Teach to Lead: From Rubber Stamps to Voice and Vision

Panelists at Teaching and Learning

Panelists from left to right: Secretary Duncan, Maddie Fennell, Omari James, Kim Ursetta, Sarah Brown Wessling and James Liou.

“That was inspiring; I’m walking away giving myself permission to lead,” said Alan Chen, a teacher from L.A. Alan had just heard Secretary Duncan’s remarks and panel discussion with teachers at the National Board of Professional Teaching Standards (NBPTS) Teaching and Learning Conference.

In the midst of discussing the tremendous changes now under way in American classrooms, Secretary Duncan announced that over the next year, he and Ron Thorpe, NBPTS President and CEO, will co-convene a new initiative called “Teach to Lead,” or T2L. The initiative will foster ambitious commitments on authentic opportunities for teachers to take up leadership roles without leaving the classroom. The goal is to ensure that when important decisions are being made about the work teachers do, they are there to help set the direction for their classrooms, schools, the profession, and ultimately ensure students have the best opportunities to learn.

The Secretary explicitly identified a few things teacher leadership is not (managing projects and initiatives in which you had no say; rubber stamping ideas that have already been decided) and also what it could be (hybrid roles that involve vision and voice). However, Secretary Duncan said, “Ultimately, it’ll be up to all the folks involved to define what powerful, ambitious commitments look like – this effort must be shaped by teachers.”

Teach to Lead will entail a series of meetings that engage teachers, principals, state chiefs, teachers’ groups and district leaders. In the course of the year, participants will commit to acting on the steps necessary to create more opportunities for teacher leadership in the field. The Secretary and President Thorpe will then report back on the commitments and activities from this diverse group at next year’s NBPTS meeting.

Secretary Duncan also promised ED’s support: “I am asking our team to make supporting teacher leadership a focus in all relevant funds, and to make sure we can build authentic teacher leadership into everything we do. We will also get information to states and districts about how those funds can be used to support teacher leaders.”

The foundation has already been laid for this work. In 2012 ED released the Blueprint for RESPECT, which was informed by input from thousands of educators and calls for strengthening and elevating the teaching profession in the United States. Importantly, rather than envisioning this teacher leadership as requiring teachers to leave their classrooms, RESPECT calls for career pathways so teachers can lead from their classrooms.

The U.S. Department of Education and NBPTS are currently working out a process for participation that will engage national organizations and educators across the country. More information, and video of the speech, will be posted on this blog when available.

While I am excited about this initiative, it alone cannot create cultures and structures that support teachers leading our profession in all schools. We, as teachers, must give ourselves permission to lead and we must encourage our colleagues to join us. This idea struck a chord for me personally. I had always challenged my students to seek out ways that they could change the world, but realized that I had restricted my own leadership to the classroom. And while there is much to be done in the classroom, for teachers to truly step into their roles as leaders, we must also look beyond our classrooms and participate in larger education debates in our schools, districts, states and nation.

Lisa Clarke is a Washington Teaching Ambassador Fellow and social studies teacher on loan from Kent, Washington.

Taking the Temperature on School Climate and Discipline

In many schools across America, we begin each day with a morning ritual, the pledge of allegiance. Students stand sleepy-eyed with their hands over their hearts and recite the words that make our country great “with liberty and justice for all.” And though we proclaim it every day, the harder declaration is to live it.

In my classroom, students start off each school year discussing at length what it means to be a citizen of the United States. We debate, we question, and we make reference to our school creed: Be respectful, Be responsible, Be safe and an Active Learner.  Students quickly discover that we cannot begin to learn unless we know how to best support one another throughout the process.

Because self-awareness, self-control and resilience are as important as reading, writing and arithmetic, my students learn to be part of a community of learners, and that learning can only happen when they feel they are appreciated and valued.

Recently, the U.S. Department of Education in collaboration with the U.S. Department of Justice released guiding principles around School Climate and Discipline. While the guidance is comprehensive and multi-faceted, the focus is clear, schools must be both safe and supportive for effective teaching and learning to take place.

I recently sat down with Secretary Duncan to talk about the importance of school culture and fair discipline, and the need for both educators and students alike to feel safe as they pledge their allegiance each and every day.


Click here for an alternate version of the video with an accessible player.

Emily Davis is a Teaching Ambassador Fellow at the U.S. Department of Education.

