When I read about the latest study from the University of Michigan's "Monitoring the Future Survey, " I will admit that I was a little skeptical. How could this be? All we hear is about the irresponsibility of teenagers. Yet, they are less likely to do illegal drugs, have sex, smoke, and drink than their parents according to this research.

Last week, I spent two days with teenagers in Northeast Ohio, I can attest that this may be the most responsible generation in some time. I suspect it is not just the Lady Gaga version of "Born this Way." This generation has more information, does more networking, has better access to customized support programs, and, dare I say, has more "helicopter parents" than any other generation. I am impressed with today's teenagers and heartened that this generation will easily replace the "Baby Boomers" with more ethical and responsible behavior.

I was in Ohio to observe the programs of Project Love, Remember the Children Foundation founded by Susan and Stuart Muszynski in 1994. I spent one day with over 100 9th graders from Cuyahoga Falls High School. They were being introduced to a Kindness and Respect Curriculum designed by Project Love. They learned about people who were perpetrators, victims, bystanders, and rescuers in our everyday life as well as the choices we make to play those roles. They had deep conversations with each other led by juniors and seniors in the school. I observed a school culture that valued and respected everyone, a culture of people who were willing to be rescuers rather than bystanders. I observed the making of leaders who would assume responsibility to assure a safe and nurturing environment for eveyone by practicing and sharing what they had learned in this workshop. It was a heartwarming experience. These teenagers are terrific.

The next day, I observed a similar program being delivered by Project Love staff in a middle school in Cleveland. As a former middle school teacher, I know that peer pressure can be overwhelming among young teens. To see these young teenagers learn how to navigate that peer culture and lead it to a caring and respecful place gave me hope. Once a week for fourteen weeks, these students will participate in a program called READI4Youth- Winning @ the Game of Life. They will be empowered to be the influencers rather than only the influenced.

That evening, I had one of those opportunities teachers cherish. I talked to four teenage girls from Collinwood High School in Cleveland whose lives had been transformed by a program called "Believe to Achieve." Project Love embedded a retired teacher into this high poverty school to work with a cohort of female students as a mentor, counselor, and a teacher of the Kindness and Respect Curriculum. Every senior in this program will graduate from high school and attend college. Can you get anymore successful? The four teenagers talked openly and honestly to us about their journey to this succesful place. I was impressed with their poise, intellect, determination, and social skills. They are laser- focused on changing their current circumstances in life. They credited their success to Judy Wynne-Martin, that retired teacher and longtime NEA member who refused to give up on them.

These girls have never travelled outside of Cleveland. Ms. Wynne-Martin is determined to take them to the nation's capital Washington DC on their spring break. She is short $10,000. I intend to send her a personal check and I invite you to do the same. Any amount is one step closer to their dream. Just write a check to Project Love-Believe to Achieve and send it to me at 5007 Dunwoody Trail, Raleigh, NC 27606, and I will get it to Judy. Let's show how caring adults can be. This will be a surprise to these wonderful teenagers.

My colleague Greg Johnson, a member of the NEA Executive Committee and music teacher from Oklahoma, was also on this trip. Greg made a statement that stayed with me. He said that sometimes teachers just need permission to do what they know is in the best interest of their students. In these days of high stakes testing and limited curriculum, I encourage administrators to do as those in Project Love districts have done; give teachers permission to reach beyond test-prescribed curriculum to ensure a generation of citizens who are leaders and who value respect for others. Welcome programs like Project Love as partners in teaching the children who will be in charge of our future.

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It may surprise a lot of you, but I am a great reading teacher. It could be because I was a great reader and loved reading everything I got my hands on. It could be because I had great education professors who taught me how to teach reading through phonics and whole language. It could even be that I knew nonreaders would most likely be relegated to poverty without knowing how to read, and I was unwilling to give up on any student. Like all teachers, I have my success stories.

Zack was a towheaded 1st grader who came from an elite pre-school that traumatized him because he could not learn his letters. He was from an affluent home with parents who fought to have him labeled with a learning disability. That gave him a ticket to my resource classroom for special needs students. The first thing I did was take away all the pressure of learning those letters and finishing those reading books. Can you spell developmental? Zack needed to develop the learning abilities such as visual sequential memory that are the foundation for reading. Once we accomplished that, he was on his way to being a good reader. Today he is a successful attorney. Recognizing that some students are not developmentally ready to be readers even in the third grade and providing those students with services that address those developmental issues is a great intervention. Relying only on test scores is the worst response for these students.

