Join LFA, NAEYC and NAESP for a dynamic conversation about supporting our youngest learners in a changing preK-12 context. Tuesday, Dec. 1, 3-4 p.m. EST, Register now.
As part of the Get It Right campaign, LFA recently published a report called Getting Common Core Right: What We've Learned. The piece highlights three key lessons, gleaned from interviews with state and local officials and frontline practitioners, on what it will take to get Common Core right.
We’ve also compiled the resources that LFA member organizations have produced to help support and guide implementation of the standards. But we recognize that there are a number of other organizations that are creating great resources to aid your work in supporting the Common Core. The resources listed below are broken down into several categories. Please comment if you have other great materials you think we should add to the list. ...
By David Ferrier, Policy Research Intern, National School Boards Association’s Center for Public Education (CPE)
A study released last month shows that children who attended high-quality preschools in North Carolina were significantly less likely to require special education services in the third grade. These findings were from a longitudinal study following children from at-risk families from birth to the end of third grade. It examined two programs, More at Four and Smart Start, both publicly funded programs in North Carolina, that aim to provide high-quality child care to 4-year-olds living in poverty and to improve the quality and delivery of child care and preschool services for children from birth to 5, respectively. The focus on this developmental period of life is reflective of much developmental research showing that significant cognitive, social, and emotional development occurs across this timeframe and thus, it is a critical period to support. Furthermore, educational psychologist Jeffrey Liew highlights that cognitive and social-emotional development in early childhood can be heavily influenced by teaching efforts targeting those skills.
These findings evidence the importance of a high-quality early childhood education ...
By Heather Naviasky, Program Associate, Coalition for Community Schools
Twice in the last several months, schools have received attention because of their strong academic performance. But in telling their stories, the Education Trust (in the case of Menlo Park Elementary a "dispelling the myth school" in Portland, OR) and the Washington Post (in the case of Carlin Springs Elementary in Arlington, VA) focused only on academic improvements, overlooking the role of educators and their community partners in ensuring that low-income children also have the opportunities and supports they need to thrive. Last month we at the Coalition for Community Schools expanded on the success of Menlo Park Elementary; this month, we dive deeper into Carlin Springs.
On January 10, 2015, the Washington Post highlighted how Carlin Springs Elementary was raising test scores. It focused on how "teaching to the test" and test prep created double digit test score gains for the school. Once again, while they zoomed in on one area of achievement, the Post did not capture other dimensions of the school’s improvement strategy ...
By Anita Merina, National Education Association (NEA)
More than 45 million participants are expected to join the National Education Association’s 18th annual Read Across America Day celebration this year on Monday, March 2. Here’s a rundown on activities taking place and ways you can help us spread the word about the nation’s largest reading event. Visit readacrossamerica.org to share your events and see what’s happening around the country and you’ll find free downloadable materials and activities at www.nea.org/readacross.
Cat-a-Van Reading Tour 2015: NEA’s RAA Cat-A-Van hits the road this year from March 2 through March 6 and will visit California, Oklahoma, Texas and Louisiana. Visit www.nea.org/readacross for more information and a list of cities and participating schools. ...
By Daniel A. Domenech, Executive Director, AASA: The School Superintendents Association
In preparing for the celebration of AASA’s 150th anniversary, I read the copy of “AASA, The Centennial Story,” written by Arthur Rice in 1964, which sits on the bookshelf behind my desk. What a fascinating read. In this column, I draw liberally from the information provided by Rice, a professor of education at Indiana University.
It was on Aug. 15, 1865, in Harrisburg, PA, at a meeting of the National Teachers Association, that a group of superintendents created the National Association of School Superintendents. Earlier that year, the Civil War had come to an end and President Abraham Lincoln had been assassinated. Six months later, in February, the group held its first convention in Washington, D.C. Nine state superintendents and 20 city superintendents attended.
It is clear, from the very beginning, advocacy at the national level would be a key mission of the newly formed organization ...
