Students from a variety of socio-economic and racial backgrounds discussed the idea of belonging during this Student Voices Session. (Joshua Hoover/U.S. Department of Education)
“If you feel like you belong, you can achieve anything.”
This was the overarching sentiment expressed by many students during the latest Student Voices session, which focused on college completion at Minority Serving Institutions.
Both Secretary John King and Under Secretary Ted Mitchell were on hand to listen and engage students from a variety of socio-economic and racial backgrounds around the idea of belonging.
Many students present expressed a concern about the general lack of support from school counselors and said this made them feel as though they didn’t belong at college.
Other students said it was one unique relationship – whether with a teacher or professor – that enabled them to attend and complete college because this individual took the time to listen, work alongside them and help them navigate the system.
One Native student said she felt misunderstood and taken advantage of because her high school counselor took it for granted that she would be able to fill out the online FAFSA application without realizing that she lacked access to resources such as wi-fi.
As a DACA student myself at this session, I recalled how college personnel sent me to one office after another with disjointed pieces of advice when I was attempting to find resources to pay my tuition.
Hearing these concerns about the need to improve school and college advising, Secretary King emphasized how the Department of Education is trying to share best practices with universities to better support undocumented students. He also said that ED is attempting to increase funding to prepare more school counselors.
Evan Sanchez, another undergraduate at the session, explained that he thinks college personnel should alter their advising schedules to better meet the needs of working or non-traditional students who are juggling multiple responsibilities.
Joanna DeJesus, a CUNY Macaulay Honors College student, recommended more purposeful communication across departments so that students do not receive conflicting advice.
Finally, the students agreed on the importance of universities to exert greater efforts in aiding students beyond college, such as assisting with job placements and providing financial literacy guidance.
The session itself, which was only supposed to last 30 minutes, continued for more than an hour. The fact that Secretary King stayed to listen to everyone’s stories demonstrated how much he valued our perspectives and diverse experiences. It is not everyday that there are Native, Asian-origin undocumented, Black, and Latina and Latino students engaging in the same conversation.
I think it’s important to recognize that educational policy decisions cannot be made without student input since it directly affects us. Secretary King ensured that our voices were not only heard, but that we felt like belonged in such a space to be able to share our personal journeys and recommendations.
Syeda Raza is an E3! Ambassador at the White House Initiative on Asian Americans and Pacific Islanders.
This session was a part of the ongoing “Student Voices” series at the Department through which students engage with senior staff members to help develop recommendations on current and future education programs and policies.
Career and technical education (CTE) has changed a lot from the “old vocational education” that many of us know from our school days. For the better part of this century, States and local communities have worked steadily to build high-quality CTE programs that are academically rigorous and aligned with labor market demands. The whole idea of the artificial separation between academic and technical pathways is passé. Most professions and careers in the 2016 and future economies require strong academic foundation skills, considerable technical knowledge and skills, and well-developed employability skills and attributes. There is nothing about CTE today that is not rigorous, relevant, and worth it.
And, CTE programs work. Recent research shows that secondary CTE students are more likely to graduate from high school compared to non-CTE students. CTE graduates land great jobs that pay well for both men and women in all kinds of careers, including emerging fields like cybersecurity and advanced manufacturing. Perhaps most importantly, CTE puts students on a direct path to the middle class by giving them the academic, technical, and employability skills they need to enter and advance in the world of work.
In a sure sign that CTE has become a rigorous, viable pathway, students and employers have begun to demand it. All across the country, there are reports of too few CTE slots for the number of students who want to enroll. Just last month, an article ran in the Philadelphia Tribune indicating that Philadelphia had received 11,000 applications from its 35,000 high school students, but only had room and resources for 2,500. In spring 2014, Massachusetts released the finding of a wait list survey and found that about 4,600 youth wanted to get into CTE but couldn’t. And, that number underreported the problem, as only half of all schools responded to the survey. Clearly, students and employers understand the college and career potential of high-quality CTE programs. And, one only has to do a quick Google search to find dozens of examples of States—from New Jersey to Oregon—whose employers are experiencing shortages of qualified workers and are seeking the skills that CTE offers. As one reporter put it: “[These] schools’ wait lists are a drag on the economy.”
