Today, USA Today published a special centerfold feature on literacy in America, accompanied by a digital campaign by Mediaplanet. I was pleased to have the opportunity to author a piece for the campaign, published as “Expanding Literacy Beyond Language Arts.” In the article I describe work that colleges of education are doing to boost literacy among America’s PK-12 students. The 275 words available in USA Today scarcely begin to tell this story, but the message is an important one to get out. Here are a few additional words I’d like to share.
Literacy has become a keystone for all other learning, particularly because of our changing expectations around assessment. Beginning with the requirements of the No Child Left Behind Act and evolving into today’s college- and career-ready standards such as the Common Core and Next Generation Science Standards, students now must show competence in all disciplines via writing, speaking, and critical thinking.
Sometimes the story is as good as the headlines, and sometimes it’s even better. The New York Times op-ed “Teachers Aren’t Dumb” (Sept. 8) by Psychologist Daniel T. Willingham is a case in point. As Willingham notes, contrary to popular belief, new teachers are solid academic performers. And as his article asserts, they can benefit from the research on effective teaching that is being conducted in the schools of education that prepare them. Willingham also points out—with rhetorical hyberbole—that not all preparation programs are using the latest research. While program quality varies, the excellent preparation provided by the universities whose researchers he cites illustrates that teacher education has strong exemplars. Unfortunately, Willingham does not acknowledge the widespread change within the education preparation community.
The direction of today’s preparation programs is truly good news. Willingham accurately identifies two guiding principles for improving teacher preparation and program accountability: evaluate programs based on graduates’ performance on a rigorous, credible culminating assessment, and base that assessment (and programs’ content) on evidence of what works best for student learning.
AACTE’s more than 800 member institutions are dedicated to high-quality preparation that ensures the effectiveness, diversity, and readiness of professional educators, supporting the priorities of the American public surveyed in the 47th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools. The recently released 2015 poll included questions on teacher quality and evaluation, standards, testing, and more, and a new online polling format captured selected demographic information, allowing for more disaggregated responses than past surveys.
The survey shows that 95% of Americans consider the quality of teachers to be very important and an integral factor for improving public schools. As in past years, an overwhelming majority of the U.S. public also is pleased with the performance of their local schools. Testing is viewed less favorably, though, including for teacher accountability purposes; 55% of Americans and 61% of public school parents oppose using student scores on standardized tests as part of teacher evaluations. Respondents also are skeptical of federal policy influences on public schools and of the Common Core State Standards.
Last weekend, I was privileged to represent AACTE on a panel at the conference of the International Literacy Association (ILA). Our session, titled “Cultivating Literacy Achievement Through Quality Teacher Preparation,” touched on current program-improvement efforts, revision of the ILA standards for program recognition, variations in licensure requirements across the country, and policy-related challenges.
Joining me for the discussion were William Teale of the University of Illinois at Chicago, Rita Bean of the University of Pittsburgh (PA), Bryan Joffe of the School Superintendents Association, Chris Koch of the Council for the Accreditation of Educator Preparation, and others.
The model standards of the Interstate School Leaders Licensure Consortium (ISLLC), developed in 1996 by the Council of Chief State School Officers (CCSSO) and last revised in 2008, generated controversy in the field during their most recent revision effort last fall and this spring. The National Policy Board for Education Administration (NPBEA), which convenes an array of stakeholder groups, is partnering with CCSSO to consider the feedback received from the field and make final adjustments to the new standards, now planned for release this fall.
NPBEA was among the groups that approved the original standards nearly 20 years ago and has been involved to some degree in subsequent revisions. Its constituent organizations* all have close connections to the work addressed in the standards, but some of these constituents felt their voices were not heard in the recent standards update.
The Council of Chief State School Officers (CCSSO) invites feedback on the latest revision of the Interstate School Leaders Licensure Consortium (ISLLC) model standards. Comments are due Friday, May 29.
The update attempts to capture the changing expectations for school leaders, who are increasingly held responsible not only for administrative tasks but also for student learning. The model standards, according to the draft document,
[. . .] clarify the most important work and responsibilities of learning-focused leaders operating in today’s education context. Grounded in both research and effective practice, these standards provide a framework for state departments of education and districts alike to understand how to best prepare, support, and evaluate education leaders in their efforts to help every child reach his or her fullest potential. [. . .] The standards can also inform how schools and districts recruit and cultivate leaders who can build teams that share and distribute the responsibilities required for high levels of student learning and achievement to occur. (p. 3)
The third annual edTPA National Implementation Conference, held last month in Los Angeles, drew nearly 400 educators and policy leaders from 28 states and more than 100 universities.
Convened at the University of California Los Angeles to accommodate record attendance, this year’s conference featured 32 plenary and breakout sessions, including a panel on how to promote and sustain partnerships between teacher preparation programs and cooperating PK-12 schools.
Georgia, Ohio, Montana, New Hampshire, and Utah have been selected to receive technical assistance from the University of Florida College of Education’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The center supports states in developing educators to prepare students with disabilities for colleges and careers.
The Council of Chief State School Officers (CCSSO) and National Policy Board for Educational Administration (NPBEA) have issued the following request for public comment on their draft revision of the Interstate School Leaders Licensure Consortium standards (see this post announcing the Wallace-funded revision effort). Make your voice heard by October 10!
CCSSO is seeking feedback from the public on draft standards for education leaders that aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.
This post first appeared in the Sacramento Bee. View the original here. The views expressed in this post do not necessarily reflect the views of AACTE.
The new school year brings one of the biggest transitions our state’s elementary and secondary education system has ever experienced. As students settle into new classrooms, our teachers are adjusting their instruction to help students meet expectations of the new Common Core state standards. It’s our job – as parents, business leaders, students, community members, and educators – to look beyond both the hype and hysteria to ensure that students benefit from thoughtful, locally driven implementation.