Smaller learning communities are enabling more on-the-ground support in a Georgia district, and student test scores and graduation rates are on the rise.
By Libby Nealis, Behavioral Health Consultant, NEA Health Information Network
When suicide is the third leading cause of death among youth as young as 10 through age 19, it is crucial that our school districts have proactive suicide prevention policies in place.
Anytime we lose a young person to suicide is one time too many. Tragically, most of today’s school shootings end not only in injury and death of innocent students and school staff, but also in the ultimate self-inflicted gun shots and suicide of the perpetrators of these violent events. Therefore, our efforts to reduce school and community violence and ensure student and staff safety in our schools must also include an understanding of suicide prevention and what is involved in the identification and referral of students at risk of suicide. ...
As states and districts across the country address the challenges inherent in the shift to new standards, superintendents play a critical role in facilitating the implementation of the Common Core State Standards. Implementation of the standards, with accompanying assessments, presents districts with competing demands and numerous decisions as they consider their technology capability for the new online assessments, necessary changes in instruction and curriculum, how to handle evaluations and data reporting, and the concerns and worries from parents and community members. As district leaders, superintendents take center stage as champions for kids and student learning, and their buy-in is essential for the success of any initiative at the district level. As such, their feedback and critiques on any effort are also invaluable. As part of our continuing series of interviews on Common Core, we're thrilled to highlight the perspectives of long-time education leader, Dr. Benny Gooden.
Dr. Benny L. Gooden is Superintendent of Fort Smith Public Schools in Fort Smith, Arkansas. He has had a distinguished career as a public school administrator and educator, and he served as the President of AASA, The School Superintendent's Association, in 2012-2013. He was kind enough to share some thoughts with Public School Insights on the implementation of the Common Core State standards in a recent email interview. Dr. Gooden acknowledged the challenges facing superintendents and districts while simultaneously addressing the concerns around the standards. They're not perfect, but they are not some evil plot and district leaders have a key role to play in communicating with communities the importance of the standards for our country in the long-term.
Public School Insights (PSI): Thank you so much for taking some time to share your thoughts and perspective on public education and the rollout of the Common Core State Standards. You’ve had a long and distinguished career as an education leader and advocate. From a superintendent’s perspective, what are a few of the most significant changes in the education landscape in the past ten to fifteen years?
Dr. Gooden: Without question the greatest changes during the period have involved a vast expansion of federal influence upon states and local school districts. While every federal mandate or initiative purports to improve student performance—and to a certain degree many have succeeded—the obsessive reliance upon testing has actually detracted from teaching and ...
When Daisy Dyer Duerr was named principal of rural Arkansas’ St. Paul High School, the school was struggling. It was also, in her words, “disconnected.” Three years later, the school is achieving academically, and it’s largely low-income student population is being exposed to, and empowered through, experiences previously unknown to them thanks to the power of technology.
For her work at St. Paul, Duerr was named one of NASSP’s 2014 Digital Principals, an award that honors those who exhibit bold, creative leadership in their drive to harness the potential of new technologies to further learning goals.
In a recent e-mail interview, she shared her philosophy on digital learning and discussed St. Paul High School’s transition to a technology-infused school, emphasizing the challenge that bandwidth (or more specifically, a lack of bandwidth) presents to her rural community. The school’s story is both inspirational and instructive, offering guidance on how to incorporate and support new technologies in teaching and learning to best prepare students for life in a rapidly changing world.
Public School Insights: Tell me about St. Paul High School.
Daisy Dyer Duerr: St. Paul High School is an extremely rural, isolated school in Northwestern Arkansas. We serve approximately 125 students in grades 7-12; we are actually a preK-12 campus (with approximately 250 students), and I am the principal of the entire campus. The central office for our school district is 30 minutes from our campus.
Demographically, depending on the year, our socioeconomically disadvantaged rate has ranged from 80-88%. We serve 93% Caucasian, 5% Pacific Islander, and 2% "other" students. Only 10% of our students have internet service in their homes, according to a 2012 survey.
At St. Paul High School, we are a small town school using technology and genuine relationships with students to provide a ...
By Lauren Hertzog
Lauren, an 18 year old, wrote this essay for her brother David, a Special Olympics athlete. This is an empowering story about one sibling’s experience and the difference her brother has made in her life.
It’s funny how the length of the bus you ride has the ability to define you as a person. Personally, I rode the regular sized bus, the one the “normal” students rode to school. However, there was another bus that happened to stop at my house every weekday morning. The short bus, "the retard racer", the bus that was transportation for my brother. Yes, my brother rode the short bus and will forever be the root of some kid’s immature joke. Or even worse, the root of some adult’s joke. My brother is defined by his transportation to school. They look past his ability to smile while making his bed every morning, or him surviving five open heart surgeries before the age of five, or his ability to say “Luve you all.” It’s all looked past because of society’s standards of perfection. ...
By Stephanie Hirsh, Executive Director, Learning Forward
Last month I wrote a blog describing the shifts in practice needed in professional learning to improve educator practice and student results. This month, I would like for you to consider shifts in professional learning policies at the state and system level.
While the first step for many states is adopting more rigorous content and performance standards for students and educators, the key to fully implementing these standards lies in transformed professional learning. Without high-quality professional learning, adopting standards becomes an empty promise. ...