It is not just a problem that so many students are waiting for an opportunity that may or may not be there before they leave high school but who these students are. Massachusetts found that schools receiving the least funding had longer waiting lists. Those schools served communities with large most at-risk populations. The take away is that in communities where the need is greatest, access to good programs is a real problem. No access, no skills, no good jobs. These wait lists are constraining opportunity.
It is obvious that the demand for this “new CTE” is growing across the country. What is unfortunate is that there isn’t comparable supply to match that demand. Underfunding of schools preventing them from adding space is mentioned as the primary cause. This represents a lot of “missed opportunities” to put students on a path to college and careers.
Our country can—and must—do better to prepare all students for success. The first step is to create equal access to good programs. As Acting Secretary of Education John King says: “We must make 2016 the year that we recommit to ensuring that every child in America—regardless of background or circumstance—has access to a high-quality education.”
Certainly, no one entity can tackle this alone and we are beginning to see some great examples at all levels of government and in both the public and private sectors of resources and collaborations directed toward building more high-quality CTE programs. At the Federal level, we are stepping up our efforts to reauthorize the Carl D. Perkins Career and Technical Education Act, which provides just over one billion dollars annually to improve CTE. And, just this week, the Administration released its FY 2017 budget proposal that includes a seventy-five million dollar innovation fund, the American Technical Training Fund.
States are responding, as well. There are some great examples in both the public and the private sectors that are beginning to address this CTE opportunity gap. The California Legislature recently authorized an additional $250 million in a California Career Pathways Trust to competitively fund partnerships among schools, community colleges, and employers to create career pathways aligned to high-need and high-growth sectors. Maryland just announced a $10 million initiative to launch a local version of a national program for students blending high school curriculum, college courses and work experience in four high schools in the state, including two in Baltimore. The Governor of Massachusetts proposed an additional $83.5 million for CTE, including a $75 million five-year capital program in a jobs bill set and an additional $8.5 million in his proposed annual budget for 2017.
National associations and the private sector are also stepping up to the plate. The AFT launched a $500,000 multi-city CTE initiative called Promising Pathways that will bring together local AFT affiliates, educators, school districts, community colleges, city governments and business partners in 4 cities—Peoria, Ill, ; Pittsburgh; San Francisco; and Miami—to expand CTE opportunities in line with employer demand. The Lilly Endowment, an Indiana foundation, pledged a $50 million gift to the United Negro College Fund to strengthen career pathways for students at historically black colleges and universities and others with large African American enrollment. And, JP Morgan Chase just launched a $75 million New Skills for Youth initiative to encourage states to develop more demand-driven CTE programs.
We need more of these efforts. As we enter CTE Month, let’s declare 2016 the year where we step up our efforts in working together at the federal, state, local, and tribal levels and across public and private sectors to ensure that students who seek access to high-quality CTE get just what they want and need.
Johan E. Uvin is the Deputy Assistant Secretary (delegated the authority of the Assistant Secretary) in the Office of Career, Technical, and Adult Education.
Lul Tesfai is the Director of Policy in the Office of Career, Technical, and Adult Education.
Sharon Miller is the Director of the Division of Academic and Technical Education in the Office of Career, Technical, and Adult Education.
This winter I spent nearly 10 weeks as an intern for the U.S. Department of Education’s Press Office. As an undergrad studying political science and communications in my final year of college, my time here has been very rewarding. It may be cliché to say, but the people I’ve worked with at ED are genuinely interested in helping you make the most of your time here. Whether it is connecting you with people working in areas you may be interested in to resume editing and general career advice.
Andrew Chao was a spring intern here at ED.
So how did I get here? As senior year rolled on by, I learned of an opportunity offered by my university to receive academic credit and an internship at Washington, D.C. From the outset, I knew that I wanted an experience that would help further my career in journalism, building upon what I have done at my school newspaper. I considered ED because it was the best fit for me. Although I wouldn’t be working for a news organization, I was able to see how a major federal agency handled interactions with the news media, allowing me a unique perspective on public relations.
Why should you intern at ED, you ask?
Well, if you are even remotely interested at all in education, here is the place to be. As a press intern, you literally get a front row seat on new education policy developments. I was able to sit in on press conferences and press calls right across from the Acting Secretary of Education John King as he informed the public about new announcements.
