The National Writing Project (NWP) released the third installment in its Teacher Voices series, Teaching Young Men of Color. The report is a welcome addition to the national conversation about expanding opportunities for minority males, the focus of President Obama’s My Brother’s Keeper initiative.
Resulting from a collaboration of the NWP and the College Board, Teaching Young Men of Color delivers the insights of 12 extraordinary classroom teachers, who reflect on their students’ experiences in the academic world and society at large.
These educators, from diverse geographic and racial backgrounds as well as academic disciplines, offer powerful insights about young men of color that could only be derived from years of successful classroom teaching. The insights fall roughly into two broad themes:
- Gender: Along with factors such as race, language, and socioeconomic status, gender plays a critical role in the teaching and learning process.
- Effective classroom practices: There is an abundance of classroom practices that teachers surveyed for this report identified as effective for minority males. Some are tied to the fundamentals that undergird all good teaching, and others are specific to particular populations.
Arizona State University’s college of education has given new meaning to the old expression, “hit the ground running.” The iTeachAZ program, with support from a $24.7 million OII Teacher Quality Partnerships (TQP) grant, improves readiness of new teacher candidates by extending their student teaching experience into a year-long residency.
Essentially, the program creates a seamless transition from the student teaching experience to the K-8 classrooms where iTeachAZ candidates find themselves after graduation.
The program is getting high marks from both local superintendents and principals because of what they observe in the classrooms of iTeachAZ graduates in their “first year” as new teachers. “This is not a first-year teacher; this is an iTeach teacher,” is how local superintendent Catherine Stafford describes the level of preparation that the extended residency model provides. Principal Randall Watkins aggressively recruits iTeachAZ graduates for classroom openings because he knows “they will be ready to come in and provide high-quality instruction.”
The program is unique in Arizona and was recently added to the Innovations Inventory of the American Association of Colleges for Teacher Education, an online database highlighting innovative practices that provide educator candidates a competitive edge in the field.
San Antonio is undergoing a transformation, one that involves reinvestment in its schools and neighborhoods, including Eastside, one of the city’s fastest growing and diverse communities. As part of Eastside’s transformation, San Antonio Mayor Julián Castro unveiled the EastPoint brand earlier this month. Because of the neighborhood’s innovative initiatives in education, housing, and economic development, it was “in need of some major rebranding,” according to a press release. Mayor Castro joined Eastside community leaders to announce the rebranding effort, which affects the neighborhood’s approximately 18,000 residents.
At the heart of the EastPoint revitalization are a Promise Neighborhoods grant from ED’s Office of Innovation and Improvement and a Choice Neighborhood Program grant from the Department of Housing and Urban Development (HUD). For the Eastside Promise Neighborhood (EPN), the emphasis is on leveraging and strengthening the neighborhood’s assets and resources so that children and families are “inspired to stay, grow, graduate … and stay.”
Want to contribute to the exciting education innovations happening in New Orleans? Believe in schools that center every decision around the needs of students? Ready to challenge outdated assumptions about school and launch a bold, new school model in a city on the cutting edge of education innovation and school transformation? Then consider the NOLA Future of School Challenge from New Schools for New Orleans (NSNO) and 4.0 Schools (4.0), with the support of Khan Academy.
The NOLA Future of School Challenge is looking for bold, out-of-the-box individuals who can bring to life a new generation of responsive, student-centered schools, and will provide them with an opportunity to test their ideas, prototype their designs, and vie for funding and support to become a charter school that opens its doors in fall 2016.
In December, OII said goodbye to Edith Harvey, the director of Improvement Programs (IP), who retired at the end of December after 26 years of service at the Department of Education. Prior to her position within OII, Edith served as program officer in the Office of Migrant Education and as branch chief in the Office of Elementary and Secondary Education, where she was responsible for teacher quality, advanced placement, and equity programs.
Edith Harvey congratulates Arts Education Partnership 2011 Young Artist Award winner Jackie Sanders.
Before coming to ED, Edith held teaching and administration positions at various educational levels, including executive director of a Head Start program serving low-income children throughout Washington, D.C. She also worked as program coordinator for the Lincoln (Neb.) Public Schools and program director for the Nebraska Department of Education, where she developed state policy and trained school superintendents and administrators throughout the state on equal educational opportunity requirements, specifically Title IV, CRA, and Title IX. She also taught elementary and adult basic education for the Missouri Board of Education and has many years of experience working with at-risk, low-income populations and on areas relating to gender and race equity.
