State schools Superintendent Glenda Ritz asked the Indiana Board of Education on Wednesday to not give lower A-F performance grades to schools for a year because of an expected drop in student standardized test
Mel Riddile's insight:
Indiana Schools Chief Calls For Hold On Lowering School Grades.
The Indianapolis Star (7/1) reports that on Wednesday Indiana Superintendent Glenda Ritz called on the state Board of Education to delay lowering schools’ A-F letter grades “for a year because of an expected drop in student standardized test scores.” Under Ritz’ plan, only schools who saw improve grades over the past year could have their grades reduced, because as Ritz said, “even a slight decline in student scores” could cause schools to drop two letter grades. Therefore, many schools could be inappropriately “labeled as failing.”
Chalkbeat Indiana (7/1) reports the despite the fact that there are several new members on the board who have promised “better cooperation” with Ritz, the board was still “skeptical” of her proposal. The piece notes that the board voted to ask the state attorney general whether all of the options in the proposal where legal. Ritz acquiesced to this request, saying that she would be “happy to get input” from Attorney General Greg Zoeller. The article notes parenthetically that ED has “pushed states to adopt tougher standards and more rigorous tests over the past five years.” The AP (7/1, Davies) also covers this story.
(District of Columbia) In what may prove to be another national socioeconomic trend with roots in California, education planners in a number of states are looking with alarm at the sudden drop of college students entering the teaching profession.
Mel Riddile's insight:
Reformist mantras regarding...
'fire our way to Finland'
ABC (AnyBody Can) Teach
an end to teacher tenure
...have achieved their desired outcomes--fewer college students see becoming a teacher as a viable career path.
The results of a new Education Week Research Center survey suggest that social and emotional learning has staked a claim in schools but that challenges remain.
Educators Place More Emphasis On Social And Emotional Learning.
Education Week (7/1, Yettick) reports a survey of teachers and school administrators found that more schools are adding social and emotional learning to the curriculum. The number of educators who considered social and emotional learning “very important” increased from 54% to 67% from 2014 to 2015.
Over the past several years, I've posted many examples of collaborative learning in my history classrooms grades 8-10. The part that gets most students' and educators' attention is that I do not give tests. Ever. Lecture is also never a part of the student learning experience.
Kelly Christopherson's insight:
Collaborative learning has many faces and ways of implementing. This is a good example of what it can look like in a classroom once a teachers becomes familiar with using different strategies to engage students. The thing that I've learned when implementing collaborate learning is that it takes a while to become familiar with different strategies, you have to rethink planning and interaction and assessment is something that will evolve over time as you become more familiar and comfortable with this type of learning. It's not assigning group work but, instead, is a way of thinking about and working with students as they become the prime catalysts in their own learning as you help to direct the different learning activities within the classroom.
Carol Dweck is education’s guru of the moment. The US academic’s “growth mindset” theory has taken schools on both sides of the Atlantic by storm. When TES met the Stanford University psychology professor at the Festival of Education at Wellington College last week, the mere mention of her name was sending teachers into shivers of excitement. But the woman herself is refreshingly modest about the success of her philosophy. “You never know how influential your idea is going to be,” she says, smi
District-level data from New York suggest that relatively affluent districts tend to have higher opt-out rates, and that districts with lower test scores have higher opt-out rates after taking socioeconomic status into account
A new study has found that parents’ beliefs about their children — and the comparisons they make — impact how children do in school — and beyond. “Parents’ beliefs about their children, not just their actual parenting,...
I studied 57 urban school districts across the U.S. and found that they had launched an average of 13 major reforms in a three-year period—or three to four every year. Meanwhile, old programs rarely go away. Leaders would rather champion the new and exciting than mount the fights required to shutter the old. So superintendents layer their new reforms atop what has come before. The result is marked by layer upon layer of sediment, with educators squashed under it all.
Mel Riddile's insight:
Change Fatigue is rampant in schools across the country.
The big question is whether the plans submitted to the Education Department will actually make a difference when it comes to the equitable distribution of teachers.