Darren was a 7th grader who could not read at all. He had been placed in a special education class and labeled "mentally disabled." His real handicap was poverty and being lost in a dysfunctional system. When I was on the NEA Executive Committee, I was provided a teacher partner who became the teacher of record, and I tutored students in reading when I was not travelling for NEA. Basically, I taught Darren how to read using several strategies from phonics to adult literacy. I will never forget the day my teacher partner met me in the hall and said, "You will not believe this. Darren volunteered to read in front of the whole class today." My heart was full. Providing students the teachers who understand reading recovery methods is an intervention. A middle school reading intervention may have been Darren's last and best shot to put him on a trajectory for success.

I visited a high poverty school in Martinsburg, West Virginia, where the entire faculty focused on literacy. They use a formative assessment program on a regular basis. They have learning communities that use the data to make decisions about students. If a student is not reading at grade level in the classroom, the teachers provide the student a small group intervention. If the student is still not reading, they provide a one-on-one reading recovery intervention. If the student still does not succeed, they provide special education services. They do not give up. They use their Title I and IDEA funds creatively. That approach is an intervention that has closed the learning gaps among their students.

My plea to politicians is to avoid a high stakes decision for 8-year-olds and 9-year-olds that is based only on a standardized test score and that flunks them if they cannot read by the end of the 3rd grade. Flunking 3rd graders is costly to the taxpayers and devastating to the students. Do the math. It costs $10,000 to educate a student every year or $20,000 annually for a special needs student. Is it better to fail a student and create an extra year of that cost or to create a "bridge" program for students who have not mastered reading by the end of the third grade? It is better to provide an intensive intervention in literacy while covering a fourth grade curriculum and eventually place the students in the fourth grade classroom when they will be successful there.

Interventions are the best pathway to literacy for all students. Failure only begets more failure. What are your best interventions to help children read?

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I usually reserve my loudest cheers and high fives for televised games of the UNC Tarheels basketball team. However, as I was watching the State of the Union speech by our President, I was caught by surprise with one proposal. President Obama said, "So tonight, I call on every state to require that all students stay in high school until they graduate or turn eighteen." Thank you, Mr. President. May I offer you a loud cheer and a high five? You are so right!!!

Compulsory attendance laws were first enacted in the 19th and early 20th century. Massachusetts was first and then by 1916 all states had a law. Now, here we are, more than a decade into the 21st century, and it only makes sense that we would up our game and require a high school diploma of all our students. To allow a child to drop-out relegates them to poverty wages and a higher risk for incarceration. It also makes them more susceptible to unhealthy behaviors. We are so much better than accepting the drop-out rates that we currently have. Surely, we can get behind the President on this recommendation.

I remember when the National Highway Traffic Safety Administration initiated federal action in 1984 to raise the drinking age to 21. Who was the President? I believe that would be Ronald Reagan. Most would say at least 1,000 lives were saved annually by this law when all states had enacted this change by 1988. Raising the compulsory attendance law to 18 will save lives also.

Almost 20 states have already raised their age of required school attendance to 18. New Hampshire was the most recent. This is a critical mass. It is time for other states to stop budgeting for drop-outs. It is time to stop being enablers. It is time to stop pushing out children to raise test scores. It is time to change the expectation for our young people, and to say clearly to them..."You do not have our permission to drop out of school and ruin your life!"

Now, I can hear some educators say that it is problematic to have students in school who do not want to be there. I agree. That is why we must create interventions for high school students who are not succeeding in the traditional setting. We need graduation centers for those who are failing in the extreme. These should be places that provide a personalized pathway to graduation that is just as rigorous as the traditional school. These could also be recovery centers for current drop-outs in collaboration with community colleges.

We also need interventions for smart students who are bored. Blended virtual learning, project-based learning, independent studies, work-study programs are all interventions that must be utilized. As the adults, we need to adopt the mantra of "whatever it takes" to assure that all of our students get that high school diploma.

President Obama, you are not alone. The National Education Association adopted a 12 Point Plan that put this proposal first on its list. America's Promise under the leadership of General Colin and Alma Powell have touted this proposal and have excellent research from their collaborators. We can do this if we start now. I look forward to your proposal to states and hopefully Congress. There is no room for partisanship when it comes to saving our children from themselves.

Posted by John Wilson at 8:15 AM | Permalink | Leave a comment | Recommend

"No more pencils, no more books, but lots of engaging teacher looks..." That's the ditty that was running through my head as I sat at a town hall meeting for the first Digital Learning Day. I was there to represent the Pearson Foundation, one of the sponsors. The Alliance for Excellent Education, led by former West Virginia Governor Bob Wise, has championed this event to showcase great exemplars of digital learning as well as the challenges and opportunities that come with assuring that all children have equal access to the new tools for learning.

