NASSP's Bob Farrace celebrates student service, reminding us that even as communities discuss how much they have to invest in public schools, they also derive great benefits from them.
NASBE Executive Director Jim Kohlmoos calls on the education community to think big - and critically - about how we want to equip our schools for the times to come.
ISTE CEO Don Knezek believes that emerging technologies should transform not only the learning experience of students but that of teachers as well.
AFT's Marla Ucelli-Kashyup reminds us that the Common Core State Standards are only be as good as the system that supports them and that to implement them successfully will require the engagement of key stakeholders such as teachers, parents, district officials, national partners and more.
Learning Forward Executive Director Stephanie Hirsh is hopeful that the evolution of the teacher evaluation conversation to include professional learning is an indication that national attention is being focused on the strategy with the greatest potential to ensure every child and every educator is receiving the support needed to be successful.
AACTE's Jane West calls on federal policymakers to focus teacher preparation resources on strengthening teacher preparation programs over the long term, not just raise a heavy hand on accountability.
NAESP Executive Director Gail Connelly urges school leaders, educators, community agencies, and parents to work together to protect and fortify arts education.
LFA Executive Director Cheryl S. Williams questions Secretary of Education Arne Duncan's assertion that complacency is the biggest challenge facing public education in this nation, reminding us of the urgency with which education leaders are acting in school systems across the country.
National PTA Executive Director Eric Hargis asks that we stop politicizing the Common Core State Standards so that they can reach their full potential in benefiting the nation's students.
AFT's Marla Ucelli-Kashyap calls on education stakeholders to end the fixation on low-quality, high-stakes assessments in favor of an accountability system that integrates testing with teaching and learning, and measures deeper subject matter knowledge and whether students have the skills to use it.