Mel Riddile's insight:
"There didn't seem to be much in the plans about physically moving the best teachers into the lowest-performing schools, in part because that's not something states really have control over (areas like teacher contractors are really a district level thing). But some states, including Idaho, Florida, and Missouri, did say they would like to explore incentives (i.e. cash or promotions) to entice the best teachers to the neediest schools."
The 'accountability game' is actually driving teachers from the schools that need them the most.
Several factors are creating a “perfect storm” that's accelerating California's teacher shortage and resulting in fewer credentialed teachers in some schools.
Teacher Shortage Growing.
Southern California Public Radio (6/29) reported that the teacher shortage in California is growing, which could lead to more teacher interns and substitutes leading classrooms. The teacher shortage was predicted as older teachers begin to retire and fewer college students enroll in education programs. As news of the shortage spreads, some predict that more college students will see becoming a teacher as a secure career path.
Mel Riddile's insight:
Reformist mantras regarding "failing schools" 'fire our way to Finland', ABC (AnyBody Can Teach, and an end to teacher tenure have achieved their desired outcomes--fewer college students see becoming a teacher as a viable career path.
As the number of students with limited English skills soars, school divisions have an added concern - new federal guidelines on how to educate those students that, some say, could drive down success rates and increase costs.
About one in every 10 students nationwide and in Virginia is labeled an "English learner," or EL - someone whose proficiency in the language is limited.
Researchers at the University of Edinburgh have found that the more a teacher cares about her students, the more respect she will receive from them.
“It would appear that teachers who carry signifiers of positions which are powerful in wider society might actually have a harder time establishing personal authority with the young people as they are treated with suspicion,”
Students associated caring with the following:
Fostering a sense of belonging/community
Getting to know students personally
Supporting academic success
Attending to physiological needs
Knowing students names
Making an effort to understand student as an individual
School principals are more important than you might think.
School principals are more important than you might think. They have the ability to make a huge difference in the lives of their students, and are a key component of student success. In fact, experts have come to believe that the only thing more important to student success is teacher quality itself — and school principals directly impact that, too.
Several of the government’s key education policies, including performance-related pay for teachers, extra assessment and an emphasis on schools becoming academies, are a “distraction” that will have only a “minimal” impact on students’ learning, according to new work from a leading education academic.
Be yourself and show people that you are real! Tweet about what inspires you and what happens in your day to day life as an educator
Create don’t consume by sharing images – people love to see what your classroom, school, project, activity etc. looks like so they can get inspiration
Create don’t consume by sharing links to articles that you write or articles that you have read. Nearly every educator I know loves a good nighttime read
Quotes and thoughts related to education (always remember to link to the author)
Ask questions and give answers – tweet responses directly to people and ask questions if you are unsure
Get involved in Twitter Chats – tweet your answers to questions and your thoughts to other educators tweets
Support other educators by giving a ‘favourite’ or a ‘retweet’ to their posts. This shows that you appreciate and enjoy what they have tweeted
Be positive – tell people how much you love their work, demonstrate positivity in everything you tweet. You can still be constructive and be passionate but always be respectful – like we tell our students “If you don’t have anything nice to say, don’t say it!”
Suggest other educators to follow – you can do this at any stage but I like to make use of #FF (Follow Friday) where people share their favourite connections
Everyone knows why classroom management skills are considered a critical part of teacher training. The reason we need to minimize “misbehavior” and get students to show up, sit down, and pay attention is so we can teach them stuff. That proposition is so obvious that it’s rarely defended or even spelled out, except maybe on . . . (Read More)
Check out these tips for growing powerful leadership teams that can transform schools.
Strong teams within a school are essential to retaining and sustaining teachers. In schools with low staff turnover (even in challenging urban contexts), teachers report feeling connected to colleagues and supported by them. They also describe feeling that they belong to a team whose members are fulfilling a mission together. The emotions activated in this context are those which keep us engaged in a difficult endeavor for a long time. Public education is a hard place to be these days -- we need structures (such as strong teams) that cultivate our emotional resilience.
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