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Item(s) found: 114
New teachers get mentors
Date CapturedSaturday August 25 2007, 9:59 AM
Star-Gazette reports, "Teachers were paired with mentors who teach the same subjects, and together they will work on the new teacher's portfolio of accomplishments, including community involvement, and help model lesson plans, Hochreiter [Elmira schools deputy superintendent] said. These portfolios will be presented to school administrators at the end of each year and serve as a record of the teacher's work toward tenure, he said."
California lawsuit filed over teacher labeling
Date CapturedTuesday August 21 2007, 6:48 PM
Bay City News Service reports, "According to Public Advocates, more than 10,000 intern teachers are labeled as 'highly qualified' each year in California. Nationally the number is more than 100,000. In addition to California ACORN the other plaintiffs in the lawsuit include the activist group Californians for Justice as well as a number of individual students and parents. The suit was filed in U.S. District Court In San Francisco."
Ithaca City School Distrist (ICSD) partners with families, community
Date CapturedMonday August 20 2007, 7:25 AM
Ithaca Journal guest columnist Lisa Harris, director of Academic Intervention Services opines, "Among the important elements for partnership in the Ithaca City School District Strategic Plan for Equity is 'Family and Community Advocacy and Involvement.' The plan states 'Every child needs an advocate to support his or her success in school. Families and community members can be the most effective advocates for children if they are welcomed and engaged by schools, and if they have effective strategies to support student success.' This strategy involves supporting programs that promote involvement — especially for families who can feel disconnected with school, providing training so that educators can effectively involve and partner with families and providing families with successful programs to help them support their children's performance and participation. Some examples follow."
Tell parents who good teachers are
Date CapturedFriday August 17 2007, 9:45 AM
The Atlanta Journal-Constitution opines, "Despite the rhetoric about the importance of improving schools in Georgia, no one in authority — not the governor, not the state school superintendent or local school boards — wants to acknowledge the elephant in the classroom, which is teacher quality. The leadership remains silent for fear of being trampled by outraged teachers and education lobbies protesting that there's no fair way to measure teacher performance. The conspiracy of silence is abetted by the state's colleges of education, which deny any responsibility for the skill of their graduates and avoid any discussion of quality out of fear that they'll be implicated and their profitable franchise jeopardized. After all, programs such as Teach for America have already demonstrated that bright college graduates can become excellent and effective teachers without ever stepping foot in a college of education."
Tribes say No Child Left Behind leaves no room for culture
Date CapturedSaturday August 11 2007, 12:03 PM
Santa Fe New Mexican reports, "State [New Mexico] Secretary of Education Veronica Garcia said schools in isolated rural areas, where many tribal and pueblo schools are located, often have difficulty recruiting teachers. The government needs to support ways to encourage Native Americans to become teachers so they can return to teach in their tribes and pueblos, Garcia said. The law also disregards tribal sovereignty by forcing schools to adhere to state academic standards, said Samantha Pasena, a recent graduate of the Santa Fe Indian School. In addition to issues facing Native Americans, the panel also brought up the concern that under No Child Left Behind, special-education students are forced to take the same tests as regular students."
To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-1993 Bachelor's Degree Recipients 10 Years After College
Date CapturedWednesday August 01 2007, 10:42 AM
The report provides an overview of teachers’ job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates’ preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching. Alt, M.N., and Henke, R.R. (2007). To Teach or Not to Teach? Teaching Experience and Preparation Among 1992–93 Bachelor’s Degree Recipients 10 Years After College (NCES 2007-163). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Buffalo schools get $6.8 million
Date CapturedTuesday July 24 2007, 10:52 AM
Buffalo News reports, "Buffalo Public School officials have announced the district has secured $6.8 million in grant funds from three sources in the state Education Department."
20,000 'CLASS' ACTS
Date CapturedTuesday June 19 2007, 9:07 AM
NY Post reports, "Nearly 20,000 candidates applied for 1,725 teaching-fellow slots at city schools this year, the Department of Education announced yesterday. The 19,846 applications equaled a 17 percent jump over last year's response to the program, which recruits teachers and other professionals from nonteaching backgrounds. They are given special training and offered subsidies to study for master's degrees. The program focuses on subjects with a shortage of qualified teachers, such as math, science, special education and English as a second language."
ELIOT'S COLLEGE TRY
Date CapturedWednesday May 30 2007, 9:01 AM
NY Post op-ed contributor THOMAS W. CARROLL, a graduate of SUNY-Albany and president of the Foundation for Education Reform and Accountability opines on considerations, "Creating a new school of education focused less on education theory and more on proven teaching techniques. Right now, the best urban schools in the state - including those run by KIPP Achievement First and Uncommon Schools - have to retrain and 'reprogram' teachers who've graduated from even the 'best' ed schools. Why not let these successful schools design from scratch an ed school that gets it right the first time?"
Community colleges and teacher preparation: Roles, Issues and Opportunities
Date CapturedFriday May 11 2007, 9:03 AM
May 2007 ECS issue paper by Tricia Coulter PhD and Bruce Vandal PhD highlight recommendations includings: (1) Teacher preparation should be viewed as a four-year process that includes content and pedagogical training throughout the four-years; (2) Program and course development should be a collaborative process including representation from universities, community colleges and the K-12 sector; (3) Each state department of education should encourage ongoing collaboration and communication among legislators, community colleges, universities and the K-12 sector on how community college teacher preparation can be used to improve the quality of teacher preparation and ameliorate teacher shortages; and (4) Policymakers and institution leaders should consider providing resources to community colleges and K-12 school districts to support customized training for teachers through contracts and/or partnerships between community colleges and school districts.
Teachers find adjusting to technology a real education
Date CapturedTuesday May 01 2007, 8:17 AM
Times Herald-Record reports, "Education is way behind, Richardson said. Business and the media, even politics, have adjusted to the wave of technology and its changes. Students have changed as well: 55 percent of them use social networking sites such as MySpace or Facebook; 57 percent of students have created material for the Internet. They use information sites like Wikipedia. They blog and send instant messages, create videos and more."