And there’s room to branch out! Although I was a press office intern, I wasn’t confined just to duties related to the Press Office. My supervisors were extremely supportive in helping to connect me with other people in the department that worked on issues I was interested in, even giving me the opportunity to work with the White House Initiative on Asian American Pacific Islanders.
There were also a lot of opportunities for socializing. The intern coordinator at ED does an excellent job in promoting various activities with other interns. From Washington Wizards tickets to a tour of the Supreme Court, there are plenty of opportunities to meet new friends. Moreover, every week there are brown bag lunches where you can speak with staff members from various ED offices, even the Acting Secretary of Education himself!
As a press office intern, I was able to learn a great deal about education policies and I can certainly say that my ten weeks at ED have been hectic and action-packed. It’s hard to narrow down what I enjoyed the most. Not only will you be entrenched in current education issues but you will be able to learn from talented and passionate colleagues. I highly encourage anyone considering an ED internship to give it a shot. You’ll have plenty of opportunities to work at different offices while acclimating yourself to a high-paced environment that would be valuable to any career path you may follow.
Andrew Chao was an intern with the Office of Communications and Outreach at the U.S. Department of Education and is a Senior at the University of California, San Diego.
States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expulsion, to discipline that is focused on teaching and engagement. To this effort, districts and states are rethinking discipline and adopting both Restorative Justice Practices (RJP) and Bullying Prevention (BP) as school-wide efforts to provide school staff with a set of preventative and responsive strategies to supporting positive student behaviors.
What are Restorative Justice Practices?
Restorative Justice Practices are a set of informal and formal strategies intended to build relationships and a sense of community to prevent conflict and wrongdoing, and respond to wrongdoings, with the intention to repair any harm that was a result of the wrongdoing. Preventative strategies include community or relationship building circles, and the use of restorative language. Some responsive strategies include the use of Restorative Questions within a circle or conferencing format, again with the intention of repairing the wrong that happened as a result of the behavior. The Restorative Questions, while varied in exact language, ask the student to consider: what happened? who did it impact? how do you make it right?
What is Bullying Prevention?
Bullying Prevention involves explicitly teaching students how to treat each other respectfully (i.e. what respect looks like in their school)and how students, including bystanders and the student who is bullied, should respond when peers are not being respectful (i.e. Stop, Walk and Talk),. Also important, is how adults respond to bullying and they help reduce peer verbal and physical aggression (i.e. prompt the student to use the Stop, Walk and Talk response).
Both RJP and BP provide explicit guidelines for students and staff on their interactions with one another to prevent and respond to problem behavior in a dignified, problem-solving manner. They are also both in alignment with the preventative, research-validated framework of School-Wide Positive Behavior Supports and Interventions (SWPBIS). Within SWPBIS, school teams define, instruct, and reinforce appropriate social behaviors in the same manner they teach academic content. SWPBIS is data-driven; through regular review of student behavioral progress educators are equipped with real time information necessary for organize school resources to meet the social needs of all students. SWPBIS provides a strong platform for the adoption of RJP and BP because it allows educators to see the impact of both the preventative and responsive strategies within the school. Here are some examples of how schools are merging RJP and BP with SWPBIS.
Jessica Swain-Bradway, Ph.D., is a former high school teacher and research associate at the University of Oregon and is currently the Research and Evaluation Director for Midwest PBIS Network www.midwestpbis.org. Dr. Swain-Bradway’s main areas for training and evaluation include multi-tiered systems of behavior support in high schools, the alignment of academic and social supports for the secondary classroom and Restorative Justice Practices within a School-wide Positive Behavior Intervention and Supports (SWPBIS) frame.
2014 National Teacher of the Year Sean McComb interacts with a student.
I learned a tough lesson my first year in the classroom – left to its own devices, my mind would focus with laser precision on my mistakes. Instead of celebrating the things that went well, I’d find myself sitting at my desk after dismissal stewing over a lackluster explanation, some mishandled mischief, or poor planning.
It’s good to be critical. It’s natural. In the big picture, it’s how we as humans evolved over the years. We’re the descendants of those cunning enough to survive long enough to have descendants themselves. But as a teacher, with all the challenges we face every day, an unchecked critical eye can become defeating.