The State of Education

This year’s State of the Union Address was unlike any I had ever experienced before.  I had just sat down in a room full of educators when I heard the word “teacher” come out of the President’s mouth, and to be precise, it was the fifth word. We were astounded. Then when he talked about other education issues–high school redesign, high quality preschool, connecting students to the best technology, making college more affordable and accessible, and high school graduation rates—we cheered, gave each other high-fives and knew that the President was with us.

While each topic resonated on a personal level with at least one educator or another in the room, for me, something bigger stood out…a call for equity.

As the President pointed out, it is 2014 and women are still paid less than their counterparts.  This is hard for me to believe.  I am a woman who happens to be a teacher, and who believes that being an educator is my civic duty and responsibility.  Furthermore, because I believe education and equity are symbiotic, education is the one platform that can help shape, inform and paint the equity landscape.

A couple of weeks ago, I sat down with U.S. Secretary of Education Arne Duncan to discuss his thoughts on the State of the Union, and he told me that during the speech he found himself thinking, “What’s a kid from the Southside of Chicago doing in this situation?”  It appeared that equity was indeed on all of our minds. 


Click here for an alternate version of the video with an accessible player.

Emily Davis is a Teaching Ambassador Fellow at the U.S. Department of Education.

Arne Duncan Answers Teachers’ Questions on the Role of Private Funds and Interests in Education

As a Teaching Ambassador Fellow at the U.S. Department of Education— a teacher on leave from my school for one year to help bring educator voice to the policy world— I recently had the opportunity to sit down with fellow teacher Lisa Clarke and Secretary Arne Duncan to discuss the role of private interests and public education.

Lisa and I asked Secretary Duncan questions we’ve heard from some teachers in recent roundtable discussions: Is there a corporate agenda at the U.S. Department of Education? Do philanthropists like Bill Gates and Eli Broad earn the right to make decisions with their donations to public education? This short video gives us a glimpse into how decisions are made and whose interests are taken into consideration.


Click here for an alternate version of the video with an accessible player.

This is only the start of the discussion. Keep the conversation going in the comment section below and by using #AskArne on Twitter. To be continued.

Joiselle Cunningham is a Teaching Ambassador Fellow at the U.S. Department of Education for the 2013-14 school year.

Principal Ambassador Fellowship Officially Launched

Secretary of Education Arne Duncan officially launched the Department of Education’s Principal Ambassador Fellowship yesterday by naming three principals to serve as the inaugural class of Campus Principal Ambassador Fellows. They are: Sharif El-Mekki of Mastery Charter School – Shoemaker campus in Philadelphia, PA; Jill Levine, principal of Normal Park Museum Magnet School in Chattanooga, TN; and Rachel Skerritt at Eastern Senior High School in Washington, DC.

You can learn more about each of them on the Department’s Principal Ambassador Fellowship website in the coming days. In short:

SharifSharif El-Mekki has served since 2007 in the charter school serving 750 middle and high school students. The Shoemaker campus is a three-time winner of New Leaders’ EPIC award for being amongst the top three schools in the country for accelerating student achievement. El-Mekki serves on Mayor Michael Nutter’s Commission on African American Males and is an America Achieves Fellow.

 

 

JillJill Levine has served as principal since 2002 of two campuses which serve 850 pre-K to 8th grade students. Normal Park has been named a Magnet School of Excellence every year since 2005 and in 2012, Levine was named National Principal of the Year by Magnet Schools of America. Levine serves on Tennessee’s First to the Top Advisory Committee and Teacher Evaluation Advisory Committee.

 

 

RachelRachel Skerritt has been principal of Eastern Senior High School since it was re-launched in 2011 as a turnaround high school. Under her leadership, Eastern has earned authorization as an International Baccalaureate school and last spring scored the second highest proficiency rates amongst comprehensive high schools in the District of Columbia on the DC-CAS exams. Skerritt is also a published novelist and frequent contributor to The Root, an off-shoot of the Washington Post.

In its inaugural year, the Principal Ambassador Fellowship program is meant to recognize the important impact that a principal has on instruction, the school environment, and talent management and to better connect this expertise and knowledge with education policy makers. The 2013 U.S. Department of Education Principal Ambassador Fellows will work with our current Teaching Ambassador Fellows as well as our Resident Principal to help kick start and shape the new program.