Rush to slash class size will hurt our schools
Date CapturedMonday April 23 2007, 9:00 AM
NY Daily News Op-ed contributor Michael Rebell, executive director of the Campaign for Educational Equity, at Teachers College, Columbia University opines, "A mandated average class-size reduction plan is likely to be applied across the board to virtually all schools in the system, while it is clear that we should, at least at first, target the students with the greatest education deficits. Let's not forget that it was for them that the CFE case was waged and won, and that the Court of Appeals invalidated the old funding system to ensure that funding follows need. When they meet tomorrow, the Board of Regents should approve regulations that allow class-size reductions to be limited to low-performing schools and to follow improvements in teacher quality and the availability of adequate space."
$20,000 stipend proposed for new teachers
Date CapturedTuesday April 10 2007, 9:25 AM
Ithaca Journal reports, "The program's goal is to address a decline of qualified math and science job candidates at technology companies such as Advion. Recent graduates will be asked to pass two proficiency tests to receive the stipend for the next five years. At the end of the five years, teachers have the opportunity to pass the tests again to extend the stipend. Candidates would face a standardized test in their field, as well as a pedagogical test."
P-16 Implementation and Evaluation of the Regents Teaching Policy: Second Annual Report on Teacher Supply and Demand
Date CapturedThursday April 05 2007, 10:38 AM
What does the data on teacher supply and demand reveal about teacher shortages? What strategies should be used to eliminate those shortages and ensure that all students have certified and highly qualified teachers?
Real N.Y. school reform has only just begun
Date CapturedWednesday April 04 2007, 8:34 AM
NY Daily News guest contributor Joe Williams, executive director of Democrats for Education Reform opines, "Many Democrats in particular will find themselves in the uncomfortable position of having to choose between, on the one hand, a reform-minded governor who is responding to a frustrated public and, on the other, to entrenched political forces that have proven to be more than willing to simply continue along without making important changes that would make excellence commonplace in our schools. Among the reforms we must begin to try without further delay: genuine accountability for our teachers that gives principals more authority to hire and fire educators; pay scales that give different teachers different salaries, based on market realities and quality; an aggressive overhaul of the way teachers are trained; and more choice for students and families. To be sure, the most historic part of this year's education budget is the resolution of the 14-year-old Campaign for Fiscal Equity lawsuit, under which the state will now hike its spending on education by billions of dollars per year. But lasting change will require much more than just sending more and more money into systems where children compete with grownups for their share of the attention. In that regard, the fight has just begun."
Focus on black male representation in special ed, honors classes
Date CapturedWednesday March 21 2007, 8:26 AM
Journal News contributor Fred Smith, assistant superintendent, pupil personnel and curricular services, New Rochelle School District writes, "The question is this: 'Are black males overrepresented in special-education programs and underrepresented in honors programs?' The African American Men of Westchester, along with other groups, organizations and individuals, is looking for answers, in an upcoming forum hosted by Iona College's Department of Teacher Education. AAMW has long been concerned about the high numbers of African-American, Hispanic/Latino and American Indian students in classes for the educable mentally retarded, the emotionally disturbed and the learning disabled. AAMW is also concerned about the low numbers of students from these groups who are assigned to programs for the gifted and talented."
Key State Education Policies on PK-12 Education: 2006
Date CapturedTuesday March 20 2007, 12:20 PM
This CCSSO report informs policymakers and educators about the current status of key education policies across the 50 states that define and shape elementary and secondary education in public schools. The report is part of a continuing biennial series by the Council’s state education indicators program. CCSSO reports 50-state information on policies regarding teacher preparation and certification, high school graduation requirements, student assessment programs, school time, and student attendance. The report also includes state-by-state information on content standards and curriculum, teacher assessment, and school leader/administrator licensure.
Baltimore County Schools stymied, audit shows
Date CapturedTuesday March 13 2007, 9:08 AM
Baltimore Sun reports, "A lack of oversight and teacher training have undermined academic progress in Baltimore County schools and perpetuated a minority achievement gap that could take 50 years to close, according to an independent review that found a breakdown between what children need to learn and what is being taught. In an unprecedented, in-depth examination, the audit found that teachers are inundated with new programs but little direction, and many schools are in disrepair. It also found that 'no one is "in control'" of curriculum management - a critical function that includes determining what will be taught and when, ensuring that teachers have the necessary training and tools and measuring whether programs are working before trying something new."
SCHOOL SCI OF RELIEF; CITY WIDE LESSON PLAN
Date CapturedWednesday March 07 2007, 8:03 AM
NY Post David Andreatta reports on new citywide science curriculum, "An expert applauded the plan, but cautioned that it won't cure all the city's ills. 'It's a good idea if it's well managed,' said New York University science education professor Pamela Fraser-Abder. 'What is even more critical than having an enforced curriculum is having elementary teachers trained to teach science.' 'Until we get to the stage where people really feel comfortable teaching science, regardless of what structures we put in place, it will not work as well as it could.'"
Keeping New Teachers: A First Look at the Influences of Induction in the Chicago Public Schools
Date CapturedThursday March 01 2007, 7:16 PM
1/2007. Kavita Kapadia and Vanessa Coca; with John Q. Easton. Consortium on Chicago School Research (CCSR), "By itself, induction programming had no significant impact on teachers' satisfaction with their job. However, strong levels of mentoring and support for new teachers—regardless of whether it was part of a formal induction program—greatly improved teachers' experiences and intentions to continue teaching. This report also suggests that high quality induction be both intensive and contextual so that it takes into need the contextual factors that affect teachers' experiences and intentions."
A Bad Report Card
Date CapturedTuesday February 27 2007, 9:23 AM
NY Times opines, "Congress, which is preparing to reauthorize both the No Child Left Behind Act and the Higher Education Act, needs to take a hard look at these scores and move forcefully to demand far-reaching structural changes. It should start by getting the board that oversees the National Assessment of Educational Progress testing to create rigorous national standards for crucial subjects. It should also require the states to raise the bar for teacher qualifications and end the odious practice of supplying the neediest students with the least qualified teachers. This process would also include requiring teachers colleges, which get federal aid, to turn out higher quality graduates and to supply many more teachers in vital areas like math and science. If there’s any doubt about why these reforms are needed, all Congress has to do is read the latest national report card."