A few weeks into that first year, I bought a fat stack of Post-it notes and started spending the first 10 minutes after school jotting notes to kids who had a good day, made a contribution, or conducted themselves with kindness. I chose to focus on the good, and it did me a world of good, too.
Last year I found myself, and many of my friends, caught up in the tempest surrounding the teaching profession. From viral resignation letters, to magazine covers, to court cases, our vocation seemed to be in everyone’s crosshairs. And for many, those narratives crowded out the joys, the laughs, the hard-fought victories, and the heart-wrenching challenges that give us such a deep love for teaching.
So last February a few friends and I decided to try to shine a light on our love for teaching. We asked our friends to join in. We also asked a few organizations to participate in the project. Those who were asked connected with others and pretty quickly there was a full-on campaign united by the #LoveTeaching hashtag. There were Twitter chats, and school “photo booths” and a flood of tweets and posts and pictures and blogs. Even Secretary Arne Duncan posted a video to say thank you and talk about what he loved about teachers. In the end, five million people interacted with the campaign—because, for all its challenges, there’s just so much to love about teaching.
This year, until Monday, Feb. 22, teachers – and friends – across the country are invited to join the #LoveTeaching campaign. I’ve used it as an opportunity to share a story about a student who changed my life. A Kentucky English teacher put together a list of twenty reasons she loves her work. What’s your story? Search the hashtag to gain inspiration from others, or just jump on and join in the love.
The teachers I admire start their day by thinking how they can do better for students. I urge you to take the opportunity to pause and remember the kids and colleagues, the personal champions and persistent challenges that make us #LoveTeaching.
Sean McComb is a high school English teacher in Baltimore, Maryland, and was the 2014 National Teacher of the Year.
The 2008 Metro Detroit General Election Obama Staff.
With regards to August Wilson, Lorraine Hansberry, Malcolm X and Martin Luther King, Denzel Washington referenced their short but impactful time on this earth as “concentrated dose[s] of life” going on to say that “these people didn’t have water added to their lives…they were here and they were intense for a short period of time…but they live on…for generations, for centuries hopefully…”
This is what working for the Obama administration has felt like to me and so many Black appointees: an intense and purposeful eight years of work done for the betterment of our future generations.
I am a first generation college graduate who was a Head Start student and a Pell grant recipient. When I completed the Free Application for Federal Student Aid (FAFSA) for the first time and saw my “expected family contribution (EFC)” would be $0, my resolve to receive a college education was solidified. From the time of my birth until my first job after graduating from Howard University, I lived in a household at or near the poverty line, which qualified me for financial aid and allowed me to have a better chance to achieve the American Dream. Had it not been for the opportunity a college education afforded me, there is a real possibility that my own children would have been born into that same generational cycle of having the talent and will, but not the financial way.
Of the many incredible memories I have of serving this President, my favorite involves my nephew, Drake. Drake was four years old and spending part of the summer with my husband and me in 2013. While watching Independence Day, I noticed a confused look on his face. I asked him what was wrong. “Tee-Tee that is not the President.” “And how do you know?” “The President is Marack O’Momma”.
The author’s nephew, Drake, at the White House Easter Egg Roll.
Now eight, Drake can accurately pronounce the President’s name, but I will forever treasure that memory. The realization that there is a whole generation of young boys and girls whose only reality has been one where Barack Obama is the “real” President of the United States, has affected me deeply.What a mighty concentrated dose of life witnessed by young Drake and children all over the world.
There have been many historical celebrations during President Obama’s administration. In 2014, we celebrated the 50th Anniversary of the Civil Rights Act and the 60th Anniversary of the Brown v. Board of Education Ruling. And in 2015, while celebrating the 50th Anniversary of the Voting Rights act-we also witnessed the passing of our beloved national treasure Julian Bond.