Secretary Duncan Answers Question from Teachers

Joiselle Cunningham, one of ED’s 2013-14 Teaching Ambassador Fellows at the U.S. Department of Education (a teacher on leave from her school for a year to help bring educator voice to the policy world), recently had the opportunity to sit down to talk with Secretary Duncan during the latest installment of Ask Arne, a regular video series where Duncan answers questions from social media, teachers and traditional mail.

During Secretary Duncan’s back-to-school bus tour through the Southwest, the Teaching Ambassador Fellows spoke with hundreds of teachers and compiled questions that reflect the teachers’ aspirations, angst, successes and frustrations.

In the first video, Duncan talks about funding professional development and teacher evaluations, and in the second video he addresses the opportunity gap and dual-language education. Watch the videos below:


Click here for an alternate version of the video with an accessible player.


Click here for an alternate version of the video with an accessible player.

Teachers, keep the conversation going on Twitter by sending your questions for Secretary Duncan using the hashtag #askarne.

Cameron Brenchley is director of digital strategy at the U.S. Department of Education

Teacher Leaders Tell Tales of Working at ED

Teachers live at the intersection of policy and practice, and we need to be central to both conversations. Understanding this, the U.S. Department of Education has recently welcomed its sixth cohort of Teaching Ambassador Fellows— eight teachers from across the country on either full-time or part-time release to supply their expertise to the federal policy apparatus. The program has proven so valuable that inaugural cohort of Principal Ambassador Fellows is soon to arrive as well.

As one of the full-time Washington TAFs from 2012-2013, it was an honor to pass the torch to this year’s group. Before leaving, several other outgoing Fellows and I shared some reflections and anecdotes on what the Teaching Ambassador Fellowship is all about.


Click here for an alternate version of the video with an accessible player.

Look up the new Fellows’ stories here and keep an eye out in December when applications for the 2014-2015 TAFs go live.

Dan Brown, a 2012 TAF, is the Director of the Future Educators Association.

Eight Teachers Selected for 2013-2014 Teacher Ambassador Fellowships

2013-14 Teaching Ambassador FellowSecretary of Education Arne Duncan announced the names of eight teachers selected to be Teaching Ambassador Fellows for the upcoming 2013-2014 school year. Three teachers will serve as full-time employees at Department of Education headquarters in Washington, D.C., while five will remain in their classrooms and participate on a part-time basis.

Now in the sixth year, the Teaching Ambassador Fellowships were created to give outstanding teachers an opportunity to learn about national policy issues in education and to contribute their expertise to those discussions. Fellows, in turn, share what they’ve learned with other teachers in their professional networks, contributing to a larger understanding of federal initiatives and encouraging broader input into policy and programs designed to improve education at all levels.

The 2013 U.S. Department of Education Teaching Ambassador Fellows will continue to work with and build on the efforts of the 80 previous Fellows from the past five classes.

The following three teachers have been selected as Washington Fellows who will be placed to work full-time at the Department of Education’s headquarters:

    • Lisa Clarke, a 2012 Washington Fellow and a social studies teacher from Kent-Meridian High School in Kent, Wash., will serve as the program’s inaugural Team Lead and work in the Office of Elementary and Secondary Education;
    • Joiselle Cunningham, a fifth grade reading teacher at KIPP Infinity Middle School in Harlem, will work on teacher quality issues in the Office of the Secretary; and
    • Emily Davis, a 7th and 8th grade Spanish teacher at Pacetti Bay Middle School, an International Baccalaureate school in St. Augustine, Fla., will work in the Office of Educational Technology

The following five teachers have been selected as Classroom Fellows:

    • Mauro Diaz, a life science teacher at Dean Morgan Middle School in Casper, Wyo.
    • Maddie Fennell, a literacy coach at Miller Park Elementary School in Omaha, Neb.
    • Tami Fitzgerald , a science teacher at West Muskingum High School in Zanesville, Ohio.
    • Jonathan McIntosh, the Special Education Coordinator and Director of Debate for KIPP AMP (Always Mentally Prepared), a middle school in Brooklyn, N.Y.
    • Tom McKenna, a fourth grade teacher at Harborview Elementary School in Juneau, AK.

Check out the Teaching Ambassador Fellowship page in the coming days for individual profiles of this year’s Fellows.

