“Yes, our educational priorities and needs have shifted over the last decade. Despite these changes, though, we are still focused on important issues such as teacher development, 21st century and STEM skills, education technology, and the P-20 education continuum. How we address these issues and the outcomes we expect from them have changed dramatically, though. A new approach, with new foci, serves as a strong rhetorical tool to make clear that education, edu-investment, edu-transformation, and edu-innovation are central to the rebuilding of our nation. And such rhetoric is all the more important when current economic concerns make it difficult to fund new policy ideas straight out of the gate, a fact that is all too real today.”
There is value to all educators demonstrating a broad range of writing skills, world literature knowledge, foreign language aptitude, elementary epistemology, and exposure to math, natural sciences, history and geography, and government and economics. This approach is critical to ensuring strong and nimble teachers, particularly if this background content is knitted together to provide a clear scope and sequence of the first two years of undergraduate courses for aspiring educators.
From dear ol’ Eduflack’s latest on Medium, looking at making a classically liberal education a foundation for teacher prep
With many public school systems now entering week 10 of their new coronavirus normal, as community school buildings remain shuttered and millions of students try to learn through digital platforms, talk of “the return” to the good ol’ days is growing louder and louder.
Sure, some continue to declare their success in mastering virtual education, but far more are trying to prepare for what traditional school will look like in a traditional environment for the 2020-21 school year. Images of students wearing facemasks and distancing contraptions have already started to fill social media, as educators come to grips with months of lost instruction due to Covid-19, a virtual learning environment offered largely to tread instructional water instead of teaching new content. In response, some are calling for summer school for all to avoid the expected slide from the current to the next school year while others suggest the need to repeat the current grade.
Last week, Chiefs for Change – a group of reform-minded public school superintendents and school administrators – offered a thoughtful report on what school leaders should consider as they look toward the return of a school-building-based instructional year this fall. In The Return: How Should School Leaders Prepare for Reentry and Beyond?, the Chiefs explore a number of important – and controversial – topics, ranging from abandoning the agrarian school calendar (one that currently gives educators and learners summers off) to more “intently focusing on the social and emotional wellbeing and skills of students.”
More interestingly, Chiefs for Change called for school systems across the country to adopt staffing models that focused on educators with deep subject matter and instructional expertise. Yes, this spring’s virtual schooling experiment has demonstrated that the pedagogy and classroom management skills largely taught in colleges of education across the nation do not necessarily translate to teachers successfully managing a virtual classroom on an online platform. For every media story one sees of an elementary school classroom taught via Zoom, with a shared screen that looks like the Brady Bunch on steroids, there are dozens of untold stories of online platforms being used simply as electronic bulletin boards, where teachers simply post assignments for students to collect and complete, providing a thumbs up when any effort is demonstrated by the learner to complete them.
In its recommendations, Chiefs for Change also pulls back a closely-held secret in teacher education. Many teachers are not expert in the content areas they teach. Those who teach U.S. history, for instance, often major in history education, not in American history. The same can be said about those who teach chemistry or biology, the majority of whom leave their teacher education programs with degrees in science education, not in the specific content area. One can even consider the typical elementary school educator, tasked with teaching reading and math and beginning science while equipped with a degree in elementary education that likely provided only some survey courses on a range of content areas, with an emphasis on needed physical classroom management skills.
For years now, reformers have preached about the need to dramatically transform pre-service teacher education. In the early days, the focus was on alternative certification programs and having teacher candidates avoid the “status quo” teachers colleges altogether. More recently, advocates have looked to alternative approaches to traditional teacher education models, with institutions like the Relay/Graduate School of Education becoming the aspirational model.
Decades of research into the most effective approaches to teacher education demonstrate the importance of both strong content knowledge and effective pedagogy. When groups like Chiefs for Change talk about content knowledge, they are essentially noting that novice teachers should be coming to the classroom with a broad and substantial liberal education, one that translates into strong content knowledge of classroom teachers, regardless of the academic subject they are licensed to teach.