From Billie Holiday’s “Strange Fruit” blossomed Barack Obama who planted seeds for Acting Secretary John King, Tia Borders, Saba Bireda, De’Rell Bonner, Tenicka Boyd, Casimir Peters, Brenda Girton-Mitchell, Raymonde Charles, Denise Horn, Alise Marshall, Chris Robinson, Aketa Williams, James Cole, Kimberly Morton, Angela Tennison, Michael Brown, Ursula Wright, Monae White, Jim Shelton, Christina Cue, Tyra Mariani, Stephanie Sprow, Michael Smith, myself and countless other Black Appointees to grow. We dared to join the North Star journey of electing and serving the first Black President. We all started in different parts of this country. Some of us began this journey during the South Carolina primary in 2007, while others of us joined the “Obama” train further up the Ohio River in Kentucky.
As a field organizer working in my home city of Detroit in 2008, I welcomed neighbors from Canada that were eager to volunteer for the campaign even though they could not vote in our election to ensure Barack’s ascendency to the highest job in all the land. And when Barack Obama was elected President, we all made it to the White House. Not just those of us who had volunteered and mobilized to make history …but also those who came before us. The humanity of an invitation to work for the first Black president granted honor to our great grandmothers and grandfathers, and the spirits of our ancestors, whose shoulders we had to climb upon in order to make it to this extraordinary moment in time. And our humble service in the birth of this nation granted dignity to those who once served, unwillingly, building this country on their backs with their blood, sweat, tears and lives.
It has been an incalculable privilege to be of service to this President and our incredible First Family. I am forever grateful for this intense opportunity; this concentrated dose of time in my own life that I will one day share with my own children and their children as well.
Russella Davis-Rogers is Chief of Staff of the Office of Strategic Partnerships at the U.S. Department of Education.
At the White House for the White House Champions of Change for Computer Science Education! From left to right, Gilliam Jacobs, Brittany Greve, Andrea Chaves, Noran Omar and Angela Diep.
“You can’t be what you can’t see.”
This is a common expression that, perhaps like me, you’ve heard many times. For the girls at the Young Women’s Leadership school where I teach in New York City, this is – sadly — the case. My students couldn’t see themselves as women in STEM careers, and in fact, knew little about the opportunities offered within the field.
That’s why I made it my mission to bring computer science to our school.
My principal was excited at the idea of incorporating computer science (CS), but took me by surprise when she said I would have to teach it. As a certified Spanish teacher, I had no background in CS other than being digitally competent. But, after starting to learn through an online training program, I decided to blend computer science into my advanced Spanish speakers class because I figured why not have students learning Spanish dive into coding, too.
It didn’t take me long to realize that the gender gap is not due to women lacking STEM-related skills, but rather because young women are conditioned to believe that careers in technology and science are reserved for men. That’s part of why I also decided to start two after-school programs: a partnership with an existing organization, Girls Who Code, which works to inspire and educate women to pursue careers in technology and my own program, TechCrew – an internship program that exposes girls to coding, graphic design, animation and film.
Watch the girls in Chaves’ class who created the nutrition game, Healthy Bunch, which won the MIT-sponsored competition “Dream It. Code It. Win It.”
Each club started with eight girls, but TechCrew now includes 30 girls working collaboratively to create and produce technology-driven projects. Students have coded video games and apps about recycling, healthy eating habits, carbon footprints, space debris, learning Spanish and more. As one of my students, Brittany Greve, says, “Computer science has allowed me to look at a problem from multiple perspectives and use logic to come up with innovative solutions.”
My students have also become leaders within the CS community. We’ve worked together on all sorts of projects, such as a summer coding camp in Queens where girls learned to build apps that advocate for social justice. Additionally, my TechCrew is currently leading 50 girls in the creation of a Digital Dance, in which dancers, filmmakers, graphic designers and coders are bringing together their expertise to create a beautiful piece of art.
Watch Chaves’ students talking about why they love to code and how coding has influenced them (in English).
Watch Chaves’ students talking about why they love to code and how coding has influenced them (in Spanish).
I am a Spanish teacher by training, but I took a risk to integrate CS into my curriculum and learned that this language does not have to stand on its own. It can be infused into any subject in any classroom. All it takes is a little innovation, trust and risk-taking.
One of my students put it best, “CS has opened a new pathway in my life. It has made me discover a part of who I am that I didn’t know existed. I can now see what I would like my future to be,” she said.
