During my 11 years as a classroom teacher, I have learned that many things shape the learning opportunities available to a child. These factors can range from the abilities of the classroom teacher, to the climate of the school, to the leadership and vision of administration. We rightfully spend a lot of time discussing how to ensure our children receive the very best in all of these areas. However, last week I encountered one factor we don’t talk about nearly enough, something that can make a more profound difference for children than all others. What is this difference? 23 miles.
As a Teaching Ambassador Fellow, my colleagues and I have the honor of speaking with thousands of educators, parents, and students across the country about their greatest hopes for education and what’s working well for them or not. Just as I have struggled with the amount of testing in my own classroom, we invariably hear about the amount of instructional time and energy devoted to testing.
Don’t get me wrong. As a teacher, I know that assessing learning is a critical part of our on-going work. However, as the President outlined in October, assessments must be worth taking and of high quality; designed to enhance teaching and learning; and give a well-rounded picture of how students and schools are doing.
In a rush to improve and document one measure of student progress, well-meaning people have layered on more and more tests and put too much instructional focus on test scores rather than teaching and learning. The burden of this falls on our students.
The day I knew that I wanted to help bring our testing situation into better balance was when a ten year old student stood in front of me sobbing that despite lots of hard work, she was sure she had failed a high stakes assessment. She could not catch her breath to express her fear at what would happen to her. As I dried her tears, I knew that I did not want to stand by and be a part of a system that made any child feel that all that mattered was a number on what I knew was a low-quality test.
This past Tuesday, Acting Secretary John King released a video announcing new guidance to help states identify and eliminate low-quality, redundant or unhelpful testing. This guidance shares how federal money may be used to help reduce testing and bring testing back into balance for teachers and students.
The guidance outlines numerous ways funds can be used by States and districts to collaborate with teachers, administrators, family members and students to audit assessments; improve the use of the data; increase the transparency and timeliness of results; and to improve the quality of the tests our students take. As I work with the Department’s Teach to Lead initiative, I’ll note that this seems like a particularly ripe opportunity to call on our schools’ many talented teacher leaders to help improve tests.
We are at a tremendous moment in education to be able to step back in our states to put the balance back in assessment with the help of Federal resources. All of our voices need to be part of the discussion. Our students are counting on us.
JoLisa Hoover is a 4th grade teacher at River Ridge Elementary School in Leander Independent School District near Austin, Texas and a 2015 Teaching Ambassador Fellow at the U.S. Department of Education.
“The hard work of teachers, administrators, students and their families has made these gains possible and as a result many more students will have a better chance of going to college, getting a good job, owning their own home, and supporting a family. We can take pride as a nation in knowing that we’re seeing promising gains, including for students of color.”
– Secretary Arne Duncan
America’s students are graduating from high school at a higher rate than ever before, reaching 82 percent in 2013-14!
What’s more, the gap between white students and black and Hispanic students receiving high school diplomas continues to narrow, and traditionally underserved populations like English language learners and students with disabilities continue to make gains, the data show.
Improvements are under way at the Louisa Boren K–8 STEM School in Seattle, and the most recent Teach to Lead summit played an important role in facilitating some big changes.
A month ago, 100 teacher leaders gathered near Tacoma, Washington, for the fifth regional Teach to Lead Summit with hopes of learning how to address challenges in their schools.
These summits are part of the Teach to Lead initiative, created by the U.S. Department of Education (ED) and the National Board for Professional Teaching Standards (NBPTS) to expand opportunities for teachers to lead, particularly those allowing teachers to stay in the classroom.
Two of us came to the summit from the Louisa Boren K-8 STEM School in Seattle, where we focus on low student literacy skills. We left this two-day meeting filled with energy and ideas to address our concerns, many of which our school has immediately begun to implement. Our rapid progress is amazing!
Since Louisa Boren opened in 2011, teachers have watched their students master subjects that today’s global job market rewards — science, technology, engineering and mathematics.
Our students’ language arts skills, however, often don’t keep pace. Too many haven’t grasped phonics, don’t know how to break down words into syllables and lack skills that eventually will be needed to analyze complex literature.
