I’ll be hosting an Education Stakeholders Forum to be held Wednesday, May 11th, 2011, at 1:00 p.m., at the Department’s headquarters in Washington, D.C. We’ll be soliciting input and feedback on how we can improve the delivery of technical assistance through our partnership with Regional Comprehensive Center.
I still remember how nervous I was during my first day of school, as a new kindergartener at Fremont Elementary. As the daughter of Mexican immigrants, I only spoke Spanish at home. So, I was worried about how I would fare in school. Would I understand what my teacher was saying to me? How would I make friends? What if I didn’t like school?
Thanks to Mrs. Silverman, I didn’t have to worry about any of that. She welcomed me into her classroom and helped me fit in, even going so far as to set up a play date for me and a classmate, Brenda, who would go onto be my best friend. Gradually, she taught me my second language, while never devaluing or trying to erase my first. Most importantly, she showed me how magical learning could be, and set me on a path to academic success.
It is in large part because of Mrs. Silverman that I became a teacher. To this day, I have a photo of her with some of my classmates and me that appeared in a district newsletter. And whenever I have the opportunity to speak about the power of education, my story always seems to come back to Mrs. Silverman. Every so often, I do a search online for her, to see if I can find her, and tell her in person how much she’s done for me. I haven’t found her, but I’ll continue to share broadly my memories of Mrs. Silverman. Maybe that’s my way of thanking her over and over again for all that she did for me – though I sure would like the chance to tell her in person.
I hope many of you received a Save the Date notice a few weeks back for our regional capacity building conferences on successfully implementing School Improvement Grants. OESE is partnering with its Comprehensive Centers to connect educators, administrators, and practitioners together to learn from one another and begin creating peer networks and communities of practice. We have four conferences planned for April and May, each in a different location and catering to different audiences. Some basic information on the conferences are below, but watch more detailed information on registration coming soon!
April 5-6, 2011 Los Angeles, CA
Western (CA, UT, CO, NV, OR, WA, HI, AZ, NM)
California CC, West/Southwest CC, Northwest CC, Pacific CC Contact: Meg Livingston Asensio, mliving@WestEd.org
The Role of State, District, and School Leadership in Turning Around Low Performing Schools
April 13-14, 2011 Washington, DC
Eastern (DC, DE, MD, PA, NJ, VA, WV, SC, TN, GA, LA, AL, MS, FL, PR, USVI, ME, NH, MA, RI, NY, KY, NC, VT, CT)
New England CC, New York CC, Mid-Atlantic CC, Appalachia CC, Florida and Islands CC, Southeast CC Contacts: Robin Ahigian, email@example.com and Jan Phlegar, firstname.lastname@example.org
The Role of State, District, and School Leadership in Turning Around Low Performing Schools
May 18-19, 2011 Chicago, IL
Midwest (MI, IL, IN, IA, WI, OH, MN, plus interested others)
Great Lakes West CC, Great Lakes East CC, NHSC Contact: Barbara Youngren, email@example.com
High School Turnaround
May 24-25, 2011 Denver, CO
Central (NE, ND, SD, KS, MO, AR, OK, AK, TX, MT, ID, WY, plus BIE and interested others)
North Central CC, Mid-Continent CC, Texas CC, Alaska CC (plus BIE and interested others) Contact: Anne Tweed, firstname.lastname@example.org
Rural School Turnaround and Serving Native American Students
I’ve made clear in this blog and in my other communications that we are focused and committed to helping states and districts improve their persistently lowest-performing schools. Perhaps because of this, we’ve received quite a few questions about what this Administration is doing for those high-performing schools in the country.
Our proposal calls for every state to ensure that its statewide system of accountability rewards schools and districts for progress and success, requires rigorous interventions in the lowest-performing schools and districts, and allows local flexibility to determine the appropriate improvement and support strategies for most schools. All students will be included in this accountability system that builds on college- and career-ready standards.
Our plan also calls for us to celebrate and reward states, districts, and schools that do the most to improve outcomes for their students and to close achievement gaps, as well as those who are on the path to have all students graduating or on track to graduate ready for college and a career by 2020. All schools will be aiming to do their part to help us reach that ambitious goal, and for most schools, leaders at the state, district, and school level will enjoy broad flexibility to determine how to get there. You can visit http://www2.ed.gov/policy/elsec/leg/blueprint/index.html for more information about our proposal for reauthorization.
This past Monday, I had the pleasure of leading a technical assistance (TA) session at the National Title I Conference in Tampa, Florida. In addition to sharing information on OESE’s TA plan and the changes we are making at the Department to better support states and districts, we also featured a “Response Panel” of three state directors at the session. The panel provided some immediate feedback on my TA presentation, offered suggestions for OESE on further improving TA, and discussed how, as state directors, they are rethinking TA themselves to support their local districts and staff.
One of the concrete tools I shared with all the participants of the session was the rubric we created to honestly assess ourselves on the quality and effectiveness of our TA. It was so great to hear reactions from panelists on the rubric – several said they wanted to develop something similar in their own states! That signals to me that we are on the right track in shifting our mindset within OESE to emphasize support for those on the ground, and I know we have big plans ahead as we continue to implement our TA plan.
In addition to the TA session, I also gave brief remarks at the Opening Session of the conference, which a local radio station covered here. They even posted a YouTube clip of the end of my speech, which you can watch below:
I’m pleased to announce a public input meeting to be held on the Striving Readers Comprehensive Literacy State Grant Program next Friday, November 19, here at the U.S. Department of Education.