Incentives proposed for math, science teachers
Date CapturedTuesday February 27 2007, 8:55 AM
The Post-Standard reports, "[Sen.]Schumer wants to create a national Math and Science Teaching Corps. In exchange for a four-year teaching commitment, the program would provide teaching certification in a one-year master's degree program to people highly skilled in math and science. Teachers who want to participate in the program would have to take tests demonstrating their knowledge and teaching skills. Teachers accepted into the corps would receive annual stipends ranging from $11,000 to $20,000 in addition to their regular salaries. The annual cost of the program could exceed $1 billion."
Arizona State University charter school's opening delayed
Date CapturedThursday February 22 2007, 9:28 AM
The Arizona Republic reports, "Q: What will be unique about the schools? A: Staff, teachers and leaders will be trained in the process of innovations of teaching and curriculum. They could look into achievement in math, for example, so students are ready to take algebra in eighth grade, so they may need to look at curriculum. That could be a change. You see an improvement in this area and it could be presented to other Arizona schools, and it's proven in a real-life setting."
HVCC expands to Troy housing project
Date CapturedMonday January 08 2007, 5:34 AM
Troy Record reports, "There are 261 children under the age of 6 and 91 between the ages of 14 and 18 living in the 390-unit complex on Madison and Spring avenues. Parents and children who reside there could benefit from this kind of opportunity [child development courses], HVCC Teacher Preparation Department Chairperson Nancy Cupolo said."
Teahers Taking Wrong 'Train'
Date CapturedWednesday January 03 2007, 5:33 AM
NY Post David Andreatta reports, "According to the National Forum to Accelerate Middle-Grades Reform, a coalition of educators aiming to improve middle schools, 43 states offer some sort of middle-school teacher training but only 21 of them require these instructors to have that credential. New York, for instance, began offering a grades 5-9 teaching license in 2000. But it still offers overlapping licenses of grades K-6 and 7-12 and allows teachers with them to teach in middle schools. The result of the overlapping licenses, observers say, are teachers less in tune with the needs of middle-grade students because their formal training leaned to elementary or high school. In New York, the overlap is necessary in part to maintain enough certified teachers to meet state and federal requirements. But the state has begun placing much more emphasis on teacher training across all grades. Requiring teachers to have at least six credit hours of literacy training, introducing training in specific subject areas and tracking the success of teachers as they enter the workforce are just a few changes imposed in recent years."
A New Year for School Reform
Date CapturedSunday December 31 2006, 9:46 AM
NY Times opined, "With the easy achievement gains already behind us, the next level of progress will require rigorous systemic change. The states, for example, will need to adopt rigorous examinations that track the federal test, the National Assessment of Educational Progress, more closely. They will have to crack down on state teachers colleges that turn out poor graduates, and devise ways — including differential pay — to persuade highly qualified teachers to work in failing schools that they have historically avoided. To move forward, the country must also find new ways to support and transform failing schools, beyond labeling them failures and presuming that the stigma will inspire better performance."
Bumping in Schools
Date CapturedWednesday December 27 2006, 3:41 AM
NY Times opines, "The United States has a long and shameful history of dumping its least effective, least qualified teachers into the schools that serve the neediest children. The No Child Left Behind Act requires the states to end this practice. But the states are unlikely to truly improve teacher quality — or spread qualified teachers more equitably throughout the schools — until they pay more attention to how teachers are trained, hired, evaluated and assigned. To get control of the assignment process, districts will need to abandon union rules that basically guarantee senior teachers the right to change schools whenever they want — even if the principal of the receiving school does not want them — by bumping a less senior teacher out of his or her job."
Schools deserve much more
Date CapturedSaturday December 16 2006, 10:04 AM
San Jose Mercury News writes, "No Child Left Behind's testing requirements are concentrated in elementary and middle school. With the law already under siege, it's unlikely that Congress will expand testing in high schools. U.S. Secretary of Education Margaret Spellings acknowledged that during a meeting with the San Jose Mercury News editorial board this week. However, there is more that the federal government could do to promote fundamental changes in high schools. It could create incentives for teachers willing to work in the toughest schools and fully fund extended days and Saturday schools in low-income areas. It could fund programs to entice engineers to teach math and science part time to ease the impending teacher shortage."
Professor flunks schools' curricula
Date CapturedThursday December 14 2006, 7:44 AM
Rochester Democrat and Chronicle reports, "Making the learning experience relevant to black and Hispanic students, said [UCLA Professor] Howard, requires teachers to take the time to learn where a kid is coming from, value cultural differences to better relate to students, and inject students' cultural and community points of reference into math, language arts, science and social studies. Greater parental involvement and communication between teachers and parents is also a key, said Howard."
Swimming upstream in the mainstream
Date CapturedSunday December 10 2006, 9:12 AM
NorthJersey.com reports, "The number of special needs students in mainstream classrooms have increased statewide, due mainly to federal legislation that encourages the inclusion of such pupils in general education courses. Although training is available for teachers on the state, county and local levels, there are no minimum standards or requirements for general education teachers to receive special needs instruction. Moreover, if teachers are not properly trained, advocates say, special education students can fall behind and not receive the education to which they are entitled under the law."
Connecticut Report: Add new preschool seats, bolster teaching skills
Date CapturedWednesday December 06 2006, 4:42 PM
AP reports, "The report advises better outreach to poor families without access to good early childhood education programs, and to others that might not understand the value of preschool. It also calls for more equitable funding for programs that currently receive state reimbursement, more support for school readiness councils in local communities, and better tracking of how children perform during and after preschool to ensure that programs are effective."
Service-Learning Mentoring: One Answer to the Minority Teacher Shortage
Date CapturedMonday December 04 2006, 8:39 PM
TC Records writes "Some researchers believe minority students are more successful in the classroom when their teachers reflect their racial or ethnic group (The Collaborative, 2004; Nuby & Doebler, 2000). Others believe minority teachers are beneficial to everyone (Gordon, 2005; Gursky, 2002), and their presence can help create an awareness of and appreciation for diversity. Service-learning is one approach that can introduce prospective minority teachers to the field and prepare them to enter and succeed in teaching careers." Teachers College Record, Date Published: November 09, 2006. http://www.tcrecord.org ID Number: 12835, Date Accessed: 12/4/2006 8:38:00 PM
Tracking Teachers
Date CapturedSunday December 03 2006, 8:08 AM
NY Times op-ed contributor RICHARD DE LISI, dean of the graduate school of education at Rutgers University writes, "What New Jersey needs next is research to determine what aspects of teacher preparation are most important and whether one approach is more effective than another at promoting student achievement. Unfortunately, a key tool that would make this research possible is missing here: a database that tracks both student and teacher information from prekindergarten to 12th grade. Several states have developed strong database systems. But here, concerns about cost and privacy have kept us from creating one. These concerns are serious. But other states, sometimes through trial and error, have overcome them, and we can learn and benefit from their experiences."