We hoped the Teach to Lead Summit could set us on the right path, and we weren’t disappointed. During the summit we developed a concrete reform plan to take back to our school, “Literacy is the Backbone of STEM.” With support from one of the 70 educators present at the summit (our “critical friend”), we learned to:
- Develop a “logic model,” which is a framework for evaluating a program and finding ways to improve it. We first clarified exactly what our problem is, then created goals to move us beyond the problem and finally developed steps and activities to reach the goals. Our biggest challenge is that Seattle hasn’t adopted an elementary school literacy curriculum in 14 years, so teachers in our project-based school have no common way to teach literacy. Consequently, students don’t have aligned literacy instruction and no consistent literacy assessments, nor is a structure in place to discuss student data and use it to inform instructional practice. Our aim is to provide instruction that is aligned within all classrooms at a particular grade, as well as from one grade to the next
- Create an “elevator speech,” which provides us and other school educators with a short, clear, and consistent message about literacy expectations, which we can now share and communicate to and between the staff and the community
- Use our critical friend, who was assigned to us at the summit, to guide us in developing our school’s logic model and helping us and our school find appropriate instructional resources
Since the summit ended, our work to implement literacy reforms has accelerated. In just one month, teacher leaders at our school (1) gave an elevator speech to the principal and presented the logic model; (2) developed and distributed a staff survey to learn how the STEM staff can align literacy instruction and assessment within the context of the school’s project-based learning environment; (3) developed literacy professional development plans; (4) gathered information to guide the improvement of classroom libraries; (5) made a presentation to the PTA president to gain support for literacy reforms, as well as more money for books; and (6) took steps to involve parents in the conversations and reforms.
And the work continues! We hope our logic model eventually can grow to address literacy issues not just within Louisa Boren, but throughout all Seattle Public Schools.
Mary Bannister is a teacher-librarian and Jodi Williamson is a second-grade teacher at the Louisa Boren K-8 STEM School in Seattle. Both teachers are certified by NBPTS.
Across the county, teachers are working to solve some of the biggest challenges facing education today. They do this work in their classrooms with students, in their schools and professional associations, and—increasingly—in collaboration with other educators who seek opportunities to lead the transformation of teaching and learning and to have a voice in the development of policies that affect their profession. On September 26-27, the Department of Education and the National Board for Professional Teaching Standards (NBPTS) will offer a forum for educators to transform their best ideas into actionable plans by bringing together 29 educator-led teams in Tacoma, Wash., for Teach to Lead’s sixth summit.
Teach to Lead started as an idea in March 2014 to recognize the importance of—and challenges faced by—teachers, and to advance student outcomes by expanding opportunities for teacher leadership, especially those that allow teachers to stay in the classroom. Today, Teach to Lead has received a groundswell of interest from teachers around the country.
Over the past 18 months, educators have submitted more than 560 ideas for expanding teacher leadership through Teach to Lead, from Hawaii to Florida and Maine to Alaska. And nearly 200 teacher-driven action plans—developed through the Teach to Lead network and with the support of key stakeholders—are being implemented by educators at the school, district, and state levels. What’s also encouraging is that 85 organizations are committed to supporting and sustaining the work of teachers engaged with Teach to Lead across the country.
Summits are an opportunity to help spotlight and advance the groundbreaking, teacher-led work happening in states, districts, and schools. Teachers have gathered in Louisville, Ky.; Denver; Boston; and Washington, DC. For the educators who join Teach to Lead’s summits, 91 percent report that they plan to stay in touch with people they meet at the summits to share promising practices and successes. And through in-person and virtual settings, Teach to Lead has connected more than 4,000 educators, creating a large network of professional support.
At the Tacoma, Wash., summit, teams of educators and supporter organizations will work over two days to translate more than 160 ideas into concrete plans that educators can take back to their districts and schools. Some of the educator-led teams will focus on issues such as aligning professional development with project-based learning in classrooms; integrating English language learning concepts into daily teaching practices; and developing programs to expand parent and community involvement in education.
