Leading school counselors Cory Notestine and Dan Peabody discuss how the implementation of the Common Core has impacted their work and the ways in which they are collaborating with colleagues.
21st Century Skills
By Randi Weingarten, President, American Federation of Teachers (AFT)
As we fight our way back from the recession, it's clear that our economy isn't working for everyone. Too many are out of work or have to work multiple jobs to make ends meet. Too many don't have the skills they need for the jobs available in their communities. Too many get the skills they need only to be saddled with crippling debt or faced with unaffordable housing. For too many, the American dream is out of reach. Meanwhile, the rich get richer and government grows increasingly gridlocked as money drives politics.
As a union, the American Federation of Teachers takes on these issues. Indeed, our members and those we serve count on us to fight back. So, yes, we confront corporations like Pearson in front of their shareholders for business policies that lead to gagging teachers and spying on children. We protest for-profit colleges like Corinthian that leave students with a worthless degree and a load of debt. And we call out hedge fund managers who denounce teachers' pensions as they profit from teacher pension funds ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
The conflict of man against machine has been a common theme in literature almost as long as there have been machines. This concept seems more popular than ever, especially in this summer’s blockbuster movies such as the “Terminator” series, the “Mad Max” series, “Ex Machina,” “The Avengers: Age of Ultron,” and last year’s “Transcendence” and the “Transformer” series.
This idea has also existed as an organizational theory for decades. In their 1961 book, “The Management of Organization,” British theorists Tom Burns and G.M. Stalker developed the concept of mechanistic and organic organizations.
Mechanistic organizations have a highly complex and formal structure governed by a system of rules and procedures tightly controlled by a centralized hierarchy of authority. This sounds like the typical school district. Unfortunately, Burns and Stalker suggested this structure works best in stable and predictable environments. That doesn’t describe the typical school district at all ...
Educational technology is generally considered an asset for schools. But correctly integrating technology into a classroom curriculum and using digital devices to help students to learn in meaningful ways is a skill that continues to evolve--and challenge educators.
Megan Kinsey, Principal at Ridge Middle School in Mentor, Ohio, co-founded a research project at her school to help support both teachers and students as they use educational technology. The Catalyst project allows her and other educators to observe new technologies and instructional strategies as they are being used in a classroom. For this project and her commitment to lifelong learning, Ms. Kinsey recently was named a “20 to Watch” educator by the National School Boards Association. ...
David Adkisson, President and CEO of the Kentucky Chamber of Commerce, recently discussed his organization’s support of the Common Core State Standards and politics in the state with the Learning First Alliance. The conversation was part of LFA’s “Get It Right: Common Sense on the Common Core” campaign that for the past year has interviewed educators and researchers who are committed to the Common Core State Standards and are working to ensure the proper implementation of the standards. These interviews, which are now available as transcripts as well as podcasts, show how schools are making progress toward the new standards and improving students’ learning.
In his conversation, Adkisson discusses:
- The drive to create higher standards for Kentucky students and why the state needs a better educated workforce;
- Why the Common Core appeals to the business community even though it’s often seen as conservative
One year ago, the Learning First Alliance began a series of interviewing educators and researchers who are committed to the Common Core State Standards and are working to ensure the proper implementation of the standards. These interviews are part of the “Get It Right—Common Sense on the Common Core” podcasts that highlight schools making progress toward the new standards and improving students’ learning. LFA is now offering transcripts of many of these sessions in its website, including a recent segment with Vicki Phillips, Director of Education, College Ready at the Bill and Melinda Gates Foundation.
In the conversation, Phillips discussed a range of topics, including: ...
By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)
Adam Ross has decided to frontload his adult life with experience rather than education. He expects to eventually enroll in a four-year college, probably earning an engineering degree. But first he’s going to work a few years for the company that has offered to pay his community college tuition in exchange for his agreement to work for them for two years after earning an associate’s degree.
“Nobody will hire you after college unless you have experience so I’m going to get my experience first and then go to college,’’ said the savvy 17-year-old high school senior.
Ross can manage this because he elected to enroll in the Engineering & Emerging Technologies (EET) program, one of nine career clusters offered by the Oakland Schools Technical Campus in suburban Detroit, MI. He spends half of every school day at OSTC’s campus in Pontiac where he’s earning high school credits, college credits, and professional certifications that he can immediately take into the workplace ...
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 ...
By Brian Lewis, CEO, International Society for Technology in Education (ISTE)
When it comes to meeting the needs of students, educators have aspirational goals. They passionately maintain a positive vision for what each student can become. Educators and school leaders know one size does not fit all. As such, many of them have a number of different learning and teaching strategies to reach every child. The same cannot typically be said for the delivery of professional learning for educators.
As Congress takes steps to reauthorize the Elementary and Secondary Education Act (more recently referred to as No Child Left Behind), the International Society for Technology in Education (ISTE) is calling upon leaders to include the Enhancing Education Through Technology Act of 2015 (EETT15) in the final bill.
When it comes to professional learning for educators, the approach too often adheres to the “sage-on-the-stage” method. Educators are expected to sit through one-time workshops or lengthened faculty meetings for passive professional development ...
By Helen Soulé, Ph.D, Executive Director, Partnership for 21st Century Skills (P21)
The class of 2031—these are the students who are in Kindergarten this year! If the past decade is any indication, these post-secondary graduates will face a very different world than we can imagine. Our challenge—help them get ready!
Now Is The Hour
Now more than ever, the traditional factory model approach to education practiced over the last 50 years in which students are "widgets" to which "parts" (content) are added by the workers (teachers) as they move along an assembly line and emerge identical to each other will not prepare our students for post-secondary education, work or life. In order to be successful, all students need both broad and deep content knowledge plus the 21st century's 4Cs, life and career skills and a global perspective. Learning must be engaging, connected to the real world, collaborative and personalized. Policymakers, district and school leaders and teachers must embrace new roles as facilitators, collaborators, leaders, lifelong-learners and project managers.
The Most Recent Research
For the last decade, P21 has advocated that 21st century learning requires large-scale transformation of our educational systems, including reimagining teaching, learning and structure. New models are emerging with promising results. Research just released by the American Institute for Research (AIR) ...
By Tatyana Warrick, Communications Manager, Partnership for 21st Century Skills (P21)
As of today, there are 40 schools across the country recognized by the Partnership for 21st Century Skills (P21) as 21st Century Learning Exemplars. Each school is a unique microcosm, working in tangent with district and state leadership, universities, community organizations, businesses, students, and teachers to create a community of learning to prepare kids for the challenges of life, college, and career.
For these schools, and hundreds more, being a “21st century learning exemplar” is more than a slogan, or a mission statement – it is embedded in the school's learning culture. This is where the 4Cs – Communication, Collaboration, Critical Thinking and Creativity – come to life and create meaningful learning experiences for both students and educators.
In 2013, P21 launched the Exemplar Program to share what 21st century learning looks, sounds and feels like, and where it is happening. We were honored to add 15 additional schools in 2014 to this cadre of exemplary, transformative learning and to share their stories of 21st century learning in practice ...