A first glance, we may be looking for too much from undergraduate teacher education, expecting all aspiring educators to start as teachers of record with strong, research-based backgrounds in both the subject areas they teach and the most effective ways to teach and lead a classroom. Our new educational normal, though, has clearly demonstrated that the current emphasis on pedagogy and classroom management is woefully insufficient for the uncertain years ahead.
The coming generations of k-12 educators may be digital natives, but they are largely still being prepared in teachers colleges constructed for an analog world. Until their clinical experiences include virtual instruction, and until their preparation focuses on the importance of subject matter content and how to make it interesting, relevant, and understood by all in their classroom, our instructional struggles will continue.
We can do better. We should do better. Ed schools should be committed to preparing world-class educators. School districts should be focused on hiring teachers well prepared in both content and pedagogy, with the assessments to demonstrate their mastery of both. And we all should embrace efforts to ensure our kids’ teachers are truly the best in the world, with the preservice education, in-service supports, and high-quality instructional materials needed for learners to succeed today … and tomorrow.
(This piece also appears on Medium.)
Since the 1960s, we’ve seen college campuses as ground zero for free speech. We expect students to find their voice while at college, taking a major step forward in becoming productive members of our civil society.
So it is disturbing that too many campuses are now looking to shut down free speech, looking to control political rhetoric to keep all calm and to ensure that fringe or dissenting ideas aren’t heard in the public square. Instead of free speech, we are exercising socially acceptable speech, teaching today’s college students that silencing opposing voices is more important than debating and disproving them.
Whether standing for right wing speech or free speech, President Donald Trump is absolutely correct to call out, and use the power of the executive, to encourage debate, not squelch it.
We explore this important topic on the most recent episode of TrumpEd on the BAM! Radio Network. Give it a listen. We won’t be silenced. 😀
As a college student, I was both honored and completely overwhelmed to attend the University of Virginia. I arrived at Mr. Jefferson’s University as a proud graduate of Jefferson County (Consolidated) High School in Shenandoah Junction, West Virginia. Less than a third of my graduating high school class went on to any form of postsecondary education. Only a handful of us left the state for college.
When I arrived at UVA, I was utterly lost. I quickly learned that there were more students in my first-year class from Sri Lanka than there was from my home state of West Virginia. I would hear countless students talk about how they were from “Nova,” and had no idea where that city was and how it sent so many kids to UVA (I later learned it was the shorthand for Northern Virginia, the wealthy, DC suburbs). And I was too introverted and too unsure to ask the sorts of questions or find the sort of guidance that would make my transition to college what it really should have been.
Last week, I had the opportunity to visit my alma mater and speak with a collection of a wide range of student groups, including the Bolivar Network, designed to support Latinx students there. The visit forced me to reflect on some of those more painful times, while allowing me to celebrate those experiences in a way I hadn’t previously.
It’s always special to go back to one’s alma mater, and doubly so when you are asked to impart some wisdom. For me, though, it was even more exciting as I brought my 12-year-old son with me. He had never been to UVA before. And he had never before seen a gathering of smart young people on the path to success who, as fellow Latinos, looked just like him. That’s why it was so, so important to me that he join me, beginning to see what his future might be like.
As I looked across the room that evening, I saw a collection of faces sharing many of the same emotions I had more than a quarter century ago. I also saw a group of amazing young people who needed to hear truth, learner to learner.
I never turn down the opportunity to talk to students about their futures and about the opportunities ahead. Whether it be in formal events or in one-on-one conversations resulting from a LinkedIn message or a career office connection, I will always take the time to do what I can to help. I also know that most of the advice they get is boring. A lot of it just doesn’t relate. Too often, students just receive the trite responses adults think they should receive – study hard, plan your future, be careful what you put on social media, earn top dollar.
I learned long ago that that just isn’t me, and that was reflected at the University of Virginia last week. Over the course of two hours, I offered some advice today’s students often don’t hear. But there were three items in particular that seemed to resonate.