There has never been a more critical time to recognize the importance of meaningful teacher voice in decisions that are made in schools, districts, and states. Earlier this month during the Department of Education’s annual back-to-school bus tour, I visited with teacher leaders at Roosevelt Middle School in Cedar Rapids, Iowa. What I saw there was nothing short of revolutionary. The state is in its second year of implementing a statewide system of teacher leadership that allows teachers to lead from the classroom and honors that leadership with greater compensation. These leadership positons are developed by local stakeholders and cooperatively staffed by teacher and administrative selection teams. I heard directly from teachers and principals about the impact that teacher leadership is having on their practice. Iowa is leading the nation when it comes to building strong models for teacher leadership.
We know that attracting and retaining effective educators in our classrooms is one of the most critical challenges that high-need schools face. We also have seen that when teachers are given the opportunity to lead, with autonomy, time, and a real voice in decision-making, the results can be remarkable and lead to increased learning outcomes for students.
A recent Los Angeles Times article highlighted Mission High School in San Francisco and the impact that the school’s teacher-supported and led initiatives has had on teachers and students. Mission High School has been able to address teacher retention through teacher supports, such as building in time where teachers can plan lessons together and design assessments that measure a broad range of skills critical for students to master.
Teachers also have created action groups where they review data and investigate the root causes of achievement gaps. These groups then create action plans to address the gaps. Graduation rates at Mission High have gone from among the lowest in the district, at 60 percent, to more than 80 percent. In 2013, Mission High’s graduation rate for African-American students was 20 percent higher than the district average.
I’m encouraged to see the progress at Mission High School, the work of teacher leadership in Iowa, and the many projects Teach to Lead has helped to support. The impact of teacher leadership is powerful and we must continue to find ways to support, highlight, and finance these efforts across the county. When teachers are given the opportunity and space to lead, the results are extraordinary.
What we know from the past five Teach to Lead summits is that teachers have some of the best ideas to solve many of the biggest challenges facing education. It’s our job to keep asking teachers, what do you need, and how can we work together? For more information, please visit: http://teachtolead.org/
Arne Duncan is U.S. Secretary of Education.
As an educator, there is great value in visiting classrooms and observing the profession of teaching in action. As a 6th grade teacher in California, I did this many times in my school. In my role as a Washington Teaching Ambassador Fellow, I have the added opportunity to visit schools across the country, learning from a diverse set of colleagues.
This week, I visited classrooms in the state of Iowa as part of the Department’s annual back-to-school bus tour. Iowa recently implemented the Iowa Teacher Leadership Compensation System (TLC) which is designed to reward effective teachers with leadership opportunities and higher pay across the entire State. The Council Bluffs Community School District, where Superintendent Dr. Martha Bruckner set a vision for the year of “Defying Gravity”, and the Cedar Rapids Community School District were two of the first districts to receive state teacher leadership grants and are in their second year of implementation.
I observed four major elements of effective teacher leadership in both districts:
- flexibility in developing systems and positions of leadership that work for individual district needs
- student centered transparent collaboration among all stakeholders
- support and guidance from school and district administration to successfully implement these systems, and
- time and space for teachers to effectively collaborate with one another.
The classroom instruction, grade level collaboration, and professional development sessions that I observed in both districts made it clear that placing value on teacher leadership results in student success. One of the most significant drivers to this success was peer-coaching from a student centered perspective. The coaching conversations we witnessed were focused on the needs of the students, not the deficits of the educator. This perspective promotes a growth perspective for both teachers and students.
At Roosevelt Middle School in Cedar Rapids, Secretary Arne Duncan observed a coaching session between Laura Zimmerman, an English Language Learner teacher, and Anne Ironside, an Instructional Design Strategist. During the session, the teacher and coach participated in a respectful post-observation lesson discussion of specific teaching strategies and evidence for the progress towards goals set for students. The coach shared feedback, asked clarifying questions, provided resources for future lessons, and kept the conversation focused around students. As a teacher, it was compelling to watch Secretary Duncan witness the power of teacher leadership and hear Principal Autumn Pino discuss the benefits of such teacher leadership opportunities, stating, “This has been the most rewarding work we’ve ever done.”