Cameron Brenchley is director of digital strategy at the U.S. Department of Education 

Maine CTE: It’s Not Your Parents’ Vocational Education

Students at the Biddeford Regional Center of Technology in Biddeford, Maine are excited about learning — and they’re eager to tell you why.  They can also show you some pretty impressive proof that they’ve mastered the concepts they’ve studied.

Take, for example, the house they built as the capstone of one project.

Programs at Biddeford Regional Center of Technology

A selection of CTE programs offered at Biddeford Regional Center of Technology

“It’s not just about wiring a house, it’s about the theory and science [of] what is actually happening in the wires. In my other classes, you don’t really get hands-on, you just do what’s in the book,” a senior at the Center recently explained to visitors from the U.S. Department of Education.

Part of my role as a Teaching Ambassador Fellow (TAF) is to help teachers and other educators around the country learn about the Department’s efforts to support world-class teaching and learning. But, it’s just as important for us to bring teacher, principal, and student perspectives back to policymakers in Washington. For both those reasons, I traveled to Biddeford.

Right now, there’s an important shift taking place in schools and districts across the United States: a shift away from vocational education, and toward career and technical education, or CTE. The narrow vocational training of our parents’ and grandparents’ day was often separated from the college preparatory curriculum, and geared to the needs of the industrial age. Today’s CTE programs are designed to meet the needs and opportunities of the global economy and the digital age, and prepare students for equal success in college and careers.

When change is this ambitious, it can take a while for old perceptions to catch up to new realities. CTE teachers and students in CTE courses often find themselves having to correct the belief that CTE courses are less rigorous than traditional “college prep” classes. The experiences of the students and teachers at Biddeford certainly debunked this myth.

Biddeford offers professionally certified programs in career fields like legal studies, architecture, early childhood education, and health sciences. The students told us they feel good about learning a combination of academic, technical and employability skills that will equip them for success in college and in the 21st century’s technology-rich, team-based, results-oriented professions.

Read More

Ask Arne: Talking Teacher Prep

Teacher prep needs to be better in this country. An overwhelming share of teachers don’t feel prepared to be an effective teacher on day one— and, as a member of the New York City Teaching Fellows in 2003, I was one of them.

However, a great teacher prep program also saved my career. Five years after my painful trial-by-fire initiation into teaching, I earned a degree in teaching through a traditional M.A. program at Teachers College, Columbia University, and that experience— anchored in rich, lengthy student-teaching experiences under the tutelage of great mentors— set me up for success in the classroom.

In the video interview embedded below, I asked Sec. Duncan about his views on teacher prep—a topic that has suddenly become a lot hotter with the recent release of an incendiary report from the National Council on Teacher Quality, a nonprofit organization.

Is teacher prep a major headline issue for Secretary Duncan? (Spoiler alert: Yes.) What does he see as exemplars in the traditional and alternative models? How can we attract, support, and retain people who will become excellent teachers? Check it out.


Click here for an alternate version of the video with an accessible player.

More information on the Public Service Loan Forgiveness program can be found here: http://studentaid.ed.gov/repay-loans/forgiveness-cancellation/charts/public-service

Your comments and questions for future segments of #AskArne are most welcome. Feel free to add them in the comments section here, on Facebook, or on Twitter at #AskArne.

Dan Brown is a Teaching Ambassador Fellow at the U.S. Department of Education for the 2012-13 school year. He is a National Board Certified Teacher at The SEED Public Charter School of Washington, D.C.

Duncan Discusses Influence of Teacher Voice on New Flexibility Decision

Today, Secretary Duncan announced that ED is offering states flexibility around high stakes personnel decisions and double testing—a decision greatly influenced by educators’ voices.

His decision addresses two areas. First, states will be able to ask for an extra year beyond current plans for teacher evaluation systems before data from new assessments impacts personnel decisions for educators.

Second, during next school year (2013-2014), some schools will field test new assessments. ED will work with states to avoid double-testing students. Over-testing is a very real concern, and schools participating in the field test will receive the option to administer only one assessment in 2013-2014 to any given student— either the current statewide assessment or the field test.

Dan Brown, a Teaching Ambassador Fellow (TAF), interviewed Secretary Duncan on his decision.


Click here for an alternate version of the video with an accessible player.

Secretary Duncan’s decision doesn’t come out of the blue. In fact, it was significantly influenced by discussions with teachers around the country. As full-time TAFs, teachers on temporary release from our schools to bring teacher perspective to federal policy-makers, we were literally at the table— and consistently asked to provide educator voice to the high level discussions being held.

