Through its unholy partnership with high stakes testing, the charter school movement has diverted our attention from the real issues confronting us and discouraged genuine innovation and reform. To paraphrase Einstein, "Charter schools are to experimentation as military music is to music."
I am not talking about the much-hyped massive open online courses. I am talking about a complete transformation of the way teaching is done, with the computer taking the role of the lecturer, the teacher becoming a coach, and students taking responsibility for their own learning.
As Latin America comes down from a decade of growth based on exporting commodities at high world prices, it faces the next challenge: transitioning to a higher-productivity economy.
As a public education activist, I have literally been sick to my stomach since the New York State Legislature approved a budget, complete with education "reforms" proposed by Gov. Andrew Cuomo, on April 1. It wasn't a joke -- and I am angry, upset, and devastated, to say the least.
Amidst our platitudes and promises of equity and justice, there are some pretty clear-cut reasons why low-income students are dropping out, failing out, or never even starting college.
Technology is not only disrupting education, but also reshaping the future of work. We're witnessing a rise of independent skilled workers that are seeking more flexible, freelance and collaborative work opportunities.
Accountability measures are imperative for teacher education programs themselves because this is a time of profound, continuous and accelerating change. As programs undertake modernization, which all must do, they need compelling evidence to understand how well they are doing and the areas in which action is necessary.
What matters is that the best teachers care. They inspire. They forge relationships that acknowledge that children are complex beings; they see and address students' needs and possibilities.
In Selma Alabama, at the 50th year anniversary of Bloody Sunday, people from all over the world gathered at the Edmund Pettus Bridge for a symbolic march to the other side. But there were no leaders to lead, no plan to make it over and back. Where were the traditional leaders?
Note to presidential candidates: Come up with a more appropriate metaphor for the next federal educational initiative. The current one is ridiculous at best. Just what were the planners and handlers thinking when they came up with the name for the largest national education initiative in history?
Reformers act as if they believe that teaching is something you do in your twenties when you are idealistic and want to "give something back" -- and then you move on to a "real career" in some other sector.
Rather than suspending challenging students, we should create the conditions for them to succeed.
Jorge Cabrera spent three years working as a community organizer for an education reform group in Bridgeport, CT. Now Cabrera is speaking out about a movement that he says is obsessed with charter schools, averse to real debate and in thrall to Ivy League leaders -- even if they've never led anything.
If you do something well enough, if you do something often enough, you will ultimately bring about positive change. I'm convinced we are making progress.
The insertion of a single word in the new Virginia history and social science standards of learning could have a huge impact on how ancient India is taught.
Teachers are demonized as "failures" in the classroom. Fortunately for all of us, more and more are banding together as agents for justice by believing in the inherent capacity of all students, and seeking strategies and instructional pathways to improve student performance through professional development and collaborative learning.