Following the session, the Secretary then held a panel discussion with state and local education leaders in about the development of the TLC system, the role of Teach to Lead in advancing their work, and the successes they have seen as a result of the tangible support teachers and administrators receive to be the instructional leaders in their buildings. Local leaders stressed that the driving force behind the district’s success is undoubtedly the support for teacher leadership, and they made it clear that sustaining teacher leadership initiatives is a continued priority for supporting student success.
After just two days among these Iowa school districts’ teacher leaders, it’s clear that schools are indeed “Defying Gravity” and it is systemic support for effective teacher leadership that is taking them to new heights.
Watch Secretary Duncan wrap up day two of the Ready for Success bus tour:
As an educator with more than a decade of classroom experience, I’m encouraged by several of the data points in the PDK/Gallup Poll on the Public’s Attitude Toward the Public Schools. It is especially heartening to learn that the majority of Americans want to better support the critical role teachers play in the lives of our young people and the prosperity of our nation. Teachers are among the most hardworking, dedicated, and creative professionals in any field, and this survey reveals that the public believes in taking steps—including increasing pay—to support and recognize them in a manner that reflects the vital nature of their work.
We know that teachers have the greatest impact on learning. We know that families across the United States send their very best to school every day. And, we know that every family’s very best—regardless of factors including socioeconomic status, geographic location or cultural background—has a fundamental human right to an education of the highest quality. Tragically, we also know that countless students have been denied this right throughout American history. To overcome our unjust past and establish an education system that truly achieves equity and enables every student to realize his or her potential, we need the very best teachers in all of our classrooms. That means treating teachers like the professionals they are by giving them the supports necessary to grow their practice and meet the needs of all students.
That also means attracting the highest-achieving students into the teaching profession, an idea that about half of those polled support. To best serve students—in addition to developing strong content and pedagogical knowledge—prospective educators should represent the diversity of our nation, be trained in cultural proficiency and, most importantly, possess an unwavering belief that all students can achieve.
The PDK/Gallup poll results are especially timely as we wait for the proposed reauthorization of the Elementary and Secondary Education Act (ESEA). It is imperative for Congress to pass legislation to improve educational supports and structures nationwide. It’s what teachers need and America’s very best deserve.
Meredith Morelle is a 2015 Teaching Ambassador Fellow at the U.S. Department of Education.
This week, I will be starting my 11th year teaching Advanced Placement (AP) U.S. Government and Politics, and I have seen during that time the importance of a rigorous high school experience in preparing students to succeed in college. That’s why I was excited to see the U.S. Department of Education’s recent announcement of $28.4 million in federal grants to help students access AP classes. These grants are used to help pay for low-income students taking advanced placement tests administered by the College Board, the International Baccalaureate Organization, and Cambridge International Examinations.
As the College Board noted in its 2014 AP Report to the Nation, students who experience success in an AP course are more likely to graduate college on time and earn higher GPAs. Beyond the numbers, I have seen the positive impact of rigorous coursework in the stories of my students.
One of my greatest joys each year is to receive emails, calls, and visits from former students, and they frequently note how well their AP coursework in high school prepared them for a collegiate learning environment. In addition, an overwhelming majority of my students have performed well enough on the AP exam to receive college credit, which, in turn, has given them increased freedom and a leg up in their collegiate studies.
I also know my students are uniquely fortunate, as my home state of South Carolina pays the fee for each student in an AP course to take the exam. The cost to take an exam is nearly $100, and, while the College Board provides a reduced fee for students with financial need, the cost for these students is still over $50. As a result, this fee becomes a major obstacle to accessing a rigorous curriculum for many students in the 38 states that don’t pay for AP exams.
Currently, over 20 percent of our nation’s school-age children come from households living in poverty, and, for these children, paying the fees to take even one AP exam is simply not financially possible. However, this inability to pay does not mean these children lack the ability to thrive and succeed in rigorous coursework. I have taught numerous students who were in poverty or homeless, and they excelled in their coursework and earned college credit via the AP exam just like their more advantaged peers.
By distributing The Advanced Placement Test Fee grants announced last week, the Department of Education is extending opportunity to thousands of students around our country.