In the interest of hearing and elevating teachers’ voices, the 12 members of our TAF team (six full-time Fellows and six part-time Classroom Fellows) traveled to 34 states over the past year and held discussions with well over 4,000 teachers. Teachers, who are the actual implementers for these reforms, are uniquely positioned to offer candid, authentic advice about how to make these urgently needed reforms work best for students.

As Arne describes in the video, we heard from teachers over and over about the unprecedented level of change and reform going on throughout the country as states transition to new standards, new assessments, and new teacher evaluation systems.

Overwhelmingly, we heard support from teachers around the country for raising standards that will ensure students can compete in the global economy. At the same time however, we also heard widespread concern that teachers need time, models, and quality professional development to teach to the new standards effectively. In states where there is a strong commitment to collaboration, teachers feel more empowered, supported, and positive about the current state of reform efforts.

From our vantage point, we believe that the Department and Secretary Duncan are committed to learning from educators. This offer of flexibility reflects the Department’s responsiveness to teachers’ voices. Whether states request the flexibility or not, we hope that we all hear the needs expressed by teachers across the country to make this significant transition sustainably, with room and support for innovation and cycles of professional learning.

Cynthia Apalinski, Jennifer Bado-Aleman, Dan Brown, Kareen Borders, Lisa Clarke, and Marciano Gutierrez are the 2012-2013 Full-Time Teaching Ambassador Fellows at the U.S. Department of Education.

Students Fly High at Aviation High School

Duncan and students at Aviation HS

Brenda Dann-Messier, Assistant Secretary for the Office of Vocational and Adult Education (left), and Secretary Arne Duncan with Aviation High School students.

As a former middle school math teacher, at the end of every academic year, I worried about what would happen to my students when they entered high school. I often wished they had different options, including more career and technical education (CTE) schools that would prepare them for the demands of a high-tech economy.

Last week, I participated in a roundtable discussion at Aviation High School in Long Island City, N.Y., where Secretary Arne Duncan spoke with students about their experiences. This school is an example of a CTE school I would have loved to see my students attend.

With a strong focus on science, technology, engineering and math (STEM) education, Aviation High School prepares students for careers in aviation maintenance and the aerospace industry. In addition to traditional classrooms, the school has 17 real aircraft where students practice repairing planes.

Secretary Duncan highlighted this school as a compelling example of what the Obama administration is trying to replicate through the High School Redesign initiative proposal. This new, competitive grant program would encourage school districts to rethink the traditional high school model and focus on providing rigorous real-world experiences to students that will put them on a path for success in both college and careers.

Through grants to local educational agencies in partnership with colleges, universities, and other organizations—such as nonprofits and community-based groups—the High School Redesign initiative will challenge schools to personalize learning. Redesigned high schools will customize content and instructional practices so that students not only master challenging academic concepts and skills, but also pursue their individual interests.

Further, these schools will align teaching and learning so that all students graduate with college-level coursework or college credit and career-related experiences and skills.

Today’s high-tech, knowledge economy requires that our schools connect learning to what students will be required to do in college and careers.

Located close to two New York airports, Aviation High School has strong partnerships with local businesses, such as JetBlue, that provide internships and mentoring for students.  As one student said, “What we learn here, we apply it in real world situations.”

During the roundtable discussion with Secretary Duncan, Aviation High School students discussed how hands-on experiences through internships and other job-related experiences help them to perform well in traditional academic subjects like physics and math.

United Federation of Teachers President Michael Mulgrew further emphasized this point, “We know students in this program outperform on academics because they are engaged in the learning process.”

Many students talked about the pride and accomplishment they felt as a result of their work at the school.  One said, “When you actually work on a plane and watch it take off, that’s a good feeling.”

Students also emphasized how teachers and mentors challenged them and prepared them with skills they planned to use after graduation as they pursue college or aviation careers.

When asked how high schools in the nation could provide similar experiences for other students, one student replied, “You have to start that fire. Get that spark. Make them determined to be successful.” Aviation High School is a powerful model that is clearly sparking so many of its students to succeed.

For more information about the High School Redesign initiative, please see here.

Nicora Placa is a full-time Ph.D student at NYU researching teaching and learning mathematics, and a 2008 Teaching Ambassador Fellow.

Sign up to receive email updates from the Department of Education’s Homeroom Blog.