First, don’t obsess over grades. Grades mattered when it was time to apply for college. Now is the time to make the most out of college. For me, that meant investing all of my time and attention working for The Cavalier Daily, one of the nation’s top collegiate newspapers. By the end of college, I was the managing editor of a daily newspaper, overseeing 150 volunteer staff and a $500,000 annual operating budget. We published 16 pages of news five days a week. That experience – and the internships and writing that came with it – led to my early jobs. One has to make the most out the college experience, and that includes diving deep into experiences outside of the classroom. In the nearly 24 years since I graduated from college, I have never once been asked my GPA as I pursued a new job.
Second, life isn’t fair. The perfect job likely won’t be offered. The salary you think you deserve may not be available. A great professional opportunity may end up being a living hell, as you work for a bully of a boss. It’s not fair, but it is life. Remember, you can do anything for a year as you plan the next step. In the early stages of your career, you need to practice the mantra of “positive and flexible.” Find the positives in a not-so-great experience. Figure out what you can learn from even your worst mistakes. I can look back at a truly horrible work experience I once had and can say I would do it again because of what it taught me. I may approach it a little differently now, knowing what I know, but even if the experience wasn’t fair, it was important in shaping who I am, professionally, today.
Finally, you be you. True success in life comes from knowing who you are and where your interests and passions lie. One of the worst things you can do is head down a professional path because you think it is what is expected of you. As I was leaving college, I fully expected I’d go to law school because that was what most arts and sciences grads at UVA seemed to do. Fortunately, the summer between college and law school taught me that I could do what I loved without earning a law degree. My career highlights have been the result of following my true passions. My career lowlights have been the result of just chasing a paycheck or a job title. My work has to be about me and what drives me, not just about what I majored in.
As we were walking away from the student union, I asked my son what he thought of the evening. A quiet boy who usually doesn’t share much, he opened up by telling me, “that was awesome.” He then explained that no one had ever told him some of those things and that he had never thought about a lot of what he heard. We began talking about his own postsecondary education, and how he will be empowered with more choices and options than he could ever imagine. That is mom and I would be there to help guide him, but the decisions would ultimately be his. I could see he was both enthralled and overwhelmed, probably just the mix he should have as a seventh grader.
We talked mostly about him needing to be him, and how he needs to continue to learn where his interests and passions lie, and we will help him find pathways to pursue them. If I got the wheels in his head turning – as well as the wheels in many of the Latinx students I met with – then I am doing my job and acting on my own professional passions.
It has now been a decade since the U.S. Congress last reauthorized the Higher Education Act. Back then, we still believed the “average” postsecondary student was an 18-year old fresh out of high school. No one knew what MOOCs were. Free college was barely a glimmer in some policy wonk’s eye. No one foresaw that liberal arts colleges, particularly those in the Northeast, would face potential closure because of financial concerns.
Back then, we didn’t know all that we didn’t know. But in the past decade, it is safe to say that higher education in 2019 is vastly different than higher ed in 2009.
So with all of those changes, isn’t it time we start looking at reauthorizing the Higher Education Act and start rethinking what higher education really is today?
After my first year of college, I was fortunate enough to score an internship on Capitol Hill, working in the office of a respected veteran senator. For a month, I did everything and anything that was asked of me, as I tried to soak up as much of the experience as possible. For me, each committee hearing, legislative memo, and clip packet were like gifts on Christmas morning.
As part of my internship, I also got the privilege of commuting by train – more than an hour each way – from my parents’ home in West Virginia. It was the only way to make my first internship work financially. Additionally, I spent the rest of the summer, as well as every weekend during my internship month, working at a local restaurant. I was gaining valuable work experience walking the halls of Congress. And I was gaining the dollars necessary to live during college by ringing up buffet dinners for Mountain State families and breaking down the soft-serve ice cream machine nightly.
The following summer, I was fortunate enough to earn an internship in the press office of U.S. Senator Robert C. Byrd. That was the summer I retired from my career at Ponderosa Steak House. Senator Byrd was a former Senate Majority Leader and was chairman of the Senate Appropriations Committee. A man who became one of the most powerful leaders in DC, Senator Byrd also believed in an honest day’s pay for a hard day’s work. I interned for Byrd for two summers, getting paid a salary both years.