In the 21st century, student access to rigorous coursework is an essential right to prepare students for the workforce, and programs like this one are an important step in the right direction. There is still more work required in order to provide students from underprivileged backgrounds with the types of academic supports and systems necessary to succeed in challenging coursework, but eliminating barriers to accessing rigor is an essential first step. The Department of Education’s efforts to provide that access to more students is exactly the type of initiative that will help us reach our nation’s common goal of producing “college- and career-ready” students.
Patrick Kelly is a teacher in Richland County School District Two in Columbia, SC and has been selected as a 2015 Classroom Teaching Ambassador Fellow.
Here I stood at the Teach to Lead Summit in Washington, D.C. hosted by the U. S. Department of Education and the National Board for Professional Teaching Standards. Not knowing what to expect — feeling discouraged from an arduous school year working as an Elementary Special Education Teacher, trying to meet the many needs of all of my students— I was not sure whether I belonged.
What brought me to the Summit was an idea devised by my colleague, Jane Tiernan. She submitted responses to an invitation from Teach to Lead regarding our students at P. S. 62 in the Bronx, New York, who face a variety of challenges and obstacles, which prevent them from reaching their full potential.
Intrigued by Jane’s plan for a school community that establishes connections between the school, families, students, health care facilities and outside agencies, I decided to become a member of her team. A school of this type would focus on the wellness of the whole child.
On day one of the Summit in late July, I sat through the panel discussion and intensely listened and ferociously wrote notes to reflect on later. I was so captivated by the entire forum for the evening. What an amazing sight to see! I was just in awe to be a participant in the room surrounded by so many individuals from across the nation; all here for education!
It was a lot to take in, but the energy and passion from the first day made me realize that we were all here because of our passion for education. Every person seemed to have a personal calling to become leaders at our schools—without needing to leave our classrooms or most importantly our students. Of course we all understand real change was not going to happen in two days. But that’s why Teach to Lead is helping move this work, by giving teachers a platform to share ideas and express the true obstacles we face in education, while also making sure we are heard by policy-makers.
During day two, I felt that even though there were numerous professionals in the room, I mattered, and they embraced me because I was here to make an impact on education for students at P. S. 62 and beyond.
After a few presentations and keynote speakers, it was time to work. And do I mean work. This was not about providing frivolous teacher leadership development. With the guidance and mentoring from the best critical friend ever, Brian Bishop from The Hope Street Group, (as well as observers who became honorary team members), we came together for the task at hand. Teachers led teachers as teams of professionals with expertise from various forums discussed logic models, problem statements, goals, inputs, outputs and outcomes…all for the betterment of student achievement. Yes!
The Teach to Lead DC Summit had my inner voice shouting, “Yes…Our teams small original idea had evolved and was still evolving into an actionable plan that was going to bring about real tangible change!”
The true essence of the Summit came to me at the end of day two. We were shown a video of an impromptu speech by Ruthanne Buck, Senior Advisor to the Secretary of Education at the U. S. Department of Education. All I remembered from the video during the day was hearing the words “Be Bold!”
It was not until 1AM the next morning that Ruthanne’s words fully resonated with my spirit. It brought me back to my first year of teaching and reminded me of why I became a career changer twelve years ago. Two simple words—Be Bold—told me what I was doing, despite the many difficulties and daily frustrations within the profession, that I had a purpose.
Sitting in that room, repeatedly saying “Be Bold,” “Be Bold,” “Be Bold!” I felt like Ruthanne and Teach to Lead knew that I was contemplating leaving the field, and she was personally speaking to me to stay in the fight. There it was…a personal message that is priceless! Watch the video below to see the moment I shared my revelation — with Secretary Duncan in the room!
With the knowledge and insight gained from the Teach to Lead DC Summit, our project – Team Making Connections – we are already taking steps to develop and implement a multi-faceted school community that is responsive to the whole child and will lead to all children making better life choices. We are committed to developing a wraparound school (I learned this term during the Summit).
Thank you Secretary Duncan, Ruthanne Buck and the Teach to Lead team for saying that REAL change in education cannot happen without teachers as key, respected stakeholders in development and implementation!