In this podcast, Kentucky Chamber of Commerce CEO David Adkisson discusses why Kentucky’s business community supports college- and career-ready standards and how they have partnered with schools and community organizations to support thoughtful implementation.
David Adkisson, President and CEO of the Kentucky Chamber of Commerce, recently participated in the Learning First Alliance’s "Get it Right, Common Sense on the Common Core" podcast series.
This series is designed to help those committed to Common Core ensure proper implementation of the new standards.
LFA: Tell us, why does the Kentucky Chamber of Commerce support Common Core State Standards. How did you get to that decision? ...
By Amber Chandler, American Federation of Teachers member and 7th and 8th grade English Language Arts Teacher at Frontier Middle School in Hamburg, NY
Teaching is my calling. I can’t give directions without teaching them to you. Sometimes, depending on your learning style, I will draw you a map on a napkin. Other times, I might get you to Google Maps and have Siri talk you through it. Occasionally, I’ll give you only the landmarks—“Go past the 7-11, until you see a Tim Horton’s on the right. It is directly across from there.” There are teachers who teach a subject, and teachers who teach children, and it is that difference that we must all consider as Education (with a capital “E”) under fire.
Policy makers and bureaucrats are attempting to convince the world, who are incidentally probably laughing at how backwards we are approaching this manufactured education crisis, that the woes of society should be squarely on my back. For those of you who might say that I am making taking this personally, let me remind you that it is my performance that is being questioned. Please. Pay attention. I am trying to teach your children ...
I’ve been reminded over the past weeks of the importance of language in arriving at agreement on what needs to happen for the public education experience to be successful for all our students, regardless of their background and socioeconomic condition. The use of language and its different translations/meaning for different citizen groups was brought home during recent debate over proposed changes in the No Child Left Behind (NCLB) federal education bill that is now before Congress. A few examples:
This piece first appeared in the Washington Post. View the original here.
Public education for every child was an American idea, but it has always been a local and state responsibility. Even when Congress passed the Elementary and Secondary Education Act 50 years ago, the intended federal role was limited but clear: ensuring equal opportunity.
The act provided federal resources for states to level the playing field between schools in wealthy and poor districts. However, its 2002 reauthorization, which became known as No Child Left Behind, took the law off track by mandating that all students hit arbitrary scores on standardized tests instead of ensuring equal opportunities.
No Child Left Behind has failed. Now we have a chance to fix the law by refocusing on the proper federal role: equal opportunity. To do that, we must change the way we think about accountability.
Under No Child Left Behind, accountability has hinged entirely on standardized test scores, a single number that has been used to determine whether students graduate or teachers keep their jobs. The problem is, a single test score is like a blinking "check engine" light on the dashboard. It can tell us something's wrong but not how to fix it ...
Deanna Martindale is a 2014 PDK Emerging Leader and principal at Hebron Elementary School in Ohio. She has spent nineteen years in education, teaching sixth grade, serving as a professional development coach, and helping plan one of the first K-12 STEM programs in her state.
She recently took some time to share her thoughts on STEM learning, engaging curriculum, preparing students for college-and-career, and connecting with parents, students and staff in support of student achievement.
Public School Insights (PSI): Thank you so much for taking the time to share your insights with us here at Learning First Alliance. First, would you share some of your professional background with us?
This is my 19th year in education and my fourth year as an elementary principal. I have taught sixth grade, all subjects, and served as an instructional coach, working on assessment design and inquiry based teaching. I also spent time as a professional development coordinator with the Teaching and Learning Collaborative, working some with COSI Columbus to develop an Inquiry Learning for Schools summer program for teachers. I conducted professional development around the state to help roll out Ohio’s new science standards and best instructional practices, and I was a STEM coordinator for Reynoldsburg schools, where I worked with a design team of teachers and administrators to plan one of the first K-12 STEM programs in the state ...