"The problem we have in schools and organizations is that we tend to use those if-then rewards foreverything rather than for the areas in which they work. Trouble is, in both the workforce and education, people now rely less on these routine kinds of skills and more on work that requires greater judgment, creativity, and discernment. In many ways, how we motivate people hasn't caught up to the reality of our times"
"Amid a national debate about the worth of a college education, a respected annual poll about the education views held by Americans has found that only 44 percent of Americans now believe that getting a college education is “very important” — down from 75 percent four years ago."
Real fluency is an improvement on traditional math's plug-and-chug, mechanical approach.
Professor Defends Common Core Math Standards.
In an op-ed for USA Today (9/16), Solomon Friedberg, chair of the Math Department at Boston College, defends Common Core math standards, arguing that they encourage students to learn math “with both computational fluency and understanding of the ideas,” thereby eliminating “the need for endless rule-memorizing” and providing “the intellectual flexibility to apply math in new situations.”
When teachers bring the Common Core into a classroom discussion every day, students begin to understand and own them. Learn why it is important to use the Common Core language with students.
Via Darren Burris
The new Interstate School Leaders Licensure Consortium Standards, which heavily emphasize instructional leadership, community and family engagement, and cultural awareness were revised using empirical research on school leadership and the experience of practitioners, including principals and superintendents.
"WHAT DOES GOOD LEADERSHIP LOOK LIKE? The Council of Chief State School Officers and the National Policy Board for Educational Administration are asking for public comment on a draft of voluntary standards centered on education leadership. The draft is an update to a set of leadership standards adopted in 2008 [http://bit.ly/1rUxElA]. The new set reflects increased demands placed on school and district leaders. Since the first set of leadership standards were released in 1996, state-level reform measures have raised the bar for student growth and academic achievement, the groups say in a statement. Race to the Top, waivers from No Child Left Behind and the implementation of new academic standards have all led states to rethink education leadership. More than 1,000 principals and superintendents offered their input for the creation of the draft standards. The two groups are asking for comment until Oct. 10. The new draft standards: http://politico.pro/1AH0AST And the public can provide feedback here: http://svy.mk/1rZNeT4
"There are signs schools are improving, at least nationally, despite what the public may think."
Despite Perception, Education In US Has Gotten Better.
The Washington Post (9/18, Catherine Rampell) reports that despite the results of national opinion polls, education in the US has actually gotten better. Data from the National Assessment of Educational Progress Test shows that scores have been steadily improving over time. However, a Phi Delta Kappa/Gallup poll shows that while parents think their own child’s school is good, very few would not say the same thing about education nationally. Experts interviewed say that the discrepancy in the polls and the test scores could be the result of media attention on the worst school, an inability to narrow the achievement gap, misplaced nostalgia, or the high emphasis on college education for workers that diminishes the value of high school education
Americans want higher standards and more time for aspiring teachers to learn the ropes.
PDK/Gallup Poll: Most Americans Want Better Prepared Teachers
US News & World Report (9/16) reports that respondents “want a higher bar for those entering the profession and more support for the men and women educating their children.” This article quotes PKD CEO Bill Bushaw saying, “There’s a lot of interest in teachers and teaching, and stressing the need for high-quality teachers in the classroom. Support for a board certification similar to what doctors have, support for higher entry requirements to become a teacher, all indicate to me that Americans see the need to attract the best teachers we can in the classroom and to help them grow professionally.”
U.S. graduation rates reached a historic high of over 80 percent in 2012—an increase of about 8 percent over the past decade, says America’s Promise Alliance.
Mel Riddile's insight:
Toxic environments. Many students who leave school are navigating a negative environment at home or in the community. For example, they have personal and family health issues or are the victims of violence at home.
Relationships with others. If a student does not have a connection with a teacher, guidance counselor, coach or parent, they may find a sense of belonging in gang membership or with other peers who are making bad decisions.
Lack of support. Young people who leave school are resilient, but need help re-engaging with their education. “The salience of school isn’t there because of what’s happening outside the school building, and they aren’t finding the supports they need within school,” Zaff says. Adults who take an interest in the student’s success are key to getting the student to return to school, he adds.
In response to my post about Common Core advocates' five half-truths, Dylan Wiliam wrote to me explaining why he refused to sign off on the Common Core State Standards.
Mel Riddile's insight:
"To re-iterate, I think the Common Core State Standards are our best shot at creating an education system that meets the challenges of the 21st century. I am frankly appalled at the level of much of the debate, so if you think this can help, by all means share it." - Dylan William
By Justin Tarte 1). Trying to keep straight a different set of classroom expectations, procedures, and beliefs about learning for several different teachers. 2). Lots of sitting only to be followed up by more sitting. A majority of a student's day is comprised of sitting in an uncomfortable chair.
3). Lots of being talked 'at' rather than being talked 'with.' 4). Other kids in class who purposefully derail and consume large amounts of attention and time from the teacher which leaves other kids feeling like they aren't important or don't deserve any of the teacher's time.
"Dweck’s theories about learning and growth have an important role to play in educating young people – for now and for the future – and that her ideas can really help the students in our school to go from strength to strength."