Natasha Bodden is an Elementary Special Education Teacher at P. S. 62 Bronx, New York
On July 26th, the education community will celebrate the life of Ron Thorpe, president and CEO of the National Board for Professional Teaching Standards, who passed away after a battle with lung cancer.
I will always remember Ron as a relentless and unabashed supporter of the teaching profession. He championed the value of teachers’ expertise and experience, arguing passionately that teachers should be recruited, prepared, developed, paid and honored as the professionals that they are.
Ron was also a tremendous partner to me and to hundreds of teachers in developing and growing the Teach to Lead initiative. In the wake of his recent passing, it’s fitting to honor one part of his legacy by celebrating the significant impact Teach to Lead is making on teachers.
We announced Teach to Lead at a plenary session at the Teaching & Learning Conference in March 2014 as an idea. We followed that announcement with a panel discussion with teacher leaders who were candid about the challenges they faced. Citing the nation’s progress in addressing drop outs, improving graduation and college-going rates, I credited teachers, but said that their role has not been adequately recognized.
According to a recent poll, 69 percent of teachers feel their voices are heard in their school, but only a third feel heard in their district, five percent in their state, and two percent at the national level. Failure to leverage the voices and expertise of teachers has deep implications for students, schools and the profession.
Ron and I had hoped to spur new commitments in teacher leadership and invite teachers to lead the change in their schools, districts and states. We never could have imagined our success. More than 80 organizations would join the effort, serving as critical friends and skill builders for teachers. Hundreds of teachers have participated in virtual and in-person convenings to take their best ideas for the profession and create action plans. And those teachers are telling their powerful stories to me and around the country. Here are a few:
- Teachers Lesley Hagelgans, Renee Baril, Kristin Biggs, and Amanda Morick from Marshall Middle School (Marshall, Mich.) created an intervention-focused data project to close learning gaps. Their work has brought their whole community together around the shared mission of removing barriers to student learning.
- Shawn Sheehan, a special education math teacher at Norman High School (Norman, Okla.) started the Teach Like Me campaign to improve teacher recruitment and retention by boosting the public perception of the teaching profession. Shawn and his team have developed a website and conducted significant in-person and online outreach for their project.
- Jennifer Aponte, a geographically-isolated English instruction teacher at Davis A. Ellis Elementary School (Roxbury, Mass.) organized a team of teachers to research, present and publish their recommendations for how to achieve the Massachusetts state equity plan. Jennifer’s team is playing a critical part in closing opportunity gaps for low-income students and students of color in her state.
There are many of these stories to tell—example after example of leadership ideas created by teachers to solve the most pressing problems in education. They exist as proof that teachers—when given the time, opportunity and resources—are ready to lead.
This leadership is even extending beyond school and district boundaries as Teach to Lead is creating and expanding teacher leadership through systems change at the state level. I am hopeful for this work because I know that systems-level change driven by teachers’ voices can change the face of education in this country.
In May, Teach to Lead assembled teams from eight states, comprised of teachers and representatives from local and state educational agencies, at our first ever state summit. Together, these teams worked diligently to build action plans that would institutionalize teacher leadership at the state level. States are at different stages in developing teacher leadership strategies, but meaningful conversations and actions are underway all over the country. Here are a few examples.
- New York is working extensively with educators across the state to gain a deep understanding of the systems and structures that will support the work of career pathways. This June, the state presented to the Board of Regents on the Department’s proposed Framework for Career Ladder Pathways in New York State. Career ladder pathways are also viewed as a critical part of the New York’s strategy to ensure that every student has access to effective teaching. They are using teacher leadership as a tool to improve teaching and learning and ultimately close achievement gaps.
- The 2014 and 2015 Maine Teachers of the Year, Karen MacDonald and Jennifer Dorman, worked with others who are active in teacher leadership work to organize teacher leadership, coordinating, streamlining and expanding opportunities in the state. They capitalized on structures and meetings that were already scheduled to take place to fortify their push for stronger collaboration in teacher leadership.