Next year, the Secretary plans to announce a competition for State projects to support comprehensive literacy development and to advance literacy skills, including pre-literacy skills, reading, and writing, for students from birth through grade 12, English learners and students with disabilities. So, we want to use this meeting to get input from experts, advocates, States, and other stakeholders on the application notice for this competition.
I want to encourage all of you who are interested to attend this meeting if you can — we really value feedback at the Department, and your input will be incredibly important as we develop this grant program. You’ll find more details on registration and submitting input below, and I look forward to a rich and productive meeting.
What: Striving Readers Comprehensive Literacy State Grant Program Public Input Meeting
When: Friday, November 19, 2010, 2 sessions to be held from 9:00am – 12:00pm and 1:00pm – 4:00pm
Where: U.S. Department of Education
Potomac Center Plaza (PCP) Auditorium
550 12th Street, SW
Registration: If you are interested in attending the meeting and/or providing input at the meeting, you must register by sending an e-mail to: email@example.com with your name, organization, and the session you are interested in attending (morning or afternoon) by Tuesday, November 16, 2010.
Submitting Written Input: Written input will be accepted at the meeting site, via e-mail, or mail. For e-mail submissions, e-mail: firstname.lastname@example.org, on or before 5:00pm (EST), Friday, November 19, 2010. You must include “Striving Readers Public Input” in the subject line of your e-mail.
To ensure that your input is fully considered in the development of the notice inviting applications, we urge you to identify clearly the specific question, purpose, or characteristic that you are addressing, and to arrange your input in the order of the questions as they are listed
We’re facing difficult times right now. At all levels – from states to individual schools – we’ve had to make sacrifices and see many programs and budgets cut.
As such, it’s no surprise that we hear from a lot of people on the subject of teacher job loss, and what we as a Department can do to help alleviate some of this pain.
Well, I want to assure you all that the Department is doing all we can to help save jobs. One major way that we’ve done this is through the Education Jobs Fund – a $10 billion education fund to support education jobs in the 2010-11 school year. This money was distributed to states by a formula based on population figures, and states can distribute their funding to school districts based on their own primary funding formula or districts’ relative share of federal Title I funds.
Aside from providing emergency support to states, it’s difficult for the Department to address more specific job-loss issues, because education is still the responsibility of State and local governments. By law, we can’t intervene in personnel issues or the allocation of State or local resources.
But, for individual teachers who may be looking for teaching opportunities, the Department’s TEACH website will be able to help. It lists thousands of jobs in your area, and should provide you with the information you need to help secure a teaching position. For more information, visit our site at teach.gov.
By Ken Bedell
Senior Advisor, Faith-Based and Neighborhood Partnerships Center at the U.S. Department of Education
When ETS is mentioned I think of educational testing. I remember the anxiety of taking the SAT and GRE exams, but last week I saw a different side of ETS. They sponsored a day-long conference on The Family: America’s Smallest School. Speakers and panels discussed recent research on what is happening with American families, successful programs that are effective in supporting families, and family policy strategies.
The keynote address was delivered by Thelma Meléndez de Santa Ana, Assistant Secretary for Elementary and Secondary Education at the Department of Education. She set the tone for the discussion by describing the role that her family played in supporting her own education. Particularly moving was the story of her grandmother, who was a teacher in Mexico. After retiring from teaching she refused to join her daughter and granddaughter in the United States because she was so much a part of the community where she had taught for years. As Dr. Meléndez’ story illustrated, families teach children to value education.
Jeanne Brooks-Gunn from the Teachers College and the College of Physicians and Surgeons at Columbia University reported on the Fragile Families and Child Wellbeing Study. She talked about the importance of structure and stability in children’s lives According to Dr. Brooks-Gunn, these studies provide the only data we have on the influence of fathers on children’s lives over time. More information on these studies can be found at http://www.fragilefamilies.princeton.edu/index.asp.
The conference helped me understand why the President’s Fatherhood initiative and the Department of Education parent involvement work is so important. Here are a few resources that may be helpful to those who are interested in these initiatives.
I’m always excited to meet people who want to enter the teaching profession. After all, I’ve devoted my entire career to education, and it’s the best decision that I’ve ever made.
We do get a lot of questions from teachers and prospective teachers about the process of becoming a teacher – from certification to actually starting on the job search. I know it can be confusing, but I’m really thrilled to know that so many people are interested in teaching and are actively looking for resources!
If you have specific questions on teacher certification requirements for your situation, you should contact your district or state education office. As you might know, the teacher certification process is something put into place by States, and the Department is not able to influence them or waive requirements. At the federal level, under the Elementary and Secondary Education Act, we simply require that highly qualified teachers be fully licensed or certified by the State – but this means that each State determines its own requirements for licensing and certifying teachers.
If you’re looking for more general information on how to become a teacher, the Department of Education recently launched a website, Teach.gov. It’s your one-stop-shop to all things related to becoming a teacher, explaining the certification requirements for each State, and culling together information about available jobs in your area. We’re really excited about this site, and our overall TEACH campaign – we want to encourage the best and the brightest to become teachers, and we want to make it as easy as possible to get the information you need.
I hope this information helps you as you start your journey towards becoming a teacher.