Audit: Few California Teachers Take Training Program
Date CapturedFriday December 01 2006, 1:58 PM
AP reports, "Fewer than 7,300 of the state's 252,000 public school math and reading instructors have completed a voluntary training program that state lawmakers approved in hopes of introducing more rigorous academic content to California classrooms, a state audit found."
Teaching - the solution is as simple as that
Date CapturedFriday December 01 2006, 7:53 AM
Community Press contributor and testing coordinator in the Princeton City School District writes, "The good news - we have control over teaching quality as opposed to controlling poverty, ethnicity, culture or environment. At Princeton, more time and effort has gone into hiring top notch teachers than ever before. They are interviewed extensively and complete a battery of screening tests. We screen for people with demonstrated competency in working with groups from very diverse backgrounds that can be flexible in meeting the needs of our students. More time and money has been spent on training and retraining than ever before. Why all the extra effort with hiring, training and teacher collaboration? Because we believe those efforts are critical to our ability to provide the very best teachers for our students. The very best teachers are those who understand the need to continue their professional learning, and who are willing to implement research-based practices to do whatever it takes to help their students be successful."
Education Leaders Speak on Schools
Date CapturedWednesday November 29 2006, 8:32 AM
Columbia Spectator reports, "Klein [New York City schools chancellor] focused on charter schools that have been successful in bringing students who were behind up to grade level, describing as politically driven the state-wide charter school cap that prevents New York City from opening any more charter schools. 'I'm a big fan of charter schools,' he said. "They are built on accountability." He also stressed the importance of good teachers over small class size, citing his own experience at Columbia as an example. 'There were people here at Columbia who were wasting my time,' he said. 'One of the reasons those classes were so small is because everyone else had realized that those teachers were a waste of time.'"
Schooling corporate giants on recruiting
Date CapturedTuesday November 28 2006, 9:17 AM
CNN reports, "Seniors who compete to be Teach for America corps members must endure hours of interviews and tests designed to assess their organizational skills, perseverance and resiliency - critical traits since recruits receive only five weeks of teacher training (albeit grueling) before they get plopped into a classroom in the South Bronx or some other impoverished locale. As the students voice their qualms about TFA 'What if I fail? Won't poor kids reject Ivy League teachers?' Kopp doesn't sugarcoat the obstacles: 'It can be really overwhelming and depressing,' she warns. 'We all have bad days, and people who teach in Teach for America probably have more bad days than most.'"
Elementary school report card: Too many teachers, too few jobs
Date CapturedMonday November 27 2006, 5:14 AM
Post-Standard reports, "A report done this year by the state Education Department shows there is a surplus of elementary and early childhood teachers in the state outside of New York City. The report shows severe shortages in career and technical education, math and physical education teachers in New York City, and in reading and literacy teachers elsewhere in the state. There are so many elementary teachers that local school districts are overflowing with applications for few open jobs."
Do Board-Certified Teachers Lift Test Scores?
Date CapturedThursday November 23 2006, 4:00 PM
NPR Larry Abramson reports, "Many teachers say that board certification has reawakened their commitment to teaching, even kept them from leaving the profession. But some districts remain skeptical, because they're not sure they'll get the only benefit that matters in education today: improved test scores. That finding is back up by recent research from William Sanders, who works for the computer software company SAS. 'There's very little difference in effectiveness based upon the National Board Certification Status,' Sanders says."
Schumer: Add math, science teachers
Date CapturedThursday November 23 2006, 7:38 AM
The Daily Star reports, "U.S. Sen. Charles Schumer, D-N.Y., said he’s sponsoring legislation that would help even the playing field and get more teachers with math and science backgrounds into schools across the country. The program would pay certain "master teachers" an additional $10,000 to $11,000. "
Only the Bathwater -- Or the Baby, Too?
Date CapturedWednesday November 22 2006, 5:46 PM
Teachers College Columbia University reports, "TC Professor Amy Stuart Wells provided historical context for that question in the Symposium's opening presentation, in which she noted that unlike many other developed nations, the U.S. has traditionally focused on educational achievement as a primary means to better the lot of the economically disadvantaged. Where other nations have established broad social welfare systems, Wells said, the U.S. has historically 'laid the task of rectifying societal inequalities at the schoolhouse door.'"
Preschool Is School, Sometimes: Making early childhood education matter
Date CapturedTuesday November 21 2006, 9:45 AM
Education Next contributor Robert C. Pianta, professor of education at the Curry School of Education and director of the Center for Advanced Study of Teaching and Learning, the University of Virginia writes, "Recent work suggests that direct training methods, such as mentoring and coaching and constructive feedback based on observation of teachers, can improve early education practice and children’s performance."
"Photo Finish: Which Teachers Are Better? Certification Status Isn't Going to Tell Us
Date CapturedMonday November 20 2006, 7:47 PM
Economists Thomas J. Kane of Harvard University, Jonah E. Rockoff of Columbia Business School, and Douglas O. Staiger of Dartmouth College, in Education Next, 2007 No. 1 answer the question of whether certification ensures highly effective teachers in the classroom. Researchers write, "The results of our study of New York City public school teachers confirm a simple truth: some teachers are considerably better than others at helping students learn. For example, elementary-school students who have a teacher who performs in the top quartile of all elementary-school teachers learn 33 percent of a standard deviation more (substantially more) in math in a year than students who have a teacher who performs in the bottom quartile. Yet as we embrace this piece of conventional wisdom, we must discard another: the widespread sentiment that there are large differences in effectiveness between traditionally certified teachers and uncertified or alternatively certified teachers. The greatest potential for school districts to improve student achievement seems to rest not in regulating minimum qualifications for new teachers but in selectively retaining those teachers who are most effective during their first years of teaching. "
Why science scores stink
Date CapturedMonday November 20 2006, 7:44 AM
NY Daily News contributor Gross, emeritus university professor of life sciences at the University of Virginia writes, "In the end, no attempt to improve science achievement will succeed without addressing the obvious problem staring us in the face. Namely, teachers who haven't studied science are teaching it to our kids. More than 25% of seventh- to 12th-grade science teachers nationwide have neither a major nor a minor in their subject area. Yes, we need reform. But, in the spirit of the scientific method, that reform must be realistic and informed by the mistakes we've made over the years. It must not put faith in untested hypotheses."