I continued to take the train in from West Virginia both of those summers, to save money and avoid the cost of DC summer rent, but I was able to spend those summers focused on my future. The train rides became opportunities to read about government and policy. The weekends became a chance to explore possible career paths beyond law school. Those paid internships with Senator Byrd transformed me into the communications and policy professional I would become.
All because of a paycheck attached to an invaluable internship.
Last month, the U.S. Senate appropriated $5 million to provide the resources to pay Senate interns, giving each Senate office about $50,000 a year to compensate the lifeblood of Capitol Hill. The funds will hardly ensure that interns earn anything to close to what those interning on Wall Street or in Silicon Valley may earn, what with some Hill offices employing more than a dozen interns in the summer months alone to share that pot. But it is a start.
It is a start in showing appreciation for those that perform the tasks of Capitol Hill interns, perhaps allowing interns the chance to take one fewer shift as a waiter or bartender in DC and being able to use the time to explore the city they are calling home for the summer. It is a step at wiping away the general DC belief that interns are simply free labor, motivated by their need to find paying jobs after college.
More importantly, though, the move to compensate U.S. Senate interns begins to bring some equity to a system that is far from equitable. For decades, unpaid DC internships largely ensured an intern pool of the wealthy and the well connected. In an institution that is already far whiter than the populace, it ensured that its interns were equally as white. In short, it created a labor pool that looked vastly different from the people it was governing.
If the $50 million paid internship pool allows one more low-income student to pursue a Capitol Hill internship, then it is a worthy investment. If it inspired a new generation to see the value of government service, even if it pays far less than the private sector (both at internships and full-time jobs), then it is a worthy investment. If it means more 19- and 20-year olds don’t have to work two or three jobs during the summer in order to pursue its passions, then it is a worthy investment. And if it inspires other industries – including the media and entertainment sectors – to open their checkbooks and eliminate their own “free summer labor pool,” then it is definitely worth it.
No college student is ever going to get rich working an internship on Capitol Hill. Interns will still spend much of their salaries renting a summer dorm room from a local university or packing into short-term lease apartments. They will continue to live on an all-you-can-eat pizza, salad, and banana pudding buffet (as I did as an intern), supplemented by Capitol Hill reception hors d’oeuvres. And a small monthly check from the U.S. Senate ensures that those who seek such an experience may actually be able to take advantage of it.
(This piece originally appeared on LinkedIn Pulse.)
Years ago, I worked for an education entrepreneur who drilled in me the notion that American high schools were fundamentally broken, built for an era that was long gone. Today, we know that postsecondary education – in some form – is a non-negotiable. For one to have a successful career, to be able to take care of a family and keep a roof over their heads, a high school degree alone was no longer sufficient. High schools needed to become passageways to the successful pursuit of postsecondary education.
It wasn’t always this way. One can look back to the post-World War II era and see a time when only a third of high schoolers went on to college. A third of students graduated from high school to directly enter the workforce or pursue military service. And yes, a third would fail to earn a high school diploma, but still were able to obtain and keep employment.
Recently, President Donald J. Trump spoke longingly on those good ol’ days, noting how America’s future economic success may very well lie with a return to vocational schools. And while most do not use the term anymore, he may indeed be correct. It’s tough to deny that career and technical education is more important than ever. But it is careerteched that is vastly different than the shop class that President Trump may remember from high schools of decades past and is calling for. And it is at a time when we now look to community colleges to provide much of what those good ol’ voke ed schools used to offer.
It’s career and technical education that today is largely delivered by community colleges, either to recent high school graduates seeking that non-negotiable postsecondary education or to career changers needing to update their skills and knowledge to compete in a digital, information economy. It’s for those who recognize that the future economy demands a strong blend of all of the educational buzzwords we’ve heard over the past decade or two, whether it be STEM, 21st century skills, or the like.
It is also a reminder that the education offered and the students pursuing it are not nearly as homogenous as we’d like to believe. Sure, we all have this picture of the “typical” college student pursuing a “typical” liberal arts education at a “typical” four-year college. But there is nothing typical about students today, their aspirations, or the pathways one takes to get there. Nothing typical about the K-12 experience, and certainly nothing typical about the postsecondary experience.
