Teachers are surrounded by the greatest professional development resource ever created: other teachers. So, doesn’t it make sense to team up for mutual support and growth? In this white paper, we describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing. While school leadership can promote an environment that values and encourages trusting working relationships, the real work of coaching needs to be planned and executed by teachers themselves, the authors say.
Recent teacher strikes and demonstrations across the U.S. have made it clear that many teachers believe they are undervalued, both financially and in terms of societal respect. And surveys show that many teachers are also feeling frustrated and stressed from too many mandates and too little support.
As a perhaps not-too-surprising result, it was clear even before the recent protests that recruitment and retention of teachers was spiraling downward for lots of reasons. Attrition is happening at every stage of the career path: Too few people are entering the profession, particularly in high-need areas such as math, science, and special education. And of those who do sign up, too many leave, too quickly—unable to resist the allure of doing, well, just about anything else
And what about quality? Even if we could snap our fingers and make teacher shortages a thing of the past, would the new teachers we recruited (and/or the existing teachers we persuaded to stay around) be the best available? Or just the best we decided we could afford?
Four years ago, a group of district superintendents in West Michigan gathered for their quarterly regional meeting. As they trudged into the room, they picked up a familiar agenda, one they’d seen in countless prior meetings—facility updates, regional events, and teacher negotiations—really, nothing new. Outside, nearly 5,000 third-graders in public schools across the region … their students in their region … were demonstrating below-proficiency achievement in reading.
After the first few announcements, a bold voice spoke up:
Why don’t we use this time together to do something meaningful? Why don’t we solve a real problem? We are the leaders of the schools. Less than half of the kids in our schools are not learning to read and write like they should. If we are not talking about that every moment of our time together, what are we talking about? What could be more important?
What could have been a snooze-fest instead brought an entire region together around solving a problem. An inside-out approach to improvement began.
In the years that followed, a network of learners, known today as the Reading Now Network, grew up devoted to collective action. Among its accomplishments, the network has written formal commitments among superintendents and resolutions to be adopted by boards of education; undertaken inquiry-based action research field studies within member schools; and provided myriad professional learning opportunities emphasizing early literacy research.
In addition, the network supports literacy coaching opportunities for principals and teachers; a classroom library initiative; and a customized instructional rounds practice providing contextualized assistance, one school at a time.
School systems across the country are being pushed to re-think their approach to Career Technical Education (CTE) and what it means to be “career-ready.” Job markets are continually changing, and it’s become more critical than ever that secondary students are prepared for college and career upon graduation. While many educators have equated career readiness to college readiness, others have begun to take a more nuanced approach, understanding that not all careers—like students—fit the same mold (Conley & McGaughy, 2012; DeWitt, 2012).
In 2015, ACT refined its definitions of the types of academic skills required for work: Work readiness skills are the academic skills required of all students to be prepared for the workplace; career readiness skills are those particular academic skills needed to work in a given industry; and job readiness skills are the particular academic skills needed for a specific job.
At McREL, our review of CTE-related certifications, standards, curriculum documents, and textbooks in nearly a dozen industries and career pathways has confirmed that the academic content required by various industries and jobs can differ greatly.
Kids come to school with all kinds of emotions—and the school environment can supercharge those emotions, whether they are positive or negative. To head off negative behaviors and instead foster optimism and self-determination, more and more schools are incorporating mindfulness practices and programs into their already-full school days.
“How can we implement MTSS/RtI when we have an upside-down triangle?” I hear this refrain from schools across the U.S. that do not have the perfectly distributed groups of students…The unfortunate reality in many schools is that far less than 80 percent of students are mastering academic standards through tier 1 instruction alone. Given this predicament, how can school leaders tackle RtI implementation?
How do we teach our students to pursue a line of inquiry that connects personal, community, and global decisions to an understanding of relevant science, technology, engineering, and math? “GreenSTEM” is an engaging and innovative approach for both students and teachers.
In an effort to distinguish traditional science, technology, engineering, and math (STEM) programs from those with a focus on ecology and sustainability, some educators have recently been adding “green” to STEM programs. The concept is so new that a standard definition of GreenSTEM—one that fuses the real-world connections intrinsic to STEM learning with the deeper concept of sustainability—has yet to be penned.
Being an academic standards consultant was once a fairly anonymous, low-profile job. Relatively few people seemed to know or care about the importance of educational standards, and news stories about standards were rare. Just a year or two ago, when I talked with other parents at the neighborhood park about the Common Core State Standards (CCSS), they politely smiled and nodded, not really understanding what I meant. But, as the CCSS slowly began to be implemented over the last couple of years, people who had never given a second thought to educational standards began to take notice and discuss what exactly it is that they thought our students should understand and be able to demonstrate.
Meaningful careers. Financial stability. Happiness. That’s what we all want for the future of our students, right? This might feel like an abstract, far-off concept when working with elementary school students. However, the foundation built during these formative years is exactly what supports achieving those goals. How do we cultivate the curiosity, tenacity, and student empowerment to help our students realize that future? Think: Science… Technology… Engineering… Math.
Successful school systems understand the need to attract, select, develop, and retain the right leaders. In a 2004 study for the Wallace Foundation, Kenneth Leithwood and the study’s authors found that effective leadership is second only to good teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance. A later report from McKinsey & Company further emphasized that school improvement requires a strong pedagogy, supported by collaborative practices and leadership continuity.