To date, Teach to Lead has engaged with more than 3,000 educators, in person and virtually, giving voice to more than 850 teacher leadership ideas, spanning 38 states. And we are not done yet. In the year to come, we hope to engage hundreds more teachers at Teach to Lead summits – including our largest yet in Washington, D.C. which is happening this week.
As more and more teachers join Teach to Lead, we’re committed to helping them develop their plans and connect with organizations that can support their work. We will continue to hold Summits with teams of teachers who have leadership ideas, connecting them with supporting organizations that can share their expertise and resources. We have set up Leadership Labs in teachers’ schools and districts, bringing the community together to support the teachers’ projects and work with them to move their work to the next level. We’re checking in and providing follow-up assistance to teachers and their teams.
With each summit, we see that the momentum around teacher leadership is spreading like wildfire. Teachers have sparked a conversation about the value of teacher leadership that is connecting in schools and districts across the country.
Looking at where we are and where Teach to Lead is headed, I know Ron would be proud.
Arne Duncan is U.S. Secretary of Education
Earlier today, Secretary Duncan shared his first post on LinkedIn. In it, Duncan talks about the future of the teaching profession and how in many places, education is being put back in the hands of teachers.
“There is no better resource for a school than teachers who are empowered and equipped to solve problems using their own talent and experience.”
“It does not take a federal initiative or a state program for teachers to solve the biggest challenges in education,” Duncan said in the post. “Yet, for teachers to truly lead large-scale transformation, state and local systems must be willing to provide teachers both time and training to exercise leadership. We, at the federal level, support and encourage their efforts.”
Duncan also highlighted the exciting things happening at Lehigh Senior High School (watch the video below):
It’s been a few weeks since I attended Edcamp at the U.S. Department of Education (ED) in Washington, DC, which has given me time to soak in the experience. Over 750 Edcamp events have been held around the world, and this is the second to be held at ED.
Being one of the 100 selected educators to attend Edcamp US DoEd out of 800 who entered the lottery to attend, was not only one of the highlights of my professional career, but it also afforded me the priceless opportunity to explore our nation’s capital. Having met several attendees in the Twitterverse and other digital spaces, I eagerly anticipated the face-to-face, sit-down connections, conversations and collaborations that awaited me.
The event itself—hosted at ED headquarters—was monumental, in my mind. Here we were, in a federal building, greeted by welcoming ED staff, convening to discuss, brainstorm, share and learn about issues pressing us all in education nationwide.
Sandwiched between a sincere welcome from ED staffers and a final heartfelt thank you from Secretary of Education Arne Duncan, were far too many sessions (all attendee-created, mind you) from which to choose.
Luckily, for digital tools like Twitter (#EdcampUSA), Periscope (Twitter’s live-streaming app) and Google Docs, collaborative notes were shared so that learning could take place far beyond the one-day time frame of Edcamp. Although each session I attended was rich with conversation and ideas, some of the most value-laden connections took place in the hotel lobby, during lunch, and social gatherings outside of the day itself. It was during those “extra innings” of Edcamp US DoEd that I discovered my most impactful connections.
As an educator of over 25 years, my biggest takeaways from Edcamp US DoEd were numerous and far-reaching; however, one that still has me thinking (and acting) include the powerful connections made. I arrived to a room full of strangers, and I left with a plethora of additions to my PLN and yes, those I would consider friends.
Secondly, as an Edcamp attendee (as opposed to Edcamp planner) I witnessed firsthand the power of learner voice. As my fellow Wisconsinite attendee, Tammy Lind, stated, “It’s incredible what happens when we take time to listen to each other!” That sticks with me. What if we took time to truly listen to our teachers? What if we took time to truly listen to our students?
Lastly, the takeaway that will likely impact me the most was the mind-numbing potential of leveraging the Edcamp model of professional learning on students, when you put 100 (or whatever number) educators in a room for a day of focused, intentional and purposeful learning.
No telling what can happen when we intentionally and purposefully unite for one basic thing: Doing Better. For Kids. I eagerly await the ripple effect as I continue my look back into the Edcamp US DoEd reflection pool.
Kaye Henrickson is an Instructional Services Director for Digital Learning at CESA #4 in West Salem, WI. She serves 26 school districts in West Central Wisconsin.