New York toughens road to teaching
Date CapturedMonday November 20 2006, 5:48 AM
Star-Gazette reports, "People will no longer be able to receive initial certification in childhood education after Feb. 1, 2007, or in other areas -- including middle childhood education, adolescent education, special subjects and students with disabilities -- through individual evaluation after Feb. 1, 2009. An option is still available to adults -- the more traditional path, a four-year degree leading to certification. State education officials, trying to toughen the requirements for all teachers, said they have had a notice posted on the state education Web site regarding this decision since 2004. Elmira College officials said they were first made aware of this deadline by Board of Cooperative Educational Services officials on Sept. 7, and immediately began to counsel all of the students affected."
LIU opens high-tech model classroom in Rockland
Date CapturedWednesday November 08 2006, 6:30 AM
The Journal News reports, "But Melody Hockley, an English as a second language teacher at Eldorado Elementary School in Chestnut Ridge, was more skeptical. She predicted a continuing disparity between what was available to teachers in their classrooms and what was available at LIU. The amenities and equipment in the room, she said, 'is more for the manufacturers to show off what they can do.' 'It looks nice and pretty," she said, 'but if there are budget problems, it's not getting into the classroom.'"
A higher bar for future teachers
Date CapturedTuesday October 31 2006, 7:15 AM
Boston Globe contributor Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation and president emeritus of Teachers College, Columbia University opined, "Teaching is a profession. It requires deep content knowledge, a familiarity with ways to teach that knowledge effectively, and an understanding of how young people learn and grow. Future teachers should complete a traditional arts and sciences bachelor's degree in a content area such as math, history or English, and then undertake a year of graduate study to learn how to communicate their subject in ways that promote student learning. Scholarships will also be necessary to encourage our most talented students to choose teaching careers over high -profile, better-paying professions."
California's single-sex experiment short lived
Date CapturedWednesday October 25 2006, 8:18 AM
San Francisco Chronicle reports, "A Ford Foundation study in 2001 concluded that the experiment [$5 million pilot program] had been a failure -- not because single-sex education as a concept was bad, but because the programs were often badly carried out, with teachers poorly trained in gender issues and little state funding. The researchers from Berkeley, San Diego and Toronto concluded that the schools had closed too soon for them to know if girls and boys benefited from the separate classrooms. They did, however, interview more than 300 participants and found that gender stereotypes were often reinforced under California's program."
University at Arizona gets $3.5M to boost math education
Date CapturedTuesday October 24 2006, 7:27 AM
Tucson Citizen reports, "The National Science Foundation awarded UA [University of Arizona] a five-year, $3.5 million grant to improve the skills of would-be mathematics educators."
Money Flows Into Teacher Bonus Program
Date CapturedSunday October 22 2006, 9:40 AM
Newsday Ben Feller reports, "Using the old-fashioned incentive of cash, President Bush's program encourages schools to set up pay scales that reward some teachers and principals more than others. Those rewards are to be based mainly on test scores, but also on classroom evaluations during the year."
Today's teachers face unique diversity challenge
Date CapturedFriday October 20 2006, 9:21 AM
Sun-Times News contributor Bryan Scherer, certified business and English teacher writes, "I think schools can do more to create a culturally diverse learning environment by matching teacher with student. Hiring more ethnic teachers to make those connections with minority students is a win-win. It would also benefit kids to hire teachers that have life experience, instead of selecting the same status quo new hire; typically, it's the 24-year-old that is starting his or her first job, and comes cheap."
Teacher standards
Date CapturedTuesday October 10 2006, 5:44 AM
Rochester Democrat and Chronicle opined, "A new study of teacher readiness across America found startling weaknesses in getting the best and brightest into the profession, preparing them well and paying them accordingly. If New York bucks that trend, and lets it be known that it does, that could help bring families and businesses here. But the state has to do a better job laying out the facts."
New York state and Guardian Angels partner in online safety prgram
Date CapturedMonday October 09 2006, 1:45 PM
AP reports, "Teachers will also be taught to make sure students' work has not been plagiarized and learn how to detect and stop cyber-bullying: attacks on children by other children through e-mail, instant messaging or rumors on Web sites."
Manhattanville College student teachers get more time in the classroom
Date CapturedSunday October 08 2006, 8:38 AM
JOURNAL NEWS reports, "If there's one thing a new school teacher has to learn, it's how to improvise in the classroom. That's one reason why Manhattanville College's School of Education is sending more of its teaching students every year into classrooms at the Thomas A. Edison Community School in Port Chester, a short drive away."
New agenda for Texas education
Date CapturedSunday October 08 2006, 8:19 AM
Chron.com contributor Jim Windham, Texas Institute for Education Reform writes, "During the 1990s, Texas became a national leader in education reform when a bipartisan group of Texans joined together to establish academic standards and accountability as the framework for transforming public schools. The reforms began in 1993 when the state adopted a new accountability system that linked school accreditation with success in meeting academic standards."
$11.6 Million in Grants Awarded for Highly Qualified Special Education Teachers, Early Intervention Personnel
Date CapturedThursday October 05 2006, 5:52 PM
The money will also be used to train specialists in early intervention and other aspects of services for students with disabilities, recognizing that the earlier children can be identified as being in need of services, the greater the likelihood they can reach their education potential.
Alliance grows; Syracuse schools benefit
Date CapturedThursday October 05 2006, 7:31 AM
"The institutions [Le Moyne College, Onondaga Community College, the State University of New York College of Environmental Science and Forestry and SUNY Upstate Medical University] will support the 'smaller learning communities' within the high schools; help prepare city students for college; and prepare teachers to work in an urban school. The partnership will work with the district to figure out exactly what its role will be."
Boy trouble
Date CapturedMonday October 02 2006, 5:00 PM
The Boston Globe opined, "Gender-specific academic initiatives can be difficult to square with antidiscrimination laws. Yet public school systems in other states have managed to establish separate courses for boys and girls within a school, provided they do not set up entirely separate institutions. An enterprising school district or charter school could make history here by taking on the boys."
