EdTrust-New York’s Post

You make two solid points here, Michael, including (1) a Master’s degree itself is weakly correlated to #TeacherExcellence and (2) paying teachers more overall would widen and deepen the pool of talented candidates. If I were starting my physics teaching career today, rather than 30 years ago, I would be able to command a near 6-figure salary in select parts of the country and that figure will only increase in the near term. One key point to add here regards the leaders with whom teachers work. Teachers are attracted to schools with world-class leadership…instructionally, organizationally, developmentally, etc. Teachers leave education due to factors that #SchoolLeadership directly controls. If we increase #PrincipalExcellence we will do more to improve the teacher pipeline than exorbitant raises ever could. s4e.com

Tomorrow on Why We Matter we will be joined by Bethany Little of EducationCounsel for a conversation on policy, education, and natioanl service. Tune in tomorrow to hear more! https://lnkd.in/gHePDtm4

A tailored education is indispensable for every child, enabling them to discover their unique gifts and passions. By recognizing individual strengths and fostering a sense of purpose, children are empowered to make meaningful contributions to society, as advocated by Picasso's quote, "The meaning of life is to find your gift. The purpose of life is to give it away." This personalized approach not only cultivates resilience and self-confidence but also promotes inclusivity and equity, creating a world where every child has the opportunity to thrive. Learn more about the state of education in GA: https://lnkd.in/e2ekKNmy

"What are schoolchildren being taught about our nation's history?!" In the multistage Mapping the Landscape of Secondary US History Education project, an AHA research team set out to describe the contours of a vast and varied terrain—an empirical grounding for ongoing debates and deliberations about the teaching of the American past. After a year and a half of interviewing social studies administrators, surveying US history teachers, coding state legislation, and appraising district-level curricula, the team has some answers. In this session, the Mapping team share their second in-progress report from the field. The Mapping team situates its picture of US history teaching within scholarly histories of curriculum, culture, and the American education state—while also providing actionable intelligence for anyone hoping to navigate the current moment in K12 history education. https://lnkd.in/eMf39eq5

I always look forward to the new #PDKPoll results, particularly for an update on how the public is feeling about their child/ren entering the teaching profession. In looking at this year's topline data, I find it very interesting (and amusing) to see how much more opinionated on this question the public has become since 1969, when 10% of respondents didn't have an opinion either way. This grew to 22% of respondents in 1983 before a sharp decline to get to single digits in 1993 - today, 1% of respondents replied "no opinion" I have to imagine that the impacts of the release of A Nation at Risk in April of 1983 and the subsequent shift in how we talk about K-12 education and its "failures" (including who to blame for them) is being shown here. In working with state leaders to address teacher recruitment and retention issues over the past several years, the need for a marketing campaign around the positives of being a teacher has been raised every time. This data is a stark reminder that the way we as a field talk about what it means to be an educator matters - not that we shouldn't advocate for higher pay and better working conditions and publicly share student achievement data, but that we probably need to be more considerate of how we do so and aware of the unintended consequences of our attempts to hold people accountable within the unwieldy system(s) of K-12 education in our country.

The attack on public schools is an attack on equity in our education system. Traditional public school districts in Ohio serve more than 1.8 million students and employ more than 245,000 Ohioans. An investment in our public schools is an investment in our nation’s 50 million public school students. #fundpublicschools #nationalpublicschoolsweek

Coaching and supporting teachers makes a difference in the lives of children, educators, and administrators. The evidence is in the proficiency levels of third-grade readers in Alabama. Learn more: https://rpb.li/ihJHo

Developmental education is a critical issue at community colleges, according to a new UPDATE on Research and Leadership piece by Nina Owolabi and Stacy Bennett, Ph.D. When first introduced, developmental education was considered a means to support students in their pursuit of college-level courses. More recently, however, much of the research and discussion about developmental education has had a decidedly negative tone. Read "Reforming Developmental Education in Illinois" at https://lnkd.in/g7Yzmp9M.

I spent 9 hours a day for the past 7 days deep inside the Kansas City Convention center, reading and grading AP US History exams. Hundreds of them. I’m on the development committee that helps the College Board build the exam, so surely only fair that I see how students respond. Some notes: *The vast majority of the 1000 or so in-person readers are themselves APUSH teachers. They’re great. I myself benefitted from excellent high school history teachers, so it’s great to see that our kids remain in good hands. *The ratio of history joke t-shirts to humans inside that convention center was…extremely high. *Lots of standout exams from outstanding students. Way more sophisticated than I was at 17…or 22…or 30, in some cases. *There are a lot of safeguards against bad or inconsistent or otherwise unfair grading. It’s impressive. If you’re a historian, consider becoming an AP reader. It’s an endurance test for sure, but a great way to chip in for the good of the discipline.

I remember the first time, years ago, that I heard “we need to empower and engage the frontline”. It struck me as odd. “But I know my colleagues”, I thought, “they ARE engaged outside of work, they are creative and joyful…outside of work, they are collaborative and passionate…outside of work.” ✨ Maybe it’s not an employee problem, maybe it’s a work environment one! ✨ ➡️ What if we didn’t have to “empower and engage the frontline” because we never stripped students of their power, curiosity, and autonomy in conventional school systems? Leaders would no longer need to “make it safe to ask questions” because we never learned that it was unsafe… Leaders would quit relying heavily on extrinsic motivation and carrot/stick approaches because we didn’t learn to chase a “gold star” over our own creative passions… Leaders would feel safe admitting they ‘don’t know’ because they never learned their worth was directly tied to school grades… What if? Yes, I work with CEOs to redefine business success by challenging their own preconceptions. But where do you think many of those preconceptions originated? *** Respect humanity (including children!). Improve work. Continuous Improvement without the Other CI, Consciousness Improvement, is unsustainable (and unfulfilling and outdated and expensive and frustrating and…) Let's experiment together: www.theotherci.com *** #theotherci #continuousimprovement #consciousness #executive #leadership #ceo #executivecoaching #sudbury #education #consciousleadership #tps #lean #manufacturingexcellence #respectforpeople #futureofwork #change #management #respecthumanity #improvework