|Self-Assessment Inspires Learning|
|August – 2014|
Self-reflection is self-assessment, and one of the most significant learning tools we can model for our students. Ultimately, we want our children and adolescents to be the self-assessors of their work, dispositions, and goals. Research repeatedly reports that the difference between good teachers and superior teachers is that superior teachers self-reflect.
The brain is wired for this strategy, and it has been a part of our evolution. When we teach to a child's or adolescent's brain, we empower that student with the "inner resources" that directly affect his or her ability to pay attention, engage, and create meaningful learning experiences. School culture is simply about relationships, and the brain is a relational organ designed to survive, think, and feel.
Read more and download the self-assessment rubric
|3 Ways You Can Use Index Cards to FLIP Your Class: Another 'Unplugged' Flipped Strategy|
Barbi Honeycutt, Ph.D.
Sometimes, a tool as simple as an index card can be an excellent way to increase engagement and improve student learning. Index cards are readily available, adaptable to any learning environment, and can be used for both engagement and assessment purposes.
NAEA and National Dropout Prevention Center/Network Joins Forces
|The NDPN–NAEA partnership will inform stakeholders in both organizations on mutual capabilities in dropout prevention and recovery and will feature collaborations on regional and national forums and conferences dedicated to sharing effective dropout reduction strategies.|
|The Myth of Walkthroughs: 8 Unobserved Practices in Classrooms|
Walkthroughs are pretty popular these days. A principal, or a team of administrators and teacher leaders, walk through a group of classrooms and look for certain instructional practices. After they're completed, the team provides feedback to the teacher. In schools where walkthroughs are done correctly, teachers and leaders work together, have agreed upon or co-constructed the "look for" that should be taking place in the classrooms, and have dialogue around the feedback.
In other cases...walkthroughs aren't so popular or positive.
|Kay Davenport, President |
Jacqueline Whitt, Vice President
Pat Conner, Treasurer
Dr. Ed Lowther, Secretary
Dr. Ja Net' Bishop, Dr. Pam Bruening, Kathleen Chronister, Dr. John E. Holmes, Denise Riley, Richard Thompson, and Joel Shutte, Board Members
|Quick and Easy Formative Assessment|
|Assessments FOR learning happens while learning is still underway.||
|5 Things Teachers Want from PD, and How Coaching and Collaboration Can Deliver Them—If Implementation Improves|
June – 2016
Img Credit: Jesus Sanz / Shutterstock
We rarely accept “sit and get” instruction as ideal for our students. So why is it still the most common form of professional development for teachers across the country?
. . . we found that both teachers and administrators value the same things in professional development—and it’s not sitting and getting.
Even though educators acknowledge the weaknesses of presentation-based professional development, 80 percent of teachers still participate in a sit and get each year. As part of our research on what PD should look like
, we found that both teachers and administrators value the same things in professional development—and it’s not sitting and getting. In a nutshell, they want professional learning opportunities that are:
- Relevant. As with students, teachers’ professional learning needs are rarely one-size-fits-all. “It looks different in every context,” one teacher told us. “It has to be personalized.”
- Interactive. Rather than listening to lectures, teachers want to apply learning through demonstrations or modeling and practice. “The best usually involve hands-on strategies for the teacher to actually participate in,” shared another teacher.
- Delivered by someone who understands their experience.Teachers value learning most when it comes from other teachers. “Anything that a fellow teacher who is still in the classroom [presents] beats out everything else,” one educator said. Another was more pointed about ideal PD opportunities: “Top-down would be gone.”
- Sustained over time. Professional growth is a process, not an hour blocked off on a calendar. “PD needs to be something that you keep working on for a semester or a year,” explained a teacher.
- Treats teachers like professionals. As one teacher told us, “PD should treat us as adults, rather than children.” As obvious as this point is, it doesn’t seem to be reflected in the reality of PD for most teachers—fewer than one in three are highly satisfied with current PD offerings.
Read the rest of this article here
Research shows that children are more likely to succeed academically, and less likely to present behavior problems, if their families are involved in their education. In many schools, teachers are working hard to bridge the gap between school and home.
Learn More About Involving Parents
Education World has published several articles about involving parents. You can learn more by reading the following articles:Principals Share Parent Involvement Ideas
Education World asked a number of principals to tell us how their teachers involve parents in the classroom and the school. Included: More than 30 practical ideas for including parents across the grades!A Dozen Activities to Promote Parent Involvement!
Many parents say they feel unwelcome or uncomfortable in their children's schools. Teachers often feel under attack by parents who are highly involved. Learn how to bridge the gap with a dozen activities that promote parental involvement.
Read more on how to get parents involved
|U.S. Department of Education Releases Guidance on Civil Rights of Students with ADHD|
|July 26, 2016|
The U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.
Over the last five years, OCR has received more than 16,000 complaints that allege discrimination on the basis of disability in elementary and secondary education programs, and more than 10 percent involve allegations of discrimination against students with ADHD. The most common complaint concerns academic and behavioral difficulties students with ADHD experience at school when they are not timely and properly evaluated for a disability, or when they do not receive necessary special education or related aids and services.
Today’s guidance provides a broad overview of Section 504 and school districts’ obligations to provide educational services to students with disabilities, including students with ADHD. The guidance:
- Explains that schools must evaluate a student when a student needs or is believed to need special education or related services.
- Discusses the obligation to provide services based on students’ specific needs and not based on generalizations about disabilities, or ADHD, in particular. For example, the guidance makes clear that schools must not rely on the generalization that students who perform well academically cannot also be substantially limited in major life activities, such as reading, learning, writing and thinking; and that such a student can, in fact, be a person with a disability.
- Clarifies that students who experience behavioral challenges, or present as unfocused or distractible, could have ADHD and may need an evaluation to determine their educational needs.
- Reminds schools that they must provide parents and guardians with due process and allow them to appeal decisions regarding the identification, evaluation, or educational placement of students with disabilities, including students with ADHD.
In addition to the guidance, the Department also released a Know Your Rights document
that provides a brief overview of schools’ obligations to students with ADHD.
|Education Department Releases Guidance on Homeless Children and Youth
|July 27, 2016 | U.S. Department of Education |
The U.S. Department of Education today released guidance to states and school districts on the new provisions in the Every Student Succeeds Act (ESSA) for supporting homeless youth. The new provisions address the needs of homeless individuals, and ensure educational rights and protections for homeless children and youth. The guidance released today will assist state and local partners in understanding and implementing the new law in order to better protect and serve homeless students and help schools in providing these students with much needed stability, safety, and support. The guidance was informed by the input of a diverse group of stakeholders to best address the needs of homeless youth.
“Homeless children and youth face a number of barriers to getting the education they deserve and the services they need to succeed in school and beyond,” said U.S. Secretary of Education John B. King Jr. “As a kid, home was a scary and unpredictable place for me and I moved around a lot after my parents passed away. I know from my own experience and from my conversations with homeless students that school can save lives. It is our hope that the guidance we are releasing today will serve as a tool to help states and districts better serve homeless children and youth – we can and we must do better.”
CALL FOR PROPOSALS OPEN
March 8–10, 2017
Dallas/Addison Marriott Quorum by the Galleria,