I was reminded of this, yet again, this morning when watching Good Morning America. As a transition, Robin Roberts spoke briefly with student representatives from the Family, Career, and Community Leaders of America, or FCCLA. It was an organization that the edu-wife, the product of a private high school in New England, was completely unfamiliar with. And she works in education.
But as the product of Jefferson (County Consolidated) High School in Shenandoah Junction, West Virginia, I knew the organization well. Or rather I knew the organization as it once was known, the Future Homemakers of America. In my high school, FHA was a more popular student group than the Future Business Leaders of America. It was almost as strong a student organization as our Future Farmers of America contingent, which spent every fall missing classes to make apple butter out in the high school parking lot.
In my day, our county high school had about 1,200 students in total. About a third of our high school graduates went on to college. We weren’t a large enough school district to have a fully functioning vocational high school or career/technical education program. At the time, we didn’t even have a community college in our part of West Virginia (my father, when he was president of Shepherd University, actually created the community college that is now the state’s largest and most successful, to meet the growing demands).
So career and technical education was largely supported by clubs like FFA, FHA, and FBLA. Such organizations supplemented what was learned in the classroom. They provided much of the “vocational” training that President Trump now seeks, and did so largely because of teachers who were willing to give their time and knowledge to do so.
In the nearly three decades since I graduated from Jefferson High, those organizations have adjusted their approach and their services to their members. They’ve continued to serve as a gateway for so many seeking postsecondary career and technical education. And they’ve turned out generations of individuals with the skills, knowledge, and passions to pursue a wide range of careers.
When we debate the successes or failures of K-12 education, it is easy to get bogged down in test scores and growth measures. It is easy to focus on those learners who beat the odds to get accepted into a dozen Ivy League schools. And its easy to point out how much that used to fall to K-12, from remediation to career and technical ed, has now been pushed onto our local community colleges.
It is far harder for us to recognize, acknowledge, and celebrate the ways communities do come together to provide for their students. It harder to see the value in the student who will soon run his family’s farm also knowing how to code (and knowing the comedies and tragedies of Shakespeare).
Preparing for a strong economic future does not mean needing to return to the bricks-and-mortar good ol’ days of voke ed. Instead, it means recognizing the importance of instilling a wide range of skills, knowledge, and ability with today’s learners, and recognizing that such lessons can – and should – be taught beyond the traditional classroom in the little red schoolhouse. And it means seeing how community colleges and clubs and OST programs can contribute.
(A version of this post also appeared on LinkedIn Pulse.)
As a community, we spend so much time thinking and talking about what the schools, classrooms, and students of tomorrow may look like, but we often overlook an essential component to the equation. What will the teacher education of the future look like, the educator prep necessary to ensure we have the classroom leaders for such future K-12 environments.
For the past four years, dear ol’ Eduflack has been privileged to be part of the development of the Woodrow Wilson Academy of Teaching and Learning, and initiative of the Woodrow Wilson National Fellowship Foundation and MIT to completely reinvent teacher preparation and education schools in general.
Last week, the good folks over at the Chan Zuckerberg Initiative announced their significant support for the WW Academy and its efforts. Benjamin Herold over at Education Week referenced it as CZI investing in “personalized learning for the whole educator.” Caitlin Reilly noted that “teaching K-12 is brutally hard” and this was one of the ways CZI was “offering support.”
No matter how one cuts it, I’m incredibly honored to be a very small piece of the initiative and to have the support of innovators like those at CZI. Chan Zuckerberg joins with notables such as the Bezos Family Foundation, Bill & Melinda Gates Foundation, Carnegie Corporation, Amgen Foundation, Simons Foundation, and Nellie Mae Education Foundation in believing in the WW Academy’s mission of transforming the preparation of the nation’s teachers and school leaders.
I say it far too often, but change is hard. Changing systems is even harder. These organizations, and the many other partners who have joined with the WW Foundation and MIT in this effort, see that as an opportunity, not an obstacle.
The future of teacher education is now!
