Teacher Voice Survey Results
My report on how educators and policy experts can work together to bridge the gap between their two very different but interrelated worlds. Inside, you’ll find:
- Results from two surveys (one for educators, one for policy experts) that explore how they currently communicate, how often this communication occurs, and how they’d like to hear from one another in the future.
- Two case studies exploring how states and organizations that represent educators have successfully worked together to inform policy decisions.
- A spreadsheet of organizations that represent teachers, principals, and district leaders and their methods for engaging in policy discussions.
If this report relates to your work, please feel free to share it! This blog is dedicated to engaging teachers and policy experts in discussion. If you have thoughts, feedback, or questions please leave a comment for myself and others to respond to.
Last week, the Senate passed the Every Child Achieves Act, a rewrite of ESEA (or NCLB as most educators know it). With 81 in favor and only 17 against, the bill represents the first serious effort to reframe our education system in over a decade.This article, on Education Week, gives a nice overview of the bill and its amendments.
Now, the Senate and House must meet, compare, and decide what the final bill should look like before another Congressional vote and, if all goes well, a trip to the President’s desk.
As the Senate debates the Every Child Achieves Act, the House is continuing its push for an ESEA rewrite with the Student Success Act.
Education Week shares the details of the bill and amendments that passed (218-213). To read the official bill summary, check out the Education and Workforce Committees majority outline here. See the minority (dissenting) opinion here.
With a similar theme to my recent report on teacher/policy expert communication, this report by the National Network of State Teachers of the Year takes a closer look at educator involvement in the policy-making process.
Teacher preparation programs are a hot topic in education policy today, as principals, prospective teachers, and policy experts alike look for ways to re-examine and reinvent the training pipeline.
Opinions on the subject spread far and wide, with some hoping to rank and rate them and others questioning the data that critics are using to question them.
The Woodrow Wilson Foundation is taking a more walk, less talk approach by creating the Woodrow Wilson Academy of Teaching and Learning. Their hope is to create an exemplar program focused on teaching time and competency as opposed to textbooks and credit hours. Based in the Boston area, this program will be a breeding ground for what works in teacher prep, with the hope that proven practices will spread to other programs across the country.
While I learned many valuable lessons during my time in teacher prep, when I started my first teaching job I wished I’d had more time in the classroom and more practice with differentiation strategies. Now, that wish has grown to encompass more training in data analysis, as this has become the driving force behind all things teaching and learning. There may be some stellar programs already in existence, but finding new ways to prepare new teachers for the classroom is never a bad idea.
Teachers, I’d love to hear thoughts about your teacher prep programs and what you’d like to see in future models. Policy people, I’d love to hear what you think is most needed in preparation programs. Questions or comments? Leave them here!
New Organizations, New Voices
This report, from the Center for American Progress (CAP), gives a great overview of the teacher voice organizations currently out there and how they operate. It was very helpful in my own research, and is a great resource for teachers interested in getting more involved in the ed policy world.