The fact is, these standards are good for everyone. That's why none of the efforts to repeal the standards this year--that's zero--have succeeded. And for the sake of our students, I'm proud to say I'm confident they never will.
The testing of student outcomes is, as the nation has learned, a substantive "third rail" for many reasons. It is, however, of paramount concern to the group that historically has had much to lose in the politics and process of standardized student-outcome assessments: children, youth, and young adults with disabilities.
Every child deserves the opportunity to reach their highest potential. It may seem like the fat cats sitting on top of the world's wealth are not affected, but look at the state of our world. Violence is reaching into everyone's backyard.
When building a bridge, the result is that sometime both sides walk on you. The way to have a strong structural makeup is to build a strong foundation. If we identify who we are as educational institutions, then we can do our best to find partners that best match our strengths.
Poverty, sexual abuse, domestic violence, parental drug use, incarceration, mental illness. All of these issues can affect a child's brain development, making it difficult for them to succeed in school, and contribute to trouble with attention, concentration, memory and creativity.
Let's be honest, the current interventions and strategies focused on Black boys and men in education are not working. From elementary school to doctoral study, Black males in school settings are often marginalized, typically alienated, and repeatedly treated with hostility.
Despite the documentation provided by Singer, Schneider, Diane Ravitch, Anthony Cody and others, charter and school choice propaganda has persuaded millions of Americans that reform is about helping children.
In an age when global competencies are seen as a critical component of a holistic education, exposure to different people's arts is a powerful way to connect and learn about each other.
It was apparent in discussing their reactions to the course that some students found it hard to accept that there are no universally agreed-upon answers to the big questions of life; that a number of plausible answers exist to those questions
In the response from our global teacher bloggers to our September question, "What was your most challenging classroom and how did you turn it around?", a common theme ran through all anecdotes -- an openness to student experience that allows for a more understanding, empathetic response to student's problems.
The last few weeks have been a celebration of sorts of the life and work of Steve Jobs, founder of Apple. What hasn't been widely talked about is the message Jobs made about the new economy and the call for a truly hands-on interdisciplinary education.
We're keeping Teachers at the top of our global radar in a week of intense media focus on the UN's 2030 Agenda for Sustainable Development. This month we posed this question to our Top 12 global team: What was your most challenging classroom and how did you turn it around?
As a nation, it behooves us to consider how we prioritize various learning experiences. As millions of high school students leap through the hoops and hurdles of the next 9 months of the school year, we must look beyond short-term gains in specific skills and knowledge toward their longer term needs and desires.
Our district will only thrive if more teachers step into leadership. We need to ensure our evaluation system is accurate, fair and growth-oriented. Teachers must help define what these new 'teacher leadership' roles look like in schools.
One thing is certain, as we continue our work with the teachers it is glaringly apparent that they NEED permission to pause. They NEED permission to reflect. They NEED permission to understand themselves better so they are better able to handle the rigors of teaching.
The expectations in affluent communities are far greater than getting to proficient and instead focus on AP exam scores, Tier 1 college admissions, and "Advanced Proficient" percentages. Few people outside of education actually know what "proficient" means as it relates to the recently implemented common core standards.