Andrea Chaves is a Spanish and computer science teacher and creative director at the Young Women’s Leadership School in Astoria, New York. She was recently named a White House Champion of Change.
Ah, deadlines. The sworn enemy of students across the nation. When you’re busy with classes, extracurricular activities, and a social life in whatever time you’ve got left, it’s easy to lose track and let due dates start whooshing by. All of a sudden, your U.S. history paper is due at midnight, and you still don’t know Madison from a minuteman. We get it.
Nevertheless, we’re here to point out a few critical deadlines that you really shouldn’t miss: those to do with the Free Application for Federal Student Aid (FAFSA®). By submitting your FAFSA late, you might be forfeiting big money that can help you pay for college. Luckily for you, you’ve got just three types of deadlines to stay on top of. Now if only your Founding Father flashcards were that simple.
Here are those three deadlines:
The College Deadline
The first type of deadline comes from colleges themselves, and—spoiler alert—it’s typically pretty early. These deadlines vary from school to school, but they usually come well before the academic year starts, many in the neighborhood of early spring. If you’re applying to multiple colleges, be sure to look up each school’s FAFSA deadline and apply by the earliest one.
Many of these FAFSA due dates are priority deadlines. This means that you need to get your FAFSA in by that date to be considered for the most money. Many colleges have this date clearly marked on their financial aid pages. If you can’t find it, a call to the college’s financial aid office never goes amiss.
The State Deadline
The second deadline is determined by your home state. This deadline varies by state and can be as early as February 15 of a given year’s FAFSA application cycle (What’s good, Connecticut?). Some states have suggested deadlines to make sure you get priority consideration for college money, and some just want you to get the FAFSA in as soon as you can. States often award aid until they run out of money—first come, first served—so apply early.
This last deadline comes from us, the Department of Education, aka the FAFSA folks. This one is pretty low-pressure. Our only time constraint is that each year’s FAFSA becomes unavailable on June 30 at the end of the academic year it applies to.
That means that the 2016–17 FAFSA (which became available Jan. 1, 2016) will disappear from fafsa.gov on June 30, 2017, because that’s the end of the 2016–17 school year. That’s right; you can technically go through your entire year at college before accessing the FAFSA. However, a few federal student aid programs have limited funds, so be sure to apply as soon as you can. Also, as we said, earlier deadlines from states and colleges make waiting a bad idea.
Why so many deadlines?
All these entities award their financial aid money differently and at different times. What they all have in common, though, is that they use the FAFSA to assess eligibility for their aid programs. So when a college wants to get its aid squared away before the academic year starts, it needs your FAFSA to make that happen. If you want in on that college money, you need to help the college out by getting your information in by its deadline. Same goes for state aid programs. Additionally, many outside scholarship programs need to see your FAFSA before they consider your eligibility for their money. If you’re applying for scholarships, you need to stay on top of those deadlines, too.
What happens if I miss the deadlines?
Don’t miss the deadlines. Plan to get your FAFSA in by the earliest of all the deadlines for your best crack at college money. By missing deadlines, you take yourself out of the running for money you might otherwise get. Some states and colleges continue awarding aid to FAFSA latecomers, but your chances get much slimmer, and the payout is often less if you do get aid. It’s better just not to miss the deadlines.
If you miss the end-of-June federal deadline, you’re no longer eligible to submit that year’s FAFSA. Did we mention not to miss the deadlines?
Across the board, the motto really is “the sooner the better.” So put off the procrastinating until tomorrow. Apply by the earliest deadline. Get your FAFSA done today!
Drew Goins is a senior journalism major at the University of North Carolina. He’s also an intern with the U.S. Department of Education’s Federal Student Aid office. Likes: politics, language, good puns. Dislikes: mainly kale.
Have you ever wondered about pursuing a federal career? Are you interested in public service? Would you like to gain valuable work experience and help move the needle on education issues in this country?
The Department of Education may have opportunities that match your interests – and we’re currently accepting applications for interns!
Our Department is a place where you can explore fields like education policy, education law, business and finance, research and analysis, intergovernmental relations and public affairs, or traditional and digital communications, all while learning about the role federal government plays in education.
Our interns also participate in professional development sessions and events outside of the office, such as lunches with ED and other government officials, movie nights, and tours of the Capitol, Supreme Court and other local sights.