Yeah, yeah, yeah. We all know that the President of the United States rarely uses the State of the Union to focus on education issues. For every year that George W. Bush sought to ensure No Child Left Behind or Barack Obama looked for a Race to the Top, we’ve heard far more addresses where education is a passing mention at best.
A recent Politico poll found that 46 percent of Americans believe it is “very important” POTUS address education issues in tomorrow night’s address to Congress, while another 29 percent said was somewhat important. And while voters tend not to vote in national elections based on education issues, it is a good sign that Americans seem to want to elevate the rhetoric on topics of the classroom.
Over at BAM! Radio Network, dear ol’ Eduflack explored what a Trumpian address on K-12 education issues could look like. Highlighting the power of education to make America great again and expressing ire over other nations beating the U.S. of A on key international benchmarks, it isn’t a stretch to see how President Donald J. Trump could focus on elementary and secondary education issues.
But what could a focus on higher education look like? As rare as P-12 education is in the State of the Union, postsecondary education discussions are far rarer. By now, we all realize that Trump is hardly a politician of convention. So maybe it isn’t too late to drop this proposed section of “Trump-speak” into the address currently being finalized.
My election in 2016 was a sign that the American people were deeply concerned with their jobs, pocketbooks, and families. Voters rallied around the notion of ‘making America great again,’ recognizing that the strongest way we can make America great is by ensuring all of her people have well-paying jobs, both today and tomorrow.
Recently passes tax cuts are already having a direct impact on American works, as companies like Walmart and Disney and our leading banks are providing bonuses, incentives, and even college tuition assistance to their workers. So many of those businesses that are already rewarding their workers have one key thing in common. As companies, they have made the necessary adjustment to meet the needs of tomorrow. They have reimagined their businesses for the digital, Information Age in which we now all operate. These employees recognize the importance of workers with the knowledge and kills to do both the jobs of today AND of tomorrow. As a result, they will have huge successes under the new tax code.
It is time to bring that vision and that innovation to education, particularly to our colleges and universities. For the past year, Betsy DeVos and her team have been grappling with issues such as growing college tuition and the financial operating structures of individual universities. In communities across the country, colleges are shutting down because they lack the students and the impact they once had. All of this demonstrates a higher education system that is largely broken.
Unlike our businesses, higher education is still largely focused on process, not on outcomes. It rewards based on past achievement, not on future success. It prioritizes the needs and preferences of the provider, not the learner or customer.
That is why tonight I am directing my Education Department to chart a new course for postsecondary education in the United States, a course that takes us to our next destination, not our previous stops. We need to build them schools of tomorrow, preparing the workers of tomorrow with the skills of tomorrow for the jobs of tomorrow.
What does that mean?
First, we need to incentivize, not discourage, innovation in higher education. Just because a program or a school is doing things in a way that has never been done does not mean it should be prevented from doing so. That means empowering regulators and accreditors to encourage new models of thinking and instruction.
Second, we need to better understand the students of today – and tomorrow – while ensuring our institutions of higher learning are meeting their needs. The demographics of college students today are vastly different than those from a generation ago. How we teach those learners must also be different.
That requires a more personalized approach to college education. It is time to throw out the lecture halls and blue books. Instead, we look to advances like artificial intelligence, simulations, and virtual reality to help students learn in the ways that make the most sense to them. And we look for what students know and what they are able to do with that knowledge.
And finally, we need to ensure that classroom instruction meets real-world needs. That requires equipping every young learner today with the STEM skills needed to succeed in the jobs of tomorrow. And that requires forward-thinking classroom teachers able to teach those STEM skills in ways that are both relevant and interesting to today’s kids.
Across this great country, families are seeking a better life for their kids. In the 1950s, hardworking Americans sought the same, determining that sending their kids to college was the best path to that better life. In recent years, we have lost that sense of trust, seeing higher education instead as a playground for dilettantes and those without life direction. No more.
My Administration is committed to restoring American higher education to a position of greatness around the work. That is only done through innovation and an embrace of what is possible. It is done by breaking the restraints of over-regulation. And it is done by recognizing the future direction of higher education belongs not to the learner, not just to the provider. Only then can our colleges and universities become great again.
Imagine some applause lines like that in the 2018 SOTU.