Former interns participating in a listening session with the Secretary.
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!
Blog author Yesenia Solis. (Photo courtesy the author)
Months ago, traveling to Washington, D.C., seemed unbelievable to me, but recently this is exactly what I did. I am a rising senior from Avenal, California, and I want to someday be part of the government to make a change. So, thanks to the Ivy League Project – a program that encourages economically disadvantaged students to apply to the most prestigious universities in America – I was able to travel across the country to visit the Department of Education and several famous schools along the East Coast.
The program at Westminster Neighborhood Services serves as an oasis of hope, providing a safe and nurturing environment for children. (Photo courtesy Westminster Neighborhood Services)
“Something on the inside, working on the outside. Oh, what a change in my life!”
These words from a song I used to sing in church rang through my ears as I walked through the halls of the Westminster Presbyterian Church in Indianapolis. This church, situated on the corner of State and Sturm Roads, houses one of the hidden treasures of the Near Eastside of Indianapolis.
Recently, I spent National Summer Learning Day witnessing some of the work being done by Westminster Neighborhood Services, Inc. (WNS). Summer Learning Day activities happen across the country annually, with events highlighting the importance of keeping all children learning, safe and healthy every summer.
WNS has established relationships with a wide range of partners, such as the public library, museum, churches, local government, the business community, civic groups and many individuals to provide supportive services to families in the community.
On July, 21, 2016, the Department of Education’s (ED) newest student art exhibit — featuring works crafted by both B.F.A. and M.F.A. students in painting, photography, printmaking and illustration from Georgia-based Savannah College of Art and Design (SCAD) — was unveiled as opening ceremonies took place at ED’s headquarters.
Throughout the proceedings, SCAD demonstrated the qualities that cement its position as a top-tier college of the arts, and the essence of its mission statement — that the Savannah College of Art and Design exists to prepare talented students for professional careers, emphasizing learning through individual attention in a positively oriented university environment — shone through to all the guests.
If one thing stood out above all else on opening day, though, it was the deep and undeniable impression that SCAD leaves upon its students. In addition to SCAD artists’ mastery of their mediums, unveiled at the opening, they benefit from the college’s full commitment to supporting their continuous growth and aiding them in developing their career paths beyond graduation.
Attendees at the SCAD art exhibit opening take a moment to appreciate and admire the new pieces of art on display.
Summary: Thanks to recent advances in technology and in the data sciences, a new era of assessment is on the way in education.
In October 2015, in a Testing Action Plan, President Obama called for a new approach to testing and assessment to better serve students. The plan outlines a set of principles to reduce the time spent on standardized tests, and improve the quality and usefulness of tests for students and educators, including building new and more innovative technological-based assessment tools. More recently, the U.S. Department of Education (ED) released its proposed regulations on assessments under Title I of the Every Student Succeeds Act (ESSA), which the President signed in December 2015, to clarify how states can utilize a number of innovative approaches to assessment, including better integration of technology. ED also published draft regulations for public comment on the Innovative Assessment Demonstration Authority under Title I part B of the ESSA, which will allow states to pilot new approaches in a subset of districts as an alternative to statewide tests as they work to scale innovative tests statewide. Read more here.
These steps by Congress and the Administration are creating conditions whereby educational technology can help transform how tests are delivered while reducing the amount of classroom time spent on assessment. With the emergence of next-generation web- and app-based assessments, students are now engaging in activities and games that measure knowledge and performance in real time and provide immediate results. These new forms of technology regularly track progress toward mastery of grade level content, adapt and support learning to meet individual needs, and generate teacher reports to inform instruction. The best learning games allow students to play through hard, complex challenges and demonstrate mastery by succeeding at the game itself, making assessment engaging and rewarding.
Students gather in class at Owsley County Elementary School in Kentucky.
