Tag Archives: education policy

Mrs. Stuart Goes to Washington: Policy Brief, Assessment and Back to School

Project: Policy Brief

Oh, the wonderful world of writing policy briefs. This week was spent working on a piece for the National Council of Teachers of English. We are trying to uncover who is teaching English and how these educators feel about a range of topics. There is data on teachers in general, but not a lot on teachers of English specifically. As an organization, we wanted to learn about this critical group of educators. Here are some questions that arose during my research:

  1. What might the race and gender of our teachers tell us about the ways we connect with our students?
  2. Why is it important to look at the levels of education a teacher has achieved?
  3. In a post–Common Core world, have levels of job satisfaction changed?
  4. What are the professional learning needs of teachers of English?

The most glaring fact so far has been the lack of current research on teachers. The U.S. Department of Education is set to release the next set of data end of summer/beginning of fall.

You know what they say about assessment …

I took a break from writing and research to meet with Miah Daughtery, the Director of English Language Arts and Literacy at Achieve. A fellow Wolverine, Miah and I discussed everything from ideas for getting kids to read—The Reading Minute by Kelly Gallagher—was new to me! to understanding why standardized assessments are so long (if you don’t know what a psychometrician is, then you probably don’t know the answer). One thing that was suggested in my district was that we write our own district-wide benchmarks. It was such a casual comment to our little department of 10 teachers that it seemed like a simple idea. Miah and I discussed how complicated writing assessment is, especially if it is assessment that you are going to use to make claims about student achievement. Miah has a presentation called “The Top 25 Ways a Test Item Can Be Flawed.” There are more than 25? The moral of the story is, folks, we need to revisit our benchmark plan. Miah suggested checking out the assessments from Achieve the Core, so I’m going to start there.

Oh and I’m back in the classroom on Monday

When my eyes got tired of looking at data, I turned my attention to my classroom. I have 6th and 8th graders reporting to me, excited yet sleepy, Monday. As most teachers do, I have grand plans for the year. These include, but are not limited to

  • infusing global education in all of my units, and building a website for my students to interact with me while I am on my study abroad, probably on Facebook or a page on my personal site
  • getting my kids to enjoy reading (also, getting them to actually read)—this means getting my classroom library in order, which terrifies me
  • doing daily read-alouds and maybe the Reading Minute
  • pairing contemporary texts with my mandated curriculum

I’m open to ideas!

 

Seriously, need to get it together! What a mess.

Mrs. Stuart Goes to Washington: Week 2

This week kicked off with Senate meetings. We met with staffers from both Republican and Democratic offices to urge the Senate not to eliminate Title II funds (so you can still have access to professional development) and to protect the $189 million for LEARN (intervention support). Both sides were sympathetic to our concerns, but it’s clear that they are contending with budget cuts. There is a cap on non defense discretionary spending, and it has seen a significant drop. Staffers from both sides of the aisle said that if we want to protect these funds, then raising the cap is essential. What does that mean? At its essence, it is akin to giving me a budget of $20 to feed my family of four each month. It’s just not possible, and certainly not healthy. Food is a critical part of life. I need to raise the cap on my budget in order to prevent my kids from starving. The same goes for Title II and LEARN, two programs critical to quality education. We should not be forced to cut these necessary programs. NCTE issued a press release later in the week expressing deep concern about these proposed cuts in the House appropriations bill.

A shot from the outside of the hearing room before we were allowed in.

On Tuesday I went with NCTE’s Lu Ann McNabb to the House Committee on Education and the Workforce hearing on ESSA state plans. The Democrats were vocal about the lack of representation from the Department of Education, and wondered when Secretary DeVos would appear before the committee. The Republicans voiced concerns about the department’s recent feedback on state plans and felt it was overreaching. Chairwoman Foxx was clear in stating that the committee will watch to make sure DC “keeps its distance” in regards to ESSA implementation.

 

Wednesday I was invited by rock star teacher leader Anna Baldwin to attend the Convening on Systems of Support for Excellent Teaching and Leading at the US Department of Education. The Ambassador Fellows worked this year to create a framework that “allows states, districts, and schools to assess the alignment of their systems of support for teachers and leaders to a set of core principles.” Participants spent the day collaborating and providing feedback on the framework. Keep an eye out for the release of this tool. I know I am looking forward to sharing with my administration and strategizing ways we can improve our professional learning. Jason Botel, acting assistant secretary for elementary and secondary education, offered closing remarks. He stated that he sees ESSA as an opportunity to tailor education programs to the students. He also recognized that the work is hard, and teaching is hard. I couldn’t agree more!

 

At the end of the week I was able to spend some time with my ASCD Teach to Lead team at L2L. This past year, Meghan Everette led a team which consisted of myself, Danielle Brown, Jason Flom, Kenny McKee and David Griffith to determine how educators view their role in advocacy and what can be done to better support potential advocates. The results of this research can be found at the Hurdles and Hopes website. The purpose of the L2L session was to engage with the results of the study. We discussed advocacy barriers and ideas for removing those barriers. I particularly enjoyed crowd-sourcing ideas for professional development modules around advocacy. The room was full of leaders who had strong ideas on how to improve educator advocacy.

Meghan Everette kicks off the L2L session by talking about the Teach to Lead process.

P&O (People and Opportunities)

Meghan Everette: If only there were words. Meghan is a Hope Street Group alum, ASCD Influence Leader, co-creator of the #EdAdvBecause chat, and an ASCD Emerging Leader class of 2014. She is also a Scholastic blogger (so check that out) and all-around super mom and amazing human.

Anna Baldwin, Amanda Barney, Monifa McKnight, Dana Nerenberg and the US Department of Education School Ambassador Fellowship: All of these magnificent ladies are ambassadors. It was great seeing fellow Hope Street Group alum Anna, and fellow EdReport’s crew Dana. Amanda was an excellent facilitator and sounding board, and I had an invigorating intellectual discussion with Monifa.

Jennifer Briones: I met Jen when she worked for Hope Street Group. Now she is a Policy and Advocacy Associate for Data Quality Campaign. She was kind enough to help me with my research project while I am here.

Angela Brizuela and the Library of Congress Summer Teacher Institutes: Teaching with Primary Sources: Angela is a STEM teacher at my school, El Rodeo Elementary. She was in town for the week at the Library of Congress for a teacher institute (check out the site, they have other options that cover all teachers.) This particular institute gathered a consortium of educational partners in an effort to develop curriculum using primary sources from the Library of Congress. Angela had high praise for the event: “I found the institute to be enriching in that I was able to develop science curriculum that was interdisciplinary and encourages critical thinking which is vital to developing responsible citizens.”