You may ask, "What is digital learning?" We were told that "digital learning is any instructional practice that is effectively using technology to strengthen the student learning experience." I love that definition because it's simple, and it offers clarity for those politicians who would abuse teachers by proclaiming they can be replaced by technology. Not going to happen! Technology is a tool used by teachers, and without great teachers skilled in application, technology is useless for high quality education. I listened carefully to award-winning teacher Kristin Kipp from Colorado talk about her experiences as an online teacher in a virtual school. She clearly explained that technology connected her students to high-quality content, connected the students to each other, and, what is most important, connected the students to their teacher. It made me want to change the name of technology to "teachnology." A teacher in today's classroom is empowered by technology, and technology works for students when good teachers use it.

It was also great to see the Department of Education and the Federal Communications Commission (FCC) working hand in hand. Education Secretary Arne Duncan proclaimed that every student in America should have a digital textbook within five years. A new report called the "Digital Textbook Playbook" was presented to Secretary Duncan and FCC Chairman Julius Genachowski. Can you imagine the significance of that for schools? There would be no more 50 pound backpacks or huge lockers. Instead we would be able to have smaller lockers, more storage space, 24/7 learning, rich content from multiple sources, up to date content in real time, reduced costs for taxpayers, independent studies for the academically talented who get bored in too many classrooms, and new and improved personalized learning. You likely can add to this list, and I hope you will in your comments.

Chairman Genachowski discussed the problem of connectivity. It is embarrassing for this country that one third of Americans do not have access to broadband. He told of a highly motivated student who used to park in the library parking lot after hours so that he could have access to Wi-Fi in order to do his assignments. On a positive note, he told us about a program called "Connect to Compete" where providers have agreed to give students who receive free or reduced-price lunches internet access for $9.95 a month. Both Secretary Duncan and Chairman Genachowski made the case that digital learning will prepare students for a new economy and foster innovation.

We are at a critical point in moving to digital learning and teaching in a 21st century way. It requires conversation with teachers and their unions. It must be accompanied by high quality professional development. Politicians cannot pit teachers against technology, especially in funding priorities. Yes, I am talking about Idaho. That state's elected leaders would do us all a favor by starting over and doing it right. Digital learning is good for our students and that is the best reason for embracing it and championing it. One teacher said her role is now collaborator with her students. That's a good model for all the adult partners supporting digital learning.

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One of the highest compliments a teacher can get from a student is to be told that she or he is fair. When students believe their teacher is fair, they accept test grades, homework assignments, and discipline without drama. Teachers, like their students and like people in other professions, appreciate fairness and should expect it. With that in mind, I am not surprised by the pushback on new evaluation systems from teachers in Hawaii, New York, Tennessee, and many other state and local school districts. Using student test scores from flawed standardized tests as a measure of teacher evaluation does not meet the fairness test for teachers who have had to endure "reform du jour' for the last decade. It does not look like a fair deal for teachers, and fairness is one of the strongest core values of teachers.

Why is it that teachers reject being measured by student test scores? It makes perfect sense to corporate America and the media world. The mentality of "if you can't count it, it doesn't count" rings true in their world. It makes sense to them that teachers would have the most impact on the test scores of their students, and of course, tests would "count" everything a teacher needs to teach.

It's time for a reality check. Anyone who's ever spent time in classrooms knows that there are factors over which the teacher, despite valiant efforts, has no effect. Student effort on tests may have a much greater impact on test scores than all the greatest teaching in the world. In the real world of school, pass out a test to students, and the first thing you hear is, "Does it count toward my report card grade?" Start a test at 8:00 in the morning and you will see a dozen teenagers' heads nodding. Using a single test on a single day for a high stakes decision like teacher evaluation is malpractice and attacks that core value of fairness.

Student effort on test scores is not the only impact. Parental responsibility is high on that list also. Did the child get enough sleep, a healthy breakfast, nurturing support, and reinforcement of the teacher's lessons through homework or just parent-student conversations? I won't even start with elected and appointed officials' responsibility for setting good policy and providing funding to enable great teaching.