Buffalo alternative school off to a rough start
Date CapturedThursday September 28 2006, 12:33 PM
Buffalo News reports, "'These are youngsters who have not had success, period,' he [Superintendent] said. 'These are 17, 16 years old and they have some serious problems embedded in their personalities. They don't know right from wrong.' Teachers at the school are devoted and hard-working, but have not yet received proper training, Collier [associate superintendent for student support services] said."
How about that: back to basics
Date CapturedMonday September 25 2006, 7:03 AM
Chicago Tribune opined, "Most important: Teachers have to be qualified to teach math effectively and agile enough to employ the methods that work best for the individual student."
Too much time wasted on homework?
Date CapturedSunday September 24 2006, 10:05 AM
Philadelpha Inquirer prints Washington Post story by Valerie Strauss, "Elementary school students get no academic benefit from homework - except reading and some basic-skills practice - yet schools require more than ever. High school students studying until dawn probably are wasting their time because there is no academic benefit after two hours a night. For middle schoolers, the benefit ends after 11/2 hours. And perhaps more important, Cooper said, is that most teachers get little or no training on how to create homework assignments that advance learning."
Major Changes Needed to Boost K-8 Science Achievement
Date CapturedFriday September 22 2006, 8:57 AM
Kansas City InfoZine reports, "The commonly held view that young children are simplistic thinkers is outmoded, the report [by the National Research Council] adds. Studies show that children think in surprisingly sophisticated ways. Yet much science education is based on old assumptions, and it focuses on what children cannot do instead of what they can. All children have basic reasoning skills, personal knowledge of the natural world, and curiosity that teachers can build on to achieve proficiency in science."
Extra mentoring pays off for Massachusetts teachers too, schools find
Date CapturedThursday September 21 2006, 9:05 AM
Boston Globe reports on mentoring program, "Teachers in the program keep journals and attend monthly meetings and periodic skill-building workshops. The idea is to help them handle real world challenges they may not have encountered in their studies. The mentors give advice on everything from dealing with difficult parents to spotting students with special needs. They even give them examples of comments to put on report cards."
Curry praised as model for teacher education
Date CapturedThursday September 21 2006, 7:07 AM
Cavalier Daily reports, 'Students [in the Education School] are taught to praise research and to be able to discern what is relevant in research and to use instructional methods that have been proven effective,' Education Prof. Sandy Cohen said. 'We really strive for our students to see themselves as researchers in their own classrooms ... emphasizing the things that work and that don't work'."
A transformation for special ed: Need to account for language and cultural differences
Date CapturedWednesday September 20 2006, 11:00 PM
The Arizona Republic reports, "The push for accountability in public schools, coupled with increasing numbers of English-language learners, has put a squeeze on those who work in one of the most demanding, stressful career fields."
CUNY, NYU And DOE Team Up To Train Teachers For City Schools
Date CapturedTuesday September 19 2006, 7:22 PM
NY1 Mike Meenan reports, " A joint effort by the Department of Education, CUNY and NYU, the Teacher Academy recruits college freshmen who want to become math and science teachers and trains them to serve city schools."
Teacher colleges get low marks
Date CapturedTuesday September 19 2006, 11:56 AM
The Honolulu Advertiser writes, "Don Young, interim dean of UH's College of Education [University of Hawaii] that produces most of Hawai'i's new teachers each year, called the report [Educating School Teachers] 'broad-brush charges' not particularly applicable to Hawai'i where student teachers have been receiving standards-based education for the past five or six years, as well as extensive hands-on classroom experience." The university has launched new courses that address challenges such as No Child Left Behind requirements. UH was not pinpointed in the Levine study.
University of Virginia Curry School of Education Recognized as National Model
Date CapturedMonday September 18 2006, 11:15 PM
Newswise reports, "The Curry School's five-year B.A./M.T. program, the high quality of its students, the balance between theory and practical experience and the reputation of the faculty are among the elements given high marks in the study, which was done by Arthur Levine, former president of Teachers College at Columbia University and now president of the Woodrow Wilson National Fellowship Foundation."
Educating School Teachers
Date CapturedMonday September 18 2006, 6:47 PM
Study author Arthur Levine, who recently left the presidency of Teachers College, Columbia University to become president of the Woodrow Wilson National Fellowship Foundation concludes "that a majority of teacher education graduates are prepared in university-based programs that suffer from low admission and graduation standards. Their faculties, curriculums and research are disconnected from school practice and practitioners. There are wide variations in program quality, with the majority of teachers prepared in lower quality programs. Both state and accreditation standards for maintaining quality are ineffective."
Urban growth changes agricultural education
Date CapturedMonday September 18 2006, 11:57 AM
Idaho Press-Tribune reports, "Because of the shift toward more urban topics, many agriculture teachers who grew up on farms and wanted to focus on production agriculture education found themselves having to take on unfamiliar subjects they had never considered learning or teaching before."
Service-learning program gives children a ‘jump start’ into school
Date CapturedThursday September 14 2006, 1:36 PM
"The School of Human Ecology at the University of Wisconsin-Madison has launched a new outreach and service-learning program aimed at helping economically disadvantaged preschoolers get a "jump start" on kindergarten, while giving college students experience in the classroom."
Texas Extension Program Helps Prepare Special-Needs Students for Life After High School
Date CapturedWednesday September 13 2006, 1:21 PM
Texas A&M University AgNews reports, "The program, funded through the Texas Education Agency, is designed to assist career and technology teachers – formerly known as vocational teachers – who are working with students with special needs, primarily in high school, he [Dr. Rick Peterson, Extension parenting specialist and project director] said."
Teach for America
Date CapturedTuesday September 12 2006, 8:25 AM
Race, Poverty and Special Education
Date CapturedSunday September 10 2006, 10:58 PM
Connect for Kids reprints National Academies editorial by Christopher Cross, senior fellow at the Center on Education Policy, "To make sure that minority students who are poorly prepared for school are not assigned to special education solely for that reason, teachers should be required to first provide them with effective instruction and social support in mainstream classrooms before considering special ed."
Changing classrooms require change in teaching methods
Date CapturedSunday September 10 2006, 11:56 AM
Beacon News reports, "Local [Illinois] educators need to adapt their teaching styles to their increasingly diverse classrooms, West Aurora school administrators told a group of new teachers during an Aurora University seminar last week."