When it comes to serving schools across rural America, it’s important to remember that no two rural communities are alike. From the remote fishing villages in Alaska, to the sugar maple towns of Vermont, to the American Indian reservations in Montana, America’s rural communities are incredibly diverse. Nationwide, rural America contains over 70 percent of our landmass, one-third of our schools, and 59 million Americans, according to the 2010 Census. In addition to the need for the same educational opportunities as urban and suburban students, we recognize the unique challenges faced by many, if not most rural students: high rates of childhood poverty, limited health care, fewer career opportunities, isolation from basic services, as well as schools that don’t have the necessary transportation, technology, teachers, courses, and resources to provide students with a truly 21st century education they deserve.
Substantial conversations about teaching and schools cannot happen without the voices of teachers and principals. It seems obvious. Yet in too many places, educational policies are being written without our input, panels at education conferences are held without any teacher-speakers, and teacher expertise is routinely called into question.
Friday marked the two-year anniversary of President Obama signing into law the Workforce Innovation and Opportunity Act (or WIOA for short). Last month, the Departments of Labor and Education, in close collaboration with the Departments of Health and Human Services, Agriculture, and Housing and Urban Development, made publicly available the final rules implementing WIOA. We are excited to continue the conversation around WIOA and we are committed to making sure WIOA works for all job-seekers, workers, and employers as the departments implement the final rules.
All students—regardless of race, national origin, religion, disability, or sex—deserve access to a high-quality education, from preschool through college. Throughout the last seven-and-a-half years, the Obama administration and the Department of Education have worked to safeguard the rights and protections of our students by enforcing our nation’s civil rights laws and implementing regulations that prohibit discrimination and providing additional support to educators to prevent such discrimination.
Building on these critical efforts, today, the Department’s Office for Civil Rights (OCR) launched a webpage that consolidates resources from across the Federal government about religious discrimination. The new page links to OCR’s relevant policy guidance and case resolutions involving religious discrimination claims, as well as resources in various languages and from other Federal agencies.
In 2014, under the theme “Healthy Schools, High-Achieving Students,” and with an additional 46 events in 6 states, I enhanced my knowledge about green schools practices. From Boulder and Fort Collins, CO to Palm Beach and Broward, FL, from West Virginia to Kentucky, from Prior Lake Savage and Waconia, MN to Maryland, – practices that save money, improve health and achievement, and just happen to help our planet to boot – all of which make sense for school administrators, teachers, and the students we serve.
U.S. Department of Education Green Ribbon Schools (ED-GRS) began in 2011-2012, by defining “green school” according to three Pillars and recognizing 78 schools. In 2012-2013, ED added a District Sustainability Award and honored 64 schools and 14 districts. It also began an annual tour spotlighting the practices of honorees and launched a Green Strides resources portal for all to employ. The 2013-2014 cycle named 48 school and 9 district honorees and added an honor for state officials. 2015 brought a postsecondary category, honoring 9 colleges and universities, 14 districts, and 58 schools recognized, and saw the revamping of the Green Strides portal.
Watch the Livestream:
Just as I find it hard to believe my baby will turn one next week, I don’t know how it is that U.S. Department of Education Green Ribbon Schools (ED-GRS) hit five years of operation this one. On Wednesday, we recognized 47 schools, 15 districts, 11 postsecondary institutions, and one state education agency official at a Washington, DC ceremony for their efforts to cultivate sustainable, healthy facilities, wellness practices, and authentic, place-based learning.
As President and CEO of the National Black Child Development Institute (NBCDI) I have the privilege of speaking before many audiences, but I’ve never been more excited to come before a group — and to hear the immediate feedback about the impact of the day — than I was during National Black Child Development Week. Themed “A Week of Action,” the centerpiece of the week was NBCDI’s first Parent Power BootCamp. Held in partnership with the U.S. Department of Education (ED), the Parent Power BootCamp brought parents, caregivers and advocates together to “Get In-formation” – focusing both on exchanging knowledge and action planning to get in position to do the work of being relentless advocates and accountability agents on behalf of our children.
Caring and concerned adults wrote lessons learned and messages of affirmation to parent advocates across the nation. (Photo credit: National Black Child Development Institute)