One of the many advantages of interning at ED is our proximity to some of the most historic and celebrated sites in our nation’s capital, all accessible by walking or taking the Metro.
ED is accepting applications for Summer 2016 internships through March 15, 2016.
If you are interested in interning during the upcoming term, there are three things you must send in order to be considered for an interview:
A cover letter summarizing why you wish to work at ED and stating your previous experiences in the field of education, if any. Include which particular offices interest you. (But, keep in mind that – due to the volume of applications we receive – if we accept you as an intern we may not be able to place you in your first-choice office.)
An updated resumé.
A completed copy of the Intern Application.
Prospective interns should send these three documents in one email to StudentInterns@ed.gov with the subject line formatted as follows: Last Name, First Name: Summer Intern Application.
(Note: For candidates also interested in applying specifically to the Office of General Counsel, please see application requirements here.)
An internship at ED is one of the best ways students can learn about education policy and working in the civil service. It’s also a fantastic opportunity to develop crucial workplace skills that will help you in whatever career path you choose. And, it’s an opportunity to meet fellow students who share your passion for education, learning, and engagement.
Click here for more information or to get started on your application today.
De’Rell Bonner is a special assistant and youth liaison in the Office of Communications and Outreach at the U.S. Department of Education.
I once heard a student ask: “To change everything, we need everybody to take action. How will you engage others in developing a brighter, more just global community?” When I think back to that student’s question, I’m pleased to now report that 21 large districts have come together with the support of the Green Schools Alliance (GSA) to collaborate on more sustainable school options.
Represented by their sustainability personnel, these districts have formed the GSA District Collaborative to accelerate hands-on environmental action in school communities across the nation. Over the years, district sustainability officials had shared frustrations over higher prices for more sustainable products and policies that encumbered their work. This sparked a conversation about collaborating to affect major change, particularly in purchasing. Instead of creating their own separate association, they asked the Green Schools Alliance to house the coalition.
The Collaborative is comprised of 21 U.S. school districts – eight of which are among the 12 largest districts in the country. Collectively, these districts affect the lives of 3.6 million children in 5,726 schools with more than 550 million square feet of building area. The school districts have committed to working together and joined the Alliance as individual members, pledging to reduce their climate and ecological impact; connect their students to nature; and educate and engage their communities on climate and conservation. The charter members of the District Collaborative are:
New York City Department of Education, NY
Chicago Public Schools, IL
Clark County School District, NV
Broward County Public Schools, FL
Houston Independent School District, TX
Orange County Public Schools, FL
Fairfax County Public Schools, VA
The School District of Palm Beach County, FL
The School District of Philadelphia, PA
San Diego Unified School District, CA
Denver Public Schools, CO
Austin Independent School District, TX
Virginia Beach City Public Schools, VA
San Francisco Unified School District, CA
Boston Public Schools, MA
District of Columbia Public Schools, DC
Oakland Unified School District, CA
Detroit Public Schools, MI
Lincoln Public Schools, NE
Fayette County Public Schools, KY
Kansas City Public Schools, MO
These districts concur that every child has a right to learn, engage, and play in a healthy and sustainable environment where every person is aware of and accountable for their impact. Together, they will work in four key areas:
Leveraging collective purchasing power to increase access to sustainable alternatives;
Influencing local, regional, and national policy decisions;
Building and sharing district-level best practices; and
Contributing to the development of district-level sustainability programs.
The Collaborative is excited to be working within the GSA to develop programs that directly impact students, including project-based STEAM (Science-Technology-Engineering-Art-Mathematics) initiatives and leadership training programs for middle and high school students.
Later in 2016, the Green Schools Alliance will be releasing a new version of its online community, still based on its long-term goals of peer-to-peer networking and best practices sharing. The new community will enable students and school professionals to more easily search for resources to make their school more sustainable and learn the leadership skills to affect that change. The second phase of the online platform will include a web-based measurement and reporting platform/dashboard that will improve data collection and reporting of resource efficiencies and other sustainability programs in member schools.
While the emerging field of learning games was the day’s focus, the visibility of women game developers – excelling as scientists and in business – deserves attention.