Taking a byte at teaching
Date CapturedThursday September 07 2006, 4:44 AM
NY Daily News reports, "Martin, 35, is one of 1,700 new recruits in the city's Teaching Fellow program - a joint effort of the Department of Education, the United Federation of Teachers and local universities and schools. The program, which started in 2000, trains professionals and recent graduates to teach subjects with a shortage of teachers, such as math, science and special education. There are now 7,000 teaching fellows."
Inequality and the Right to Learn: Access to Qualified Teachers in California's Public Schools
Date CapturedTuesday September 05 2006, 6:46 PM
By Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University. "The article outlines the legal rationale for insisting on access to qualified teachers for all students, analyzes the reasons for the current shortfalls in California, and proposes a set of remedies based on research and policy outcomes elsewhere." Teachers College Record Volume 106 Number 10, 2004, p. 1936-1966. http://www.tcrecord.org ID Number: 11677, Date Accessed: 9/5/2006 5:46:06 PM
Teachers program seeks recruits
Date CapturedTuesday September 05 2006, 10:00 AM
Richmond Times Dispatch reports, "The Troops to Teachers program is a favorite among schools looking for experienced teachers to fill tough jobs in urban and rural school systems. But three years into the Iraq war, the program is struggling to find recruits as the military stops highly trained personnel from retiring."
New Hampshire begins recruiting future special ed teachers
Date CapturedMonday September 04 2006, 11:02 AM
AP reports, "The program is aimed at middle, high school and college students and others who may be interested in a career change. The state is looking for specialists to work with students with disabilities."
Massachusetts Gov. Romney applauds student measurement in No Child Left Behind
Date CapturedThursday August 31 2006, 7:42 PM
AP reports, "Romney [Gov.], addressing a commission taking testimony in preparation for a congressional reauthorization debate scheduled for next year, said testing identifies problematic schools that can then be helped through funding, teacher training and student programs."
Buffalo Superintendent Williams pushes for longer school year: Plan, which includes longer school day, is supported by Board of Regents chancellor
Date CapturedWednesday August 30 2006, 12:02 PM
Buffalo News reports, "Bennett (chancellor) said he expects similar efforts across the state. Williams said the longer year and extended day are needed to: Give students more time to tackle increasingly demanding course work and state graduation requirements; Allow more classroom periods for vocational education, art and music, which are getting crowded out by the expansion of instruction in English, math and other 'core subjects'; Provide more time for teacher training and preparation. This school year, teachers report to school on Tuesday, then begin instruction on Wednesday; Allow time during the school day for Advanced Placement and honors courses that are being phased back into Buffalo high schools."
Plattsburgh State president discusses the state of the college
Date CapturedMonday August 28 2006, 8:36 AM
Press Republican reports, "If Plattsburgh State doesn't earn accreditation for its teacher-education program the second time around, the result will be catastrophic, college President Dr. John Ettling says. At the very least, enrollment in that area will experience a quick downward spiral, he said, and, ultimately, the State Education Department could pull the program."
Exploding the Charter School Myth
Date CapturedSunday August 27 2006, 8:23 AM
NY Times opined on charter schools, NCLB and teacher quality, "One advantage of the No Child Left Behind Act of 2002 was the wave of education studies it started. They offer hope that Congress will look at the record when it considers reauthorizing the law next year. If it does, lawmakers will back away from the part of the act that offers charter schools as a cure-all. They should instead home in on the all-important but largely neglected issue of teacher training and preparation — which trumps everything when it comes to improving student achievement."
New group backs push for Ohio early childhood initiatives
Date CapturedSaturday August 26 2006, 8:45 AM
Times-Reporter publishes AP report, "A growing number of states – among them Florida, Oklahoma and Georgia – have already extended publicly funded education to include preschool for 4-year-olds. But the Ohio plan takes the concept further than other states have so far, calling for Ohio to create a new preschool teaching license; to convene a legislative task force; to establish a Board of Early Education and Care; and to make its extensive resources more readily available to families. The recommendations also include combining all services for the youngest children under one state agency. That would include behavioral and physical health resources, services for the disabled, educational offerings and programs for needy families."
Two new schools enhance Binghamton University links to community
Date CapturedFriday August 25 2006, 9:19 AM
Binghamton Press & Sun-Bulletin Op-Ed contributor Binghamton University president Lois B. DeFleur writes, "The School of Education also addresses community needs by preparing outstanding teachers and administrative leaders; by conducting educational research; and by developing new partnerships with school districts."
University at Buffalo's impact on Western New York communities
Date CapturedThursday August 24 2006, 2:55 PM
UB Reporter writes, "In terms of education, Henderson [vice president for external affairs] explains UB encourages the establishment of a "pre-K through 16 education continuum"—an educational pipeline that sets students on a seamless track from grade school to graduate studies."
Plattsburgh State requests teacher-education program extension
Date CapturedMonday August 21 2006, 8:30 AM
The Press Republican writes, "Under the Regents amended guidelines, after a college has been reviewed for accreditation and deficiencies have been found, it can apply for an extension by submitting an action plan to the state Education Department, which determines how much longer the school gets."
Looking beyond textbook learning: Upstate educators urged to embrace innovation at Saint Rose institute
Date CapturedSaturday August 19 2006, 8:21 AM
Times Union reports on seminar, "He [Noguera] is considered by many to be one of the nation's most important voices on education reform and diversity. The institute, formed last year with a $1.6 million federal grant, trains educators to better deal with modern issues affecting schools. Much of Noguera's address focused on creating a solid environment for teaching in urban areas, especially when dealing with low-income and special education students, as well as those who do not speak English. Teachers and administrators, especially in urban school districts, must work hard to create strong relationships with students to interest them in learning, he said."
Security Through Education
Date CapturedMonday August 14 2006, 7:55 AM
Washington Post contributor William E. Kirwan, chancellor of the University System of Maryland opined on school reform, "The best way to achieve such transformational changes is through so-called statewide K-16 councils, which bring educational leaders from all levels -- superintendents, principals, university presidents, deans -- together with business and community leaders on a regular basis to develop reform agendas. Such an approach is working in Maryland and a few other states. As a second means of plugging the holes, state governments and higher education need to rethink the way they distribute financial aid."
