Join the conversation

...about what is working in our public schools.

By James C. Kaufman, for the Partnership for 21st Century Skills (P21)

“As we all know, true creativity comes from simple formulas and the memorization of data”

- Eric Hoffman and Gary Rudoren, Comedy by the Numbers

I am a creativity researcher. It is both a boon and annoyance to study something that is of (some) interest to the general public. One common reaction from skeptics is that it is impossible (and, perhaps, foolhardy if not a bit deluded) to measure creativity.

I have my ready-made answer. It usually involves the fact that we have many well-established, commonly-used creativity tests that have been around for more than 60 years. But the secret is that there is more truth than I would like to admit in this criticism. Creativity measurement is creativity’s Achilles heel.

Consider what assessment means in some common constructs.

  • Intelligence and personality tests have a major impact on our lives. Personality tests are standard components of job applications. Those who score low on emotional stability or conscientiousness will probably not get a follow-up phone call. Further, many people have internalized basic (if outdated) labels for themselves, taking social media tests to see if they are an INTJ or if their Star Wars personality is Yoda or ...

By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)

I learned one of my first lessons about teacher leadership the hard way. It started with a call from a very angry principal one morning when I was a newspaper reporter in Detroit. He berated me about how badly my front-page story that day had damaged teacher morale in his school. Teachers, one after the other, had come into his office in tears after reading what I had written about one of their colleagues. “How could you do this?” he asked.

My crime? I had written a glowing report about a science teacher at his middle school who had become one of the first teachers in the country to earn certification from the National Board for Professional Teaching Standards.

I was stunned. I telephoned the PR person for the National Board and sputtered out a description of the call. She wasn’t at all surprised. “Welcome to my life,” she laughed. In quick order, she taught me this code ...

Today, the Learning First Alliance - a partnership of leading education organizations dedicated to improving student learning in America's public schools - called on policy makers to allow more time for the formal implementation of Common Core State Standards (CCSS) to ensure the required instructional alignment and supports necessary for meaningful college- and career-ready standards, prior to tying high-stakes consequences to CCSS testing.

To help facilitate the identification and sharing of best and promising practice on CCSS implementation, we also announced a new website that will serve as a home for implementation success stories. These stories can serve as a guide to help policy makers and educators construct a timeline and execution plan based on what is necessary to implement the standards in classrooms and communities across the nation. ...

Dr. Terry Holliday, Kentucky’s state commissioner of education, shares the power of engaging educators early and throughout the implementation process and the role Kentucky teachers played in unpacking the standards and building great new state assessments.

Download as MP3

Additional Resources

Dayna Richardson, chair of the Kansas Learning First Alliance, talks about her organization’s role in communicating the need for new standards, deliberately taking implementation one step at a time and the value of multiple measures of success.

Download as MP3

Additional Resources

Dr. Terri Hodges, the president of the Delaware PTA, discusses the importance of proper planning, a collaborative process and the need for the separation of the standards and the tests to ensure progress. In Delaware, parents played a key role in implementation, a process that has taken more than three years.

Download as MP3

Additional Resources

By Gail Connelly, Executive Director, National Association of Elementary School Principals (NAESP)

Fifty years ago, President Lyndon B. Johnson stood before Congress and the nation and declared an “unconditional” war on poverty in America. His Economic Opportunity Act promised a better life to those living “on the outskirts of hope,” and at the heart of that promise was education.

Sadly, the decades since have produced an even greater gulf between rich and poor, between the haves and the have-nots, between the well-educated and the poorly educated. And the hardest-hit victims of this failure to eradicate poverty are our nation’s children.

A 2013 Educational Testing Service (ETS) report, Poverty and Education: Finding the Way Forward, clarifies just how widespread and damaging the condition of poverty is for children. It reminds us that in addition to communities where generational poverty is baked into the culture, there is a fresh class of situational poor, casualties of the new century’s housing and employment downturns.

The report reveals that 22 percent, or one-fifth, of American children are living in poverty, and 2.8 million of those live in “extreme poverty” on less than $2 a day. The report also reiterates that poverty engenders numerous related disadvantages, including growing up in single-parent homes, being exposed to toxins that lead to health issues, food insecurity, and ...

Technology can be a powerful tool for change, but in the excitement of doing something new, important planning aspects may fall by the wayside. In order to support long-term success and systemic change, technological integration benefits from piloting, community buy-in, visionary and consistent leadership, and a diligence to build on successes over time.  Vail School District in Vail, Arizona exemplifies these attributes, and the district staff is proud of the collaborative culture they’ve created. As they put it, they do the hard work of getting along, and they’ve established a strong foundation for their relentless pursuit of innovative practices that support student achievement and learning in the 21st century.  ...

By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)

The teaching profession is well known for losing almost 50% of its novices in the first 5 years. This churn is concentrated in high-need schools, which have a hard time attracting teachers in the first place. Not only does this “revolving door” phenomenon increase the chance that students with the greatest educational needs will be taught by an inexperienced teacher, but it is also financially costly in recruitment, staffing, and induction burdens.

Why can’t we find a better way to staff high-need schools? If we could reduce the churn of novice teachers, even by 30%, how might that positively impact student achievement—and reallocate the financial savings for learning needs?

These questions are hardly new, but it is high time they are addressed. We cannot still be asking the same questions 20 years from now.

Of course, educator preparation programs cannot address these critical issues alone, but AACTE members are eager to collaborate across the professional community to get started. Not only do we have a moral imperative to improve students’ experience in schools, but our graduates also deserve to work in supportive environments that are ...

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

The story out of Uintah Elementary School in the Salt Lake City School District grabbed more than few hearts recently. Children going through the lunch line whose accounts were low had their lunches taken away.  Some thirty to forty students were impacted. They were given fruit and milk, and the confiscated lunches were thrown away. The district said it had started notifying parents about the accounts earlier in the week, but some parents said they had not been contacted.

It’s difficult and painful to see this happen in a public school in America. We believe, and most of the time we’re right, that public school teachers and officials who teach and care for our children every day are kind and that they use good judgment and common sense when they dispense that kindness. It’s hard to square that with what happened in Utah. The district has since apologized and corrected the problem. Surrounding districts were quick to point out how they deal with this issue – by working with parents individually and by giving parents the ability to pay on their mobile devices. Various stories and actions have followed this story. One was a heartwarming story of a man in Houston who ...

Syndicate content