At the White House, US Chief Technology Officer Megan Smith talked about Grace Hopper, who broke the mold in the 1940s as a pioneer for inventing programming languages and through an illustrious career as a computer scientist. Smith noted the national need to repair the representation gap among girls, women, and minorities following in the path of Hopper. Educational games and access to low-cost maker technology such as Raspberry Pi (link is external) offer partial solutions to this complex problem. At the Expo, SBA Administrator Maria Contreras Sweet toured the hall and spent time chatting and learning the stories of SBIR women game developers, including Kara Carpenter of Teachley and Maria Burns-Ortiz of 7 Generation Games.
SBA Administrator Maria Contreras-Sweet meets with Maria Ortiz Burns of 7 Generation Games.
SBIR has been identified (link is external) as one national initiative that holds promise for catalyzing the women developer movement. With women in leading development and research roles for half of the 30 games, the ED Games Expo demonstrated that SBIR is already starting to deliver on this promise.
From left: Melissa DeRosier of the 3C Institute, Tory VanVhooris and Anne Snyder of Second Avenue Learning, Leah Potter of Electric Funstuff, Kara Carpenter of Teachley, & Maria Burns-Ortiz of 7 Generation Games.
Many of the women at the Expo founded their small business with a mission to create opportunities for girls to learn STEM, and others act as key project team members. The women at the Expo were:
Early childhood educator Kara Carpenter co-founded Teachley (link is external)with colleagues Dana Pagar and Rachael Labrecque while earning doctoral degrees in Cognitive Studies Psychology at Teachers College Columbia University.
Clinical psychologist’s Melissa DeRosier (founder) and Deborah Childress from the 3C Institute (link is external) develop research-based interventions to support students’ social-emotional health in education and special education.
In the next few months, SBIR Pulse will release a series of Q&A interviews with many of these developers. We look forward to learning the stories of why and how these trailblazers got started, what role SBIR played, and what they see as keys to girls in STEM and women in business. Stay tuned!
Edward Metz is the Program Manager of the SBIR Program at the U.S. Department of Education’s Institute of Education Sciences.
Betty Royster is the Communications Specialist for the National Institute of Health’s SBIR and STTR Programs.
Shannon Rhoten is a Presidential Management Fellow at the U.S. Small Business Administration.
Imagine if all of the policies that affect our classrooms were written by teachers. All the assessments, too. Anyone who spends their days in America’s classrooms knows we’re a long way away from achieving that vision. Despite that, as an elementary school reading teacher in New Haven, Conn., I know that the best success I’ve had has been with lesson plans I’ve written with my colleagues, assessments we’ve created together.
I’d bet you feel the same way.
That’s why one of the most important features of the weekly Teachers Edition newsletter has always been that it is written by teachers and for teachers. Moving forward, you’ll see that even more clearly. For months, a committee of classroom teachers has been talking with colleagues and reviewing back issues with an eye toward making the newsletter more valuable for busy teachers. Expect to hear our voices some more — the voices of classroom teachers just like you, sharing the joys and struggles of our classrooms. Expect to see fewer headlines and more opportunities to engage with us, to share your thoughts and your stories. With Acting Secretary John King focused on how to lift up the voices of teachers, this is just one strand of a ramped-up strategy to digitally engage teachers: keep an eye out for Twitter chats and other opportunities for ED and your colleagues around the country to hear your voice.
You’ll also notice Teachers Edition’s new slimmed-down look this week. Most of our editions will feature a Voice from the Classroom article written by a teacher sharing his or her experience. Often, it’ll be written by a Teaching Ambassador Fellow, a teacher who spends a year sharing his or her experiences with ED; other times, it’ll be written by another teacher from across the country — maybe even you.
We’re working to strike a balance between features that inform (this week, a look at the 2016 Teacher of the Year finalists and a study of what’s inside the textbooks used by teacher prep programs) and those that entertain (this week’s wisdom from America’s oldest teacher and a video of the hoverboarding principal). You might also hear our voices a little bit more when we reflect on what’s in the news.
We know teachers don’t have a lot of free time. That’s why every feature that makes its way into Teachers Edition will face an initial test: would a teacher want to read this? As you scroll through this week’s edition, we’re hopeful you’ll find a lot that passes that test.