Illinois education group rips state, teacher plans
Date CapturedFriday August 11 2006, 1:55 PM
Chicago Sun Times reports, "Illinois has plans to help direct qualified teachers to the neediest students, but a national education group [Education Trust] Thursday said the plans fall short and ranked Illinois among the worst states in identifying schools that are shortchanging kids."[Illinois has a "Grow Your Own Teacher" program, a mentoring program for principals and looking at "performance pay" for teachers.]
North Dakota launches Teachers of English as a New Language program
Date CapturedSaturday August 05 2006, 10:53 PM
South Bend Tribune reports, "The pilot program is designed for licensed teachers in Catholic schools with at least 10 percent of students for whom English is a new language, and for bilingual teachers (including those abroad) who teach in schools where the primary language is not English. In 2007, the program will be offered to Catholic school teachers nationwide."
National Board Certifed South Carolina teachers discuss ways to help high-need schools
Date CapturedSaturday August 05 2006, 10:34 PM
AP reports, "South Carolina ranks third nationwide in the number of teachers with the advanced credentials. The state rewards those teachers with a $7,500 annual bonus for 10 years. The question Saturday was how to get more of those high-quality teachers in the schools that need them most."
Auburn school social worker plan opens rift : District, teachers union split over whether to take on uncertified social workers
Date CapturedSaturday August 05 2006, 9:58 AM
The Post-Standard reports, "John B. Plume, school superintendent, said the benefits of the program, especially social workers in the homes, is worth fighting for. He said the Partnership-hired and trained social workers would be different from the school social workers in that they would work in the homes and after school, which school social workers don't do."
Indiana U to help prep students for a college curriculum
Date CapturedTuesday August 01 2006, 8:47 AM
Journal Gazette reports, "The center will use 'best practices' to help teachers who instruct preschoolers through 12th-grade students. At Decatur Middle School in Indianapolis, teachers and administrators have spent five years working with IU faculty to improve the township’s high school dropout rate."
Bard aims to boost math teaching
Date CapturedSunday July 30 2006, 12:11 PM
Poughkeepsie Journal reports, "The one-year program, which has doubled in size since last year, is targeted at students who have recently earned bachelor's degrees and other college graduates who may be seeking career changes to education."
NYS Education Dept. Office of Professions & Teacher Certification accepting applications for immediate vacancies on the New York State Professional Standards and Practices Board for Teaching
Date CapturedWednesday July 26 2006, 3:42 PM
NYS Education Department: Apply for appointment to the Board if you have an interest in helping to shape teaching policy in New York State and if you qualify for appointment in one of the following categories: Higher Education (President or chief academic officer of a NYS college or university that prepares teachers), Teacher (Either a classroom teacher or pupil personnel service professional in a New York State school) Public (Representative of business, parent group, community organization, etc.) Teacher Education Student (Student matriculated in a teacher preparation program at a NYS institution, full-or part-time). Application information here.
Change in education: As Latino students near a majority in public schools, questions arise on how California will address shift
Date CapturedMonday July 24 2006, 2:05 PM
Contra Costa Times reports, "Within three years, California will become the nation's second state, after New Mexico, in which a majority of public school students are Latino, according to state projections."
Education Center Focuses on High-Quality Teaching Using Video and Latest Technology
Date CapturedFriday July 21 2006, 7:14 PM
Newswise reports, "The University of Virginia Curry School of Education has been awarded $10 million from the U.S. Department of Education’s Institute of Education Sciences to determine if a new method for training preschool teachers results in their students, especially disadvantaged children, learning language and literacy skills better."
$5 Million Grant to Teach For America to Improve Math and Science Education in Low-Income Communities
Date CapturedTuesday July 11 2006, 4:37 PM
PRnewswire reports, "The Amgen Foundation pledged $5 million to support a program aimed at doubling the number of college math and science graduates who join Teach For America by 2010."
Teacher Policy Research (TPR)
Date CapturedSaturday July 08 2006, 6:46 PM
Teacher Policy Research (TPR) is a research partnership between the University at Albany and Stanford University that examines the behavior of teachers and administrators with the goal of developing policies that will both attract and retain high-quality teachers and leaders, especially in low-performing schools.
President Bush calls for more spending on science
Date CapturedSaturday July 08 2006, 4:49 PM
USA Today reports AP story, "He also wants to train thousand of new science and math teachers and extend a popular tax credit businesses can receive for investing in research and development. The total price tag over 10 years would be $136 billion."
Teachers Matter
Date CapturedTuesday July 04 2006, 7:59 AM
NY Times registration required. NY Times reports, "To improve student performance, the states need to play a much stronger role in teacher training and certification — and in making sure that qualified teachers are evenly spread across their school districts. Breaking with the bad old status quo won't be easy. But it's the only way for the country to improve the educational picture for the poor and minority students who will make up such a large part of the work force of the future."
Arizona State U West teacher program hailed
Date CapturedSaturday July 01 2006, 9:39 AM
State invests in future teachers
Date CapturedSaturday July 01 2006, 7:23 AM
Times Union
Panel calculating how U.S. schools should teach math
Date CapturedThursday June 29 2006, 9:45 AM
General ed. teachers face special ed. realities
Date CapturedTuesday June 27 2006, 11:42 PM
Graduates move from Harvard and Yale to inner-city schools
Date CapturedSunday June 18 2006, 9:38 PM
Teach For America
Date CapturedSaturday June 17 2006, 5:07 PM
Teach For America is the national corps of recent college graduates of all academic majors who commit two years to teach in urban and rural public schools and become lifelong leaders in ensuring educational equity and excellence for all children.
Education Week Notes High Number of Math and Science Graduates Joining Teach For America
Date CapturedSaturday June 17 2006, 5:04 PM
Michigan education schools to be graded
Date CapturedWednesday June 14 2006, 7:33 AM
Language teachers needed
Date CapturedSaturday June 10 2006, 9:20 AM
Teach For America Expands to Hawaii, Recruiting Top College Graduates to Teach in the State's High-Need Public Schools
Date CapturedTuesday June 06 2006, 4:07 PM
Teacher Advancement Program (TAP) Foundation Grows To Become National Institute For Excellence In Teaching
Date CapturedMonday May 08 2006, 8:30 AM
Arizona Regents add degree programs in education at two UA sites
Date CapturedSaturday April 29 2006, 7:25 AM



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