Chaos, Coherence, Better #TeacherEd

If we want our children to be critical and creative thinkers, individuals who possess a true love of learning and a deeper ability to demonstrate it, we must ensure they have like-minded educators guiding them through the process. They need teachers who both know and do, instructional leaders who are able to adapt to the individual learner and specific lesson. They demand educators who personify the balance of both inputs and outcomes.

From “Out of ‘Chaos,’ A Call for Improved Teacher Education,” Eduflack’s latest on Medium

Teacher Education’s “Black Box”

Over at Real Clear Education, I have a new piece that looks at two recent research studies on innovation in teacher education, one of which proclaims significant research is needed when it comes to understanding what good teaching is. As I write, such data really isn’t needed. The real challenge is how we get the research we do know into classrooms, both at the K-12 and at the postsecondary levels.

In my essay, I issue a call to focus teacher preparation efforts both on what is known and what a prospective teacher is able to do with it. We need to move beyond teaching “at” someone and instead ensure the student — or the prospective teacher — is able to take that new knowledge and apply it. Even more simply, we need a competency-based approach to teacher education.

As I write:

There is nothing magical about 36 credit hours of graduate education that ensures one will be an effective teacher. Instead, it is about understanding content and pedagogy, as well as being able to put that understanding to use in a classroom of your own.

That means that teacher preparation must begin to shift from a “time served” model to competency-based one. It means more time spent demonstrating skills in a K-12 classroom than sitting in a lecture hall. It means recognizing that the prospective teacher takes priority over the process, appreciating what an educator is bringing to the process and then building personalized approaches to complete preparation. And it means continually acquiring competencies well after the initial licensure is completed.

Some may say the concept of throwing out the clock and the credit hour is controversial. But it is an idea that is both needed and proven. And it is an effort I am proud to be focusing on as part of my work at the Woodrow Wilson Foundation.

Happy reading!

 

Many, Many Thanks

I am incredibly fortunate to do work that I really enjoy. Those who have heard my story know that I fell into strategic communications by accident. I went to college thinking I would become a lawyer. Early in my postsecondary experience, I thought I’d instead be a college professor (but my college professor and college president of a father greatly discouraged it).

An internship on Capitol Hill led to my experiencing what a press secretary does. The rest is history. I never acted on the acceptance letters to law school, instead choosing to go back to Capitol Hill. I’ve spent most of the past 20 years working with not-for-profit organizations and government agencies on public engagement. Much of that time was spent in the education space.

Why this walk down memory lane? Today, PR News named me is Non-Profit/Association PR Professional of the Year. I’m incredibly moved by the award, and for being part of an impressive list of honorees who show, day in and day out, the impact meaningful communications can have on changing policy and public behavior.

I’m doubly fortunate to earn this recognition for my work with the Woodrow Wilson Foundation, as we work to reinvent how higher education in general, and teacher preparation specifically, is addressed in the United States. Change can be hard. But I am incredibly lucky to be working as part of such a terrific team, all superstars in their own right.

I get that many folks don’t understand what I actually do for a living. If you ask my kids, they will tell you “daddy talks for a living.” Some hear my job title and think I’m “just a publicist.” In actuality, I am fortunate enough to work at the intersection of education research, policy, practice