But, dull as it can be, the digital learning conversation has to start with capacity. The movement's success relies as much on fiber and IT departments as flashier concepts like personalization and blended learning.
For my last day here at RHSU, I'm going to go a bit into the weeds to talk about what I think are the two most important technical issues that will affect Common Core implementation. These are the quality and alignment of both assessments and curriculum materials.
In today's post I'm going to talk about what I view as the biggest political threat to successful implementation of the standards--teacher evaluation. Tomorrow I'm going to talk about what I view as the biggest technical threats to implementation--assessments and curriculum materials.
Yesterday, I talked about why I'm optimistic about U.S. educational performance. Today, I'm going to talk about why I'm also optimistic about standards-based reform (the latest incarnation of which is the Common Core State Standards + state waiver accountability systems). In short, my read of the evidence is that standards-based reform works
Over the course of this shortened week, I'm going to talk a bit about why I'm optimistic about public education in the U.S. To grossly over-simplify the current education reform debate, most folks these days fall into one of two camps--a) things are terrible and we must reform now, and b) things aren't so bad/are improving and reforms are destroying our schools. I'm going to argue that both groups are partly right--that things are clearly, by almost any metric, improving, but that this doesn't mean we should cease our efforts to improve schools.
Since teacher leaders are classroom-based professionals who are on-the-ground innovators, I thought I'd take the liberty of seeing how these 9 principles would help describe the disruptive force of teacher leadership
Teachers bring on-the-ground credibility to such work and can speak powerfully about perception and reality through real stories about real students. And, while I recognize the limitations of my perspective, I have grown through the year as I listen to teachers across the state from Jamestown to New York City share their perspectives on our social studies frameworks and resources that would add value to their work.
If we are to bridge the sometimes cavernous gap between policy and practice and move closer to the promise of a premier education for all our students, the voices of successful educators must be incorporated into policy development from start to finish.
In the rush to apply quick-fix solutions to very complex problems, the voices of those most knowledgeable about how to best educate kids in mathematics (teachers, math specialists, teacher educators, and researchers) often get drowned out by the masses who are not in the education field, but have strong opinions nonetheless. The result is a misguided attempt at reforming the way we teach math in our country.
The Sword of Damocles has once again been raised. Unfortunately, today it hangs over the head of the American teacher. For many educators, these are the times that try men's souls. Teachers are not only faced with the challenges of implementing new learning standards and evaluation models, but must also take care of the physical and emotional needs of every student under their watch.