That being said, let me also say that I firmly believe that teachers do indeed have a great deal of responsibility for student learning for which they should be held accountable. That responsibility starts with the best teaching practices. If student test scores are not indicating student learning, the principal needs to be in that classroom looking at the practice of the teacher. All teachers should be accountable for their practice and evaluated accordingly. Practice should drive professional development choices as well as renewal and career status (tenure) decisions. After all if a patient dies, it is the practice of a doctor that gets the scrutiny first---followed by a careful look at resources, medical procedures, and policies as well. The teaching profession can learn much from the medical model.

I recognize that many well-intentioned people are trying to create a teacher evaluation system that can be embraced by all. Some say that student test scores should be only one indicator of many. Teachers know, though, that it is easy and cheap to use test scores and that, eventually, those will be the only indicators that matter. Good teacher evaluation of practice and strong professional support are expensive, but those are key to making a real difference in student learning in the long run.

Teacher evaluation should not be a political decision. It should be a professional decision determined by professional standards boards. And those boards should be comprised of a majority of the most accomplished teachers. Furthermore, politicians should put their funding behind world class teacher preparation programs so only well-prepared people get into our classrooms to begin with. The hundreds of thousands, if not millions, of dollars being spent on schemes to tie test scores to teacher evaluations could instead be spent on those preparation programs and on scholarships to attract the best students to them.

Involve teachers in making decisions about their profession, and they will demand and set high standards. They will also use the filter of fairness for every decision and so should administrators and policy makers.

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I have to admit that I have been a little cool to Sir Michael Barber. During his tenure as a chief advisor to Prime Minister Tony Blair, my friends at the National Union of Teachers in the United Kingdom were often at odds with his obsessive advocacy for testing and his infatuation with private schools. He seemed to embrace No Child Left Behind more than most in America. All this when he had been a former official with the union in the UK! That did not add up for me.

In my old age, I have decided to read, listen, and converse more with people that often, in the past, sent me into a knee-jerk reaction. I have decided to set aside the ideas with which I disagree and focus on incorporating ideas I can support in my advocacy for public education. I want to practice collaboration, critical thinking, communication, and creativity because these 21st century skills are those I'm advocating to transform education and assure that all children have access to great public schools.

Recently, I was invited to attend, as an observer, a meeting of Pearson employees. Sir Michael Barber, now serving as Pearson's chief education advisor, was the keynote speaker. I had heard Sir Michael on C-Span, and I had read his research at McKinsey & Company, but this was my first chance to hear him in person. I took copious notes.

Sir Michael's topic was "Educational Transformation: The Fifty-Year Challenge." He presented to us an education formula of E (K +T + L). K stands for knowledge. Obviously, we see education as imparting systematically the content that every child needs to be well-educated, but that is not all our schools should do. The "T" stands for thinking. All the knowledge in the world will do no good unless our children know how to think and use that knowledge. The "L" stands for Leading. I was impressed that leadership was a part of his formula because I have often believed that we have limited the experiences that build leaders. The most intriguing part of the formula was the "E." The "E" stands for ethical. In our world today, we have to infuse ethics into our education system. Knowledge, thinking, and leading can never be productive without being wrapped in ethical behavior.

Sir Michael also reviewed with us the nine characteristics of a great education system. These can be found in the McKinsey & Company report called "Shaping the Future: How Good Education Systems Can Become Great in the Decade Ahead." Under standards and accountability, there are globally-based standards, good transparent data and accountability, and every child on the agenda in order to challenge inequality. Under human capital, you find the recruitment and training of great people, continuous improvement of pedagogical skills and knowledge, and great leadership at the school level. Under structure and organization, he lists an effective and enabling central department, capacity to manage change and engage communities, and operational responsibility and budgets devolved to schools. Sir Michael advocates that you must do all of these well to build a strong education system.

I am warming up to many of Sir Michael's ideas on systemic thinking and understanding of the value of teachers. Let's hope that those who implement them do not pick and choose with a political filter. I will remember most his parting words of "Mandate adequacy, but unleash greatness."

Posted by John Wilson at 8:30 AM | Permalink | Leave a comment | Recommend

There has certainly been a lot of traffic about Teach For America (TFA) in the cyberworld lately. It all started with the audacious nerve of Dennis Van Roekel, President of the National Education Association, and Wendy Kopp, CEO of Teach for America, daring to appear together with Secretary Duncan to support his new blueprint for teacher preparation. Then of all things, they penned together a commentary for USA Today. As a result, many of my fellow bloggers have launched a storm of criticism. I respectfully ask them to "cool their jets" on that and to look more carefully at the possibilities raised by this new open dialogue of TFA and NEA.

