On October 2 at 8 pm ET, LFA will host a Twitter Town Hall on “Teaching in a Common Core World” to find out how teachers and students are interacting with CCSS in the classroom and to hear educators’ perspectives. Join us with #CCSSteach
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 ...
Strengthening Home, School & Community Partnership: Improving Discipline Policies in American Schools
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 ...
By Jack Dale, for the Partnership for 21st Century Skills (P21)
Since the year 2000, the Organization for Economic Co-operation and Development (OECD) has made the Programme for International Student Assessment (PISA) available to countries around the world. In 2012, 65 countries participated in the once every three year cycle of PISA. Each three year cycle emphasizes one of three content areas – Math, Science and Reading. In 2012 the emphasis was on Math. In 2015 the emphasis will be on Science.
Beginning this school year, individual schools across America are able to participate in the school-based version called OECD Test for Schools. Participating schools will have a random sample of 15-year olds selected to take part in a matrix sampling of test prompts covering all three content areas.
Questions now before schools and districts are: What kind of results would we get? What are implications for school/district policies and practices? Can this assessment better help us prepare students for needed 21st Century ...
Whenever I visit a school, one question always guides me: Would I want my own child in this school? If it’s good enough for my children, then it’s a good school; if not, then it’s a bad school. Plain and simple.
I’ve always applied my test in equal measure whether the school is a traditional public school, a charter school, a parochial school, a private school, or even a home school. The standard should be the same, regardless of the structure of the school or who’s paying the bills.
And that’s part of why the charter debate is so difficult for me.
Every child should have high-quality teaching every hour of every day. Ensuring that every child has an excellent education is good for this country, which is why we should use public dollars to pay for education.
I truly do believe that thousands and thousands of children in the United States are getting a better education today because they are enrolled in charter schools. That should be enough to make me happy, right?
But it’s not.
In spite of the benefit to individual students, I still wonder whether charter schools are ultimately good for the country.
I especially worry that charter schools are another factor that’s destroying American neighborhoods, especially in ...
By Kecia Ray, President, International Society for Technology in Education (ISTE)
The debate among global education leaders about how to transform education has taken a sharp right turn. A new report, “A Rich Seam: How New Pedagogies Find Deep Learning,” released by education visionary Michael Fullan, provides educators with solutions for how to change pedagogies to foster deep learning.
Published by Pearson in partnership with ISTE, MaRS Discovery District and Nesta, this visionary report reflects on the impact technology has had on the way we learn. In the paper, the authors suggest a new education model that prepares learners to succeed in today’s knowledge-based economy.
Fullan and his co-author Maria Langworthy urge educators to aim the metamorphosing system toward deeper learning outcomes — in other words, moving students past mastery of existing content to become the creators and users of new knowledge. Three forces are needed to drive change toward this new level of deep learning:
1. New pedagogies that emphasize the natural learning process
Technology plays a pivotal role in creating deeper learning opportunities for students, but it’s not enough to simply add expensive tools to the traditional curriculum. We need pedagogies that tap into students’ core motivations and ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
Rumor has it the Obama presidential campaign was so well wired that in Alexandria, VA, where AASA is headquartered, calls were made to turn out the vote, not to the residents of Alexandria themselves, but to their parents and other influential friends and relatives who then called the Alexandria natives urging them to get out and vote.
Further, it is said the campaign knew if a certain percentage of the Alexandria vote went to Obama, it would be a predictor for winning the state of Virginia. The predictive data gleaned from the social media networking were nurtured by the Obama campaign’s tech team.
Whether truth or folklore, the stories point to significant changes wrought upon political campaigns by technology in general and social media in particular. ...
Patte Barth, Director of the Center for Public Education at the National School Boards Association, penned the following column for the Huffington Post.
House majority leader Eric Cantor (R-Va.) was speaking recently at the release of the Brookings Institution’s latest report on Education Choice and Competition. Calling these policies “an education revolution,” the House leader baldly stated, “school choice is the surest way to break [the] vicious cycle of poverty.
Not “a solid education.” School choice.
The Brookings’ report ranks 100 large districts on their school choice policies. Their report came out in advance of last week’s National School Choice Week. Both share a goal to drum up more support for funneling tax dollars into educational options — whether they be charters, magnets, private, or virtual schools. The rationale is that a free marketplace will force schools to innovate in order to compete for students. Popular schools will equate with “good schools” and unpopular ones will close. And thus, in Brookings words, we will raise “the quality of the product.”
Unfortunately, that’s one mighty big assumption.
Most choice advocates defend their position by pointing to successful charter schools in New York City and elsewhere. Others extol the promise of virtual learning. What they all provide, for the most part, is anecdote, ...
School discipline policies often promote a zero tolerance approach that disproportionately, and negatively, affects minority children. Pushing students out of the building for behavioral infractions is not the answer; instead, policies should prioritize programs and actions that create safe environments for students to learn and thrive. Zero tolerance is easy, but it is not a real solution because it actually funnels many students towards the cracks, letting them fall through with little ability to pull them back. Yet many schools lack comprehensive alternative courses of action. Schools and states need to revise their approach to school discipline if they truly wish to leave no child behind. ...
As someone who has advocated for the appropriate use of new and emerging technologies for teaching, learning, and district operations in America’s public schools for more than 25 years, the 2014 Digital Learning Day celebration gives me much to reflect on. In many ways the classroom practices and district operations being showcased engender optimism for the lens they offer into how far we’ve come in enlarging the pool of innovative educators leading exciting learning experiences for their students. But in other ways, the issues, challenges, barriers, and conversation have remained the same for more than two decades. A few examples— ...
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!