Written by Eyang Garrison, Child Nutrition Policy Analyst, FRAC, for the National PTA's One Voice blog
Imagine being able to send your children to school every day knowing that they will receive a healthy breakfast in the classroom at no charge at the start of the school day. Imagine what that would mean for your family’s monthly budget and the positive effects it would have on your child’s ability to learn and focus during morning instruction.
Free school breakfast for all students regardless of their family income level is fast becoming a reality for families with children in high-poverty schools across the country.
As parents, you know that the morning hustle doesn’t always provide time for your children to eat breakfast before heading off to school. Long commutes and non-traditional work hours often make it difficult to sit down in the morning long enough to eat a nutritious breakfast. Additionally, many families are living on very tight budgets and can ill afford to buy breakfast at school.
School breakfast can be a big help for families, but the traditional school breakfast model, where breakfast is served in the cafeteria, just misses too many kids due to a variety of factors. When given a choice, students will almost always choose to play with their friends outside or ...
My work with and for public education leaders seems to focus on two conflicting messages and points of view. On the one hand, the relentless onslaught of criticism for the work that the educators represented in the Learning First Alliance (LFA) membership are involved in every day can become demoralizing. However, those often ill-informed attacks are balanced by the talented education leaders whose work is showcased regularly at meetings and presentations I’m lucky enough to attend. One such example of good news to spread about practitioner-led work underway in our organizations was the recent report by the National Center for Literacy Education (NCLE) entitled Remodeling Literacy Learning Together: Paths to Standards Implementation.
The NCLE, a coalition of 30 professional education associations, policy organizations and foundations who work to support schools in elevating literacy learning, conducted a national survey of educators of all roles, grade levels, and subject areas to find out where we stand as a nation in-
- Opportunities educators have had to learn about new literacy standards
- Kinds of professional learning that are effective in supporting teachers as they implement change
- Approaches of schools and districts to transitioning to
By Marc Shulman, for the Partnership for 21st Century Skills (P21)
I close my eyes, take a deep breath, and shout, “Go!” It sounds like I am standing in the middle of Qualcomm Stadium and the Chargers just won the Super Bowl. But it’s not cheering I am hearing—it is students helping students. It may be the sweetest thing I have ever heard. I look to my left and I hear a student say, “Tell me the steps you went through to solve that.” I walk to my right and I hear, “Are you sure that’s what the next step is?” I keep walking around and I keep hearing students challenging each other, playing devil’s advocate in math. I think this is actually working!
I remember when a college professor of mine said something that would change the way I think about everything around me. He quoted Thomas Jefferson by saying, “’There is nothing more unequal than the equal treatment of unequal people.’ An unfortunate practice that still occurs in classrooms today.” The fine line between equitable teaching and fair teaching is danced upon daily. Treating everyone equally while leveling the playing field is a challenge all teachers face. It may sound like you are doing the right thing if you are giving every student the same options, opportunities or advantages. But is that what they all need? To me, teachers who teach the same thing to everyone and the same way to everyone are creating a learning environment that is not conducive to every student in the room. To teach equitably, one must look to the needs of each individual student.
Our goal as educators should be to veer from an equal learning experience toward an equitable learning experience. Our job is to make sure all students have a fair, and possibly unequal, learning experience. Ensuring that each student has a fair opportunity to succeed means that one student’s path may ...
"Very often a lack of jobs and money is not the cause of poverty, but the symptom. The cause may lie deeper in our failure to give our fellow citizens a fair chance to develop their own capacities."
— President Lyndon Baines Johnson, State of the Union, Jan. 8, 1964
I was still in grade school when President Johnson launched his War on Poverty. In my home, Johnson was a hero, maybe because my parents had both grown up poor and never forgot what deprivation felt like. They saw Johnson as someone who understood what they understood about poverty: Nobody chooses to be poor.
The other hero in my house was my Dad, a larger-than-life figure who had scrabbled his way up to a good middle-class life. He had “developed his own capacities” in large part because he had access to the G.I. Bill, which inspired him to return to high school after dropping out and then go on to college and earn an engineering degree.
One of my favorite childhood memories was watching my dad ring the bell for Salvation Army at Christmas. Dad ran the largest construction company in the area, which meant that he knew most of the movers and shakers in ...
By Brian Lewis, CEO, International Society for Technology in Education (ISTE)
It was nearly 20 years ago when E-Rate, the nation’s largest education technology program, was put into place. At that time, a majority of schools (86 percent) were not connected. Mobile phone use was in its infancy and we all referred to the Internet as the information superhighway.
Fast forward to today. Nearly all schools (95 percent) have some level of connectivity. Half of our nation’s teenagers own a smartphone and three-quarters of all children have access to a mobile device.
Walk into a school today and see if you can spot a blackboard and chalk in use; it’s a rarity. In many schools, modern learning devices – screens, projectors and computing devices – that support digital learning have replaced the blackboard. We are in the midst of the digital age.
All the technology that surrounds us and supports our students is only as good as the speed of the connectivity available. Without broadband speed, streaming video stalls, online simulations freeze and load times drag on into eternity. The impact on learning can be crippling. Students get annoyed, and teachers get ...
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!