In this episode, National PTA President Otha Thornton shares efforts undertaken at the local, state and national levels to ensure parents have an understanding of the Common Core.
By NEA and NEA HIN staff
Summer is officially here, and most schools across the nation have marked the end of another academic year.
For many kids, the coming of summer signals little more than a seasonal shift from one set of scheduled, adult-supervised lessons and activities to another.
Unscheduled, unsupervised playtime is one of the most valuable educational opportunities we give our children. It is fertile ground; the place where children strengthen social bonds, build emotional maturity, develop cognitive skills, and shore up their physical health. ...
Mark White is the incoming President of the National Association of Elementary School Principals (NAESP). He began his career as a principal 25 years ago, after serving as a classroom teacher for six years, and he is eminently qualified to share best practices and recommendations as a long-serving building leader. Mr. White has been the principal of Hintgen Elementary School in La Crosse, Wisconsin, since 1990. He has served as President of the Association of Wisconsin School Administrators and held a variety of positions with NAESP, including State Representative and Federal Relations Coordinator. He is in his third year on the NAESP Board of Directors, representing Iowa, Michigan, and Wisconsin.
Public School Insights (PSI): You’ve been a principal for 25 years. How have principal needs changed in the past decade or so? And what advice would you give to newer principals who are starting out?
White: The role of the principal has shifted dramatically in the past decade. The need for a refined set of leadership skills by principals has never been more important. The expectations by the community, parents, and staff point directly to the principal’s office. With those high expectations comes great responsibility and resulting possibility. The education community has never been more open to innovation and creativity on the part of principals. Along with the openness comes increased expectations and accountability ...
By Terry Pickeral, Project UNIFY Senior Consultant
Through my work with Special Olympics Project UNIFY, I recently had the privilege of visiting elementary, middle and high schools throughout the nation. I was able to see how they integrate social inclusion and the impact they make on all students. The corresponding Social Inclusion Lessons From the Field report can be found by clicking here.
One of the unique characteristics of Special Olympics Project UNIFY is a focus on creating socially inclusive schools by ensuring all students are encouraged and supported to be “agents of change” where all students are capable of being leaders. All students deserve the opportunity to experience an engaging school and community environment that recognizes their gifts and shares them with others. ...
By Stacey Lange, for the Partnership for 21st Century Skills (P21)
The other day, I walked into one of our primary multi-aged classroom communities. I noticed many wonderful things. It was clear the students were engaged in what they were doing.
These young students were working on an inquiry unit related to force and motion. Students were engaged in reading paperback books, articles and e-books individually and/or with partners. Other students were using their i-pads to view videos related to force and motion. Many of the students were recording notes on their i-pads or on paper while watching the videos or reading. A few students were experimenting with different materials such as ramps, matchbox cars, marbles, etc. to experiment and learn about force and motion. ...
Earlier this month, the Learning First Alliance participated in a day-long tour of three traditional public schools in the District of Columbia (DCPS), our nation’s capital and “home town.” The tour was hosted by DCPS and sponsored by Discovery Education, and it included stops at three campuses where teachers are using digital resources to meet the individual needs of the students in their classrooms. The day was worthwhile, instructional and (most importantly) uplifting as we observed excellence in teaching and learning in traditional urban public schools.
Those of us who have worked in public education for years know that there is much good work happening in public schools; however, most of that work doesn’t get attention, and the prevailing messages that “public education is failing” or “public education is not good enough” are, in addition to being inaccurate, also dispiriting. ...
By Anne Foster, Executive Director, Parents for Public Schools (PPS)
I hear a lot these days about how standardized, high-stakes testing has killed creativity and innovation in the classrooms of America. I can understand why so many people think this is true, because when tests are omnipresent, there is a huge amount of time spent in preparation, and this leaves less time for other ways of teaching. The right place for testing and the right amount of testing are relevant topics for parents today, and their voices should be heard in this debate.
But I continue to believe that there are wonderful teachers all over the country who still find ways to help their students learn in creative and innovative ways. I found one such teacher this week at Moss Haven Elementary School in Dallas, Texas, part of the Richardson Independent School District. Her name is Kim Aman, and she’s a special education teacher who created a farm and a chicken coop at the school. Moss Haven Elementary School promotes good nutrition and exercise and has partnered with the United Way and the Cooper Clinic in Dallas. Their efforts are really ...
Better Lessons, Better Outcomes with the Common Core: An Interview with Master Teacher Diane Siekmann
To get Common Core implementation right, educators must be truly engaged in the effort. Teachers are on the front line, charged with ensuring that our nation's students are prepared to be successful in the global community in which we live. But in debates over the standards, they are often overlooked in two very important ways: As advocates, and as practitioners with valuable expertise who need time and resources to align their work with the vision of college and career readiness for all that the Common Core embodies.
To help elevate the voice of teachers on this issue, as part of our continuing series of interviews on the standards, we are thrilled to highlight the perspective of Diane Siekmann, a National Board Certified Teacher at a Title I elementary school in Phoenix, Arizona. She has experience teaching first and third grade, including six years in a self-contained ELL classroom. And in addition to her current responsibilities as a third grade teacher, she is working with the National Education Association's Master Teacher Project with Better Lesson, an effort to highlight and share the best teaching practices around the Common Core.
In a recent email interview, Siekmann shares her thoughts on teaching under new college and career ready standards and the supports needed to get it right. What I found most encouraging: The changes she has seen in students under these new, higher standards. To quote: "The most exciting thing about the Common Core is witnessing the critical thinking by students. Their knowledge and skills are so visible, and they really enjoy explaining their thought process. The students have become great problem solvers with analytical skills that I have not experienced previously with my students. They truly enjoy the challenges placed before them....”
The complete interview is below.
Public School Insights (PSI): As you’ve transitioned to working under new college and career ready standards, how has your teaching changed?
Siekmann: The biggest change has been on the amount of reflection that takes place for my practice. As teachers we save and hold on to resources, worksheets, and “stuff” from year to year. This year with the change to the new college and career ready standards, I have changed by rethinking everything that is being presented in my classroom. Most of the resources I saved have now been replaced with new lessons and new approaches to teaching the standards. I’m always thinking about ...
By Jenn Kauffman, NEA Health Information Network
For middle school and high school communities, May can often bring anxiety and stress in the form of year-end testing and senior projects.
Stress isn't just limited to adults. A survey by the American Psychological Association found that teens experience stress, too - and their stress levels rival that of adults.
Even positive events can be stressful. And while stress can help people achieve peak performance - too much stress can impair performance and be harmful to health. ...
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 ...
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? ...
A VISION FOR GREAT SCHOOLS
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