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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 Anne Foster, Executive Director, Parents for Public Schools (PPS)*

While it may not be evident from voting patterns, casting votes for local school board members may have greater impact on a community’s overall quality of life than any other vote cast. Quality public schools bring the things that ensure a high quality of life — strong economic climate, better jobs, civic engagement, more citizens voting and an emphasis on the arts. And quality public schools are tied directly to the performance and effectiveness of their school boards.

All of us should pay more attention to our school boards — to electing them, supporting them and monitoring them. While many people today believe that too much local control has been wrested from local school boards, their role remains critical to the success of the schools they govern.

Voters elect a school board to represent them in the oversight of their schools. That is our system of government, and it’s a good one. School boards then spend the public’s money on educating children, touching the future as no other entity does. School boards set the tone for school districts — for student achievement, continuous improvement and financial management.

Successful school boards are made up of individuals without personal agendas and with a desire that all children have the opportunities that come with great schools. They understand that they are a bridge between the community and its schools, with one foot in ...

In the past week I’ve attended two meetings devoted to the subject of protecting student privacy in a digital learning world. The question from one of the speakers that stayed with me after both meetings were adjourned is, “How much attention are school administrators paying to this issue?”   

Certainly, the education leaders who participated in both programs – Terry Grier, superintendent of the Houston ISD; Jeff Mao, Technology Director at the Maine State Department of Education; Rich Contartesi, Assistant Superintendent for Technology Services, Loudoun County Public Schools (VA); and Jim Siegl, Technology Architect for Fairfax County Public Schools (VA) – are paying plenty of attention to the issue and providing important leadership in their respective districts and state. However, the general message conveyed is that many, if not most, school leaders are both unaware of and uneducated about the issues that could balloon into a major setback for teaching and learning in a digital world if not carefully and appropriately ...

Robin Zorn is the American School Counselor Association's 2014 School Counselor of the Year. Ms. Zorn works at Mason Elementary School in Gwinnett County. She's tireless in her efforts to help some of our youngest students gain a strong foundation to build on for the rest of their academic career. By emphasizing both social-emotional well-being and college-and-career readiness, Ms.Zorn and her team at Mason Elementary empower children to dream and plan for their future while providing them the necessary supports to succeed. We're thrilled to highlight Ms.Zorn on our site as a representative for the great work being done by school counselors across the country.

Question: How long have you been a school counselor?

I started in 1994, so this is my 20th year.

Question: At what levels have you worked (elementary school, middle school, high school)?

I did my internship in the middle school, but I have been in elementary the entire 20 years.

Question: What led you to become a school counselor? ...

By Libby Nealis, Project Consultant, NEA Health Information Network

The problem of prescription drug misuse and abuse by adults has been growing for years, but its recent increase within the adolescent population is alarming.  According to a 2010 survey, one in four adolescents has abused a prescription medication at some point in their lives, which is up from one in five teens in 2009.

In growing numbers, more adolescents are abusing prescription drugs than they are illegal drugs.  With the exception of marijuana, prescription drugs are the drug of choice among 12-13 year olds.  The prescription drugs that teens most commonly abuse or misuse are painkillers, stimulants (like medications taken for attention-deficit/hyperactivity disorder, ADHD) and depressants (like anti-anxiety medications).  These medications are often easily accessible, sometimes from a parent’s medicine cabinet.  In fact, 64% of teens (age 12-17) who abuse prescription pain relievers say they got them from friends or relatives.

Schools can play an important role in combatting this growing and dangerous trend.  All educators, particularly those who most frequently work with at-risk populations, should be aware of the changing patterns of prescription drug misuse and abuse within ...

Evidence clearly shows that family engagement in education promotes student success. And the vast majority of parents (and other family members and guardians) understands that fact and takes educational responsibilities very seriously. So when they are faced with reforms that require changes to their children’s school experiences, families rightly raise questions and concerns about how those reforms will impact the learning and life of students.

Recently, one education reform in particular has come under significant scrutiny from a number of different education stakeholders, including families: the Common Core State Standards (CCSS) initiative. Parents have expressed concern about how the standards will impact student testing, classroom rigor, student privacy, what children will read and more. But even in the face of such concerns, one group that has never wavered in its support of the Common Core is the National PTA.

National PTA President Otha Thornton recently took the time to tell us why the organization continues to support the standards and what parents should know about them. He also dispelled some of the myths surrounding the Common Core and shared resources to help parents learn more and support successful implementation of the CCSS in their communities.

Public School Insights (PSI): Why does the National PTA support the Common Core?

Otha Thornton: Since 2009, National PTA has firmly supported the development and implementation of the Common Core State Standards, maintaining that every child deserves a high quality education that prepares him or her for success upon graduation from high school. National PTA is confident that the Common Core State Standards are an essential tool to ensure that America’s youth have the opportunity to reach their full potential and become productive members of ...

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 ...

By Joshua McIntosh, for the National PTA

In a recent address to parent leaders, U.S. Secretary of Education Arne Duncan called on parents to take education more seriously and be active in partnering with schools as we seek to raise expectations for students. The week prior, the Department of Education released new guidelines around improving climate and discipline policies in schools showing how suspensions, arrests, and expulsions can lead to negative outcomes for students and contribute to the phenomenon known as the school- to–prison pipeline. Given this, the high prevalence of out-of-school suspensions in our schools -- even for non-violent behaviors – is a serious concern.

As a teacher leader in New York City, I believe school discipline policy is the perfect example of an issue that allows parents and teachers to work together and prompt systemic change that can improve our schools.

The federal guidance package presents a solid argument for a long-known fact in educational communities around the country: school discipline policies and practices are in drastic need of reform – particularly in the way we work with minority students and students who receive special education services, like the students at my school. The task of improving school discipline policies and ...

By Harriet Sanford, President & CEO, NEA Foundation

They. Love. Science.

Students involved in the Milwaukee Urban Schools Aquaponics Initiative have discovered the power of STEM (Science, Technology, Engineering, and Mathematics). They do their own research. They ask their own questions. Who knew that you could use someone’s trash to create an incubator for growing fish? This authentic, self-driven learning is contagious and it is opening up a world of possibility.

Their teachers love science, too.

And they are bolstered by an infrastructure and support they need to do their jobs better. A professional learning community meets regularly so that educators can exchange ideas, brainstorm solutions, and learn from outside experts and other schools and schools systems.

The result is a cohort of students who are mastering complex subject matter, gaining valuable 21st century skills, by growing safe, local, sustainable, and nutritious food for ...

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