for the estimated 15 million Americans like me who have a food allergy, but also for family, educators, co-workers and friends who witness an allergic reaction. Awareness, education and prevention can literally save a life. The National Education Association Health Information Network produced "The Food Allergy Book" in English and in Spanish to help school staff and families be prepared in the case of ...
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!