It has become chic among the media to have leaders with polarizing views to support a shared vision or write a commentary about common interests, hence, the Kopp-Van Roekel piece. I have listened to these two leaders and read carefully their essay in USA Today. I have come to this conclusion: no NEA or TFA internal policies were changed. What I found was that NEA and TFA both share a vision that teacher education must improve if the US is to become a world leader in student achievement. The three strategies espoused by NEA and TFA to achieve that vision are focused and practical---recruitment of new talent, continuous professional development, and better use of data. I would add that teacher educators need support, respect, and better public policy if the vision of Kopp and Van Roekel is to become a reality and also that teacher educators need to be included in the conversations about improved teacher preparation.

I am glad that TFA recognized that "great teachers are made, not born." I think that is significant. Would TFA be willing to work itself out of business? If our teacher education system were comparable to that of Finland or Singapore, there would certainly be no need for TFA. Would teacher educators accept the things we love about TFA and incorporate them into their system? If so, that would curb some criticisms of the current teacher preparation programs in our country.

Allow me to share my love-hate comments on TFA:

I love that TFA recruits smart young people who have the passion, energy, and desire to teach our most challenging students.

I hate that TFA exploits smart young people with the misleading idea that they are really prepared to be effective for the tough teaching placements they are given.

I love that TFA assesses their recruits for a disposition to be successful with children and teaching.

I hate that TFA has a business plan that encourages short-term teaching in order to grow civic leaders at the expense of the teaching profession.

I love that TFA recruits make great teachers after they complete their teacher preparation program.

I hate that TFA exploits high poverty students and their parents with unprepared teachers for two or three years.

I love that Wendy Kopp is such a brilliant business leader who can raise vast amounts of dollars from those who want to support public schools.

I hate that her business plan requires the school systems to pay salaries, benefits, and a fee while TFA uses government and philanthropic funds for marketing, overhead for its over 600 employees, and limited professional and financial support for its recruits.

Here is how TFA can be helpful to the teaching profession. TFA should bifurcate their program. One track should be for those recruits who want to make teaching a career. Those recruits should be given a tuition free masters degree program with a world class teacher education program before they are made a teacher of record. Some have referred to this as a "West Point" for teachers.

The second track would be for those who want to do public service in the public schools. These recruits should commit to two years and serve as teaching assistants, lab assistants, tutors, after-school program coordinators, and parent liaisons. We need more education support professionals. The federal government should pay their salaries and benefits. This would allow TFA to accept more young people who want to support the public schools, and the work would be just as powerful for their portfolios.

Here is how our current teacher preparation program can be helpful to the teaching profession. Learn from the good work TFA has done and be open to improvement.

NEA and TFA have done us a favor by starting the conversation. Let's join that conversation, not suppress it.

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It was July 31, 1966. I was a new high school graduate working at a local restaurant and getting ready to go to college. My hometown of Raleigh, North Carolina, was abuzz. On this day, Dr. Martin Luther King, Jr. was speaking at Reynolds Coliseum, and the Ku Klux Klan was gathering at Memorial Auditorium for a counter-protest. These two sites were in walking distance, at least for my young body.

When you work split shifts in a restaurant, you have this wide gap of time to consume. A co-worker and I decided to go downtown to see what was happening. Actually, we thought there would be trouble, and we all know that can be a magnet for teenagers. I was not prepared for the impact that this day would have on me for the rest of my life.

Around Memorial Auditorium, we heard speeches and conversations that spewed hatred and discrimination toward Black people from men whose faces were covered with hoods. I could not help but think about my Black co-workers back at the restaurant who were good and kind people. I felt bad that these words would be hurtful to them. Later, in conversations, I learned that these words were not new to them. Boy, was I naive.

My co-worker and I quickly tired of that show of vile discourse, and trekked off to Hillsborough Street near Reynolds Coliseum. Dr. King had just finished speaking to over 5,000 people about love and peace and hope. The conversations in the street were about working together for justice, brotherhood, and righting wrongs. The contrast was stark.

That was my moment. For my entire adult life, I chose social justice. I chose being vocal and active rather than that teenager on the sidelines. My next encounter with the KKK was as a marcher to integrate Forsyth County, Georgia, in 1987 when I was the recipient of those vile words of hate. Thoughts of my Black co-workers in that Raleigh restaurant gave me the strength to stand tall and proud and reject hatred.

