The May 2013 issue of the Educational Leadership magazine focuses on the faces of poverty and will explore how schools must challenge traditional ideas of poverty and formulate new responses. You are invited to share your experiences with this topic by sharing a story about a time when you saw the benefits of socioeconomic diversity in action in your classroom or school.
The deadline for responses is March 1, 2013, and we ask that your contribution be 200 words or less. Selected responses will appear in the May 2013 issue, either in print or online.
Safety is and always will be a fundamental concern for schools. Students who aren't or don't feel safe at school cannot learn, and schools must ensure that their environments are both secure and supportive. The current debate on school safety brings with it a renewed interest in addressing safety, school climate, and mental health concerns at schools and promises to improve school policy and practice.
Yet while the current debate has engaged the nation in communitywide discussions, it also has the potential to overlook the voice of educators. Join us throughout February as we look at what educators (teachers, administrators, and counselors) believe is crucial to making our schools safe—not just physically safe, but also safe places to teach and learn. What can educators do to implement and reinforce the conditions for learning where students are physically and emotionally safe; learn to manage their emotions and relationships positively; and are connected to the school, community, and caring adults?
What does it mean to be a teacher, a learner, and a leader in today's schools and classrooms? What do we need to be effective? How will the current standards movement affect us, as professionals, and our students? How do we find out the answers to these questions?
What is the most effective way to teach a reading comprehension strategy? Does explicit instruction in one type of reading comprehension strategy facilitate acquisition of similar types of reading comprehension strategies? This video, from Best Practices Weekly, dissects a study that posed these questions in an article published in the Journal of Educational Psychology. Focusing on 2nd grade science, this study finds that teaching reading through the content areas does not hurt students' content knowledge, and it really helps their reading comprehension. Learn more with ASCD Express.
This Hunt Institute video discusses the rationale behind the development of the Common Core State Standards.
"These standards now being implemented by more than 44 states across the nation were built upon strengths and lessons learned in states. They were informed by other top performing countries and grounded in research and evidence," says the Hunt Institute. Learn more with ASCD Express.
Whether you are a parent, educator, or community member, you can help turn political rhetoric about "investing in the future of our children" into reality. Join ASCD in helping your school, district, and community move from a vision for educating the whole child to sustainable, collaborative action. States and school districts across the country are adopting policies and practices to better educate the whole child, but we can do more.
Updated with critical research and real-world examples of education policies and practices that ensure students are healthy, safe, engaged, supported, and challenged, Making the Case for Educating the Whole Child (PDF) is a free advocacy tool that you can use as you work with policymakers, the media, and other groups. You can also add your local statistics and success stories so that decision makers in your community understand the difference a whole child education can make.
No community is immune to the effects of traumatic events. Our ASCD community includes the students, teachers, and residents of Newtown, Conn. This morning we shared posts from our archives that speak to providing safe and connected learning environments. We hope the following resources from ASCD and our Whole Child Partners connect to educators, families, and communities' resilient spirit so that they can tap the resilient spirit in their students.
Educators have a unique opportunity to reset the playing field and make the Common Core State Standards work for them. We can implement the standards, align them to a whole child approach to education, and ensure that both support and enhance each other. The Common Core standards and a whole child approach are not opposites, and they do not and should not have to be in opposition.
Join us throughout December and January as we investigate how the standards integrate and align within a whole child approach and how a strong framework can support a well-rounded education that prepares students for college, career, and citizenship success. Overall, we will highlight how now is the time for educators to take control and become empowered in the process. The outcomes will depend on what you decide to do for the Common Core standards within a whole child approach and how you decide to do it.
In the past three years, 36 U.S. states and the District of Columbia have changed their teacher evaluation policies, mainly to qualify for federal Race to the Top funds or No Child Left Behind waivers. States are drafting, implementing, and using new systems that incorporate measures of student achievement, levels of performance, classroom observations, and performance-based tenure decisions. All these elements must come together to produce results relevant to the improvement of teaching and the development of teachers themselves.
What is shared and different about evaluation systems that rate teachers' skills and evaluation systems that raise teachers' skills?
In this video, Educational Leadership Editor in Chief Marge Scherer talks with Bob Marzano about what's driving renewed interest in teacher evaluation and how evaluation systems differ if their primary purpose is rating teachers, versus improving teaching. Learn more with ASCD Express.