The U.S. Department of Education has launched a new online resource, PROGRESS, to highlight state and local innovative ideas, promising practices, lessons learned, and resources informed by the implementation of K-12 education reforms.
These stories will showcase the exciting transformations taking place in classrooms, schools, and systems across the country through the leadership of teachers, school, district and state leaders and their partners.
The Department launched PROGRESS to emphasize the voices and perspectives of educators, students, and administrators to better understand how policy changes are spurring education improvement and to draw out what can be learned from areas of progress occurring at the state and local levels.
Just in time for the New Year, the Department of Education has launched two new education reform resources. Bookshelf is a series of ready-made presentations that highlight numerous focus areas in education. The presentation slide decks present facts, charts, data, and other information reflecting progress and challenges in improving education, as well as ED programs and initiatives that aim to close achievement gaps and foster equal educational opportunities. The presentations are available to the public for download and use.
The Department has also created a new blog, Progress: Teachers, Leaders, and Students Transforming Education, to highlight state and local innovative ideas, promising practices, lessons learned, and resources informed by the implementation of K-12 education reforms. These lessons from the field showcase reforms in action spurred by programs such as Race to the Top, Investing in Innovation, School Improvement Grants, Promise Neighborhoods, and ESEA Flexibility. The new blog is intended to provide insight into the exciting transformations taking place in classrooms, schools, and systems across the country through the leadership of teachers, school, district and state leaders and their partners.
Plan to visit these new Web resources in 2014 in addition to staying connected to OII’s home page. Not subscribed to our home page yet? Click here to subscribe and follow us on Twitter @ED_OII.
The U.S. Department of Education’s Charter Schools Program (CSP) invites public comment on the notice of proposed priorities, requirements, and definitions for CSP grants for National Leadership Activities, published in the December 3rd Federal Register. The Department may use these proposed priorities, requirements, and definitions for a National Leadership Activities competition in FY 2014 and beyond.
Proposed priorities included in this notice will be used to ensure that grant projects funded under future National Leadership Activities competitions address key policy issues currently facing charter schools and impact stakeholders on a national scale. The proposed priorities will also create incentives for organizations to improve the quality of charter schools by providing technical assistance and other types of support on issues of national significance and scope and by disseminating information to stakeholder
Girls jump for joy during a garden harvest, part of the Middle Grades Partnership involving Baltimore City (Md.) Public Schools.
Interested in creating a high-performing women’s gymnastics team to participate and be at their best in the Olympics? Pull together a group of hard-working, athletic young women from across the country, hire a coach, rent a training facility, and put the women through a top-notch training program. Easy enough, it was done in the 2012 Olympic Games. The model can be repeated.
But how about creating public-private school partnerships nationwide to engage and guide our nation’s youth in the 21st century? Can you pull together unique pairings of schools filled with full-of-promise young people and begin the work?
Yes, you can. It happens. It turns out that creating educational partnerships established for particular needs and focused on community involvement are currently, and have been, part of the story in American education.
A recent part of that story includes public-private school partnerships that have inspired a growing movement of such partnerships and a national nonprofit organization, the National Network of Schools in Partnership (NNSP), that is dedicated to fostering both knowledge of and support for public-private school partners.
When charter schools and their supporters are looking for federal funds, most head straight for the Office of Innovation and Improvement’s (OII’s) Charter Schools Program (CSP). With a FY 2013 budget of about $242 million, the CSP administers eight grant programs, which have contributed to what Secretary of Education Arne Duncan recently described as the “extraordinary accomplishments” of charter schools in the past two decades.
Topping the list of accomplishments, Secretary Duncan indicated in his recent keynote address at the National Charter Schools Conference, “is that high-performing charters have irrefutably demonstrated that low-income children can and do achieve at high levels.”
CSP’s grant programs aim squarely at helping disadvantaged children to achieve academically through the creation of more high-quality educational options. These include the Replication and Expansion for High Performing Charter Schools program, which provides funds for nonprofits, including charter management organizations, to grow existing charter schools or open new ones based on models that have demonstrated success.
But two other highly competitive and high-profile Department of Education grants outside of CSP have similarly supported at-risk children attending charter schools — the Investing in Innovation (i3) Fund and the Race to the Top‑District (RTT-D) programs. One session at the national conference focused on these programs, which have allowed charter schools and charter management organizations to grow in number, in impact, and in quality.