This is our time to honor Dr. Martin Luther King Jr., an American hero who taught us the power of social justice. Let's honor his memory through service and by ending the injustices that still occur in this country. Engage in service to end achievement gaps that undermine the future of too many children. Stand up for immigrants who experience too often the same vile and hate-filled language of bigotry. Speak out against bullies who scar children for the rest of their lives. Hold politicians accountable for their blind eye to poverty in this country. Feed the hungry, comfort the sick, and never miss a chance to march for justice.

Find your moment and share it with others.

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I have read with interest the articles in the New York Times attacking education leaders for taking study trips that were underwritten by the Pearson Foundation, the philanthropic arm of Pearson Education. I will admit that after the first article, I had hoped that this would be a one-time article by a cynical reporter looking for a good story that would resonate. Now, there have been two other articles. Of course, I could be cynical, too, and assume that his corporate bosses are pushing this story for other reasons since I know the New York Times Foundation has sponsored very similar trips.

After retiring as Executive Director of the National Education Association, I chose to accept a Senior Fellow position with the Pearson Foundation. I agreed to three days a month to assist Pearson Foundation leaders on fulfilling their mission around literacy, learning, and great teaching. I admit to a conflict of interest when defending this foundation that supports public education and teachers; however, I have no such conflict when it comes to telling what I know to be true.

I attended the study trips in Helsinki, London, and Rio de Janeiro as a voice for teacher unions. The trips were all organized by the Council of Chief State School Officers. That is one of many things I like about the Pearson Foundation. They trust educators to plan their own professional development. The programs were designed and executed by CCSSO staff. There were no sales presentations or side conversations about Pearson products. It was purely an educational study tour of countries doing better at student achievement than the United States. It was about deep and engaging conversations with leaders of those high-achieving countries. It was an experience that could not have occurred without philanthropic support. I worry when our educational leaders are "siloed" and not allowed to experience the global community that exists today, and I am impressed when they take the opportunity to learn from others.

I understand that the media attention to these innocent study tours has created an appearance of inappropriateness and a suspicion around business decisions. That is unfortunate and unfair. I do believe this reporter has not provided all the information about the strict ethics laws that educational leaders follow before taking advantage of these study tours. While education leaders may choose to decline to do future trips, I hope government will budget for our leaders to have a global perspective. I also hope Pearson Foundation will continue giving teachers the opportunity to visit other countries and for Teachers of the Year to come together and share best practices. I hope the Pearson Foundation will continue to donate thousands of books to schools and children to expand literacy. I hope the Foundation will continue to fund schools that are teaching our students 21st Century skills through digital media.

I hope others will speak up about the good work that philanthropic organizations like the Pearson Foundation do. They are vital to the success of our public schools. Let's not punish those who are willing to fund educational interests that government does not. Let's use as much ink to praise good work and publish truth.

For me, I subscribe to the words of Swedish statesman and former United Nations Secretary General Dag Hammarskjold, "Never, for the sake of peace and quiet, deny your own experience or convictions." I invite you to speak your truth.

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Happy New Year!

As we approach this new year, many people will be making resolutions and anticipating what the new year will bring to education policy and politics. I am devoting this blog to my predictions for 2012. I invite you to share your predictions by making a comment or emailing me at johnwilsonunleashed@gmail.com. Now, here are my predictions for 2012:

1. No Child Left Behind (ESEA) will not be reauthorized, and the Department of Education will use waivers very liberally in exchange for their core reforms.

2. Those schools receiving a school improvement grant and having a labor-management collaborative agreement will become the models for the greatest school improvement.

3. The number of teacher-led schools will at least triple as test scores show the success of this management structure.

4. The National Board for Professional Teaching Standards will emerge as the "north star" for the teaching profession with an expanded influence and outreach.

5. The National Education Association and the American Federation of Teachers will begin merger talks as they realize it is in the best interest of sustainability and power as well as an efficient use of members' dues dollars.

6. Every state and school district will embrace the concept of 21st Century skills and integrate these skills into their curricula aligned with the common core standards.

7. More school districts will balance their obsession with tests with a culture of school-based decision making undergirded by core values as well as a shared purpose and vision of what is best for every child.

8. Investment in diagnostic testing and formative assessments will increase two-fold as school management and policy-makers recognize these as better drivers of student achievement than high-stakes tests (summative asessment).

9. Mitt Romney will wear down the conservative wing of the Republican Party and win their nomination in June of 2012.

10. President Barack Obama will win re-election with less than a majority of the popular vote due to independent candidates like Donald Trump and a strong Libertarian.

I look forward to hearing your predictions. May 2012 be the best year for education policy and practice and may teachers and education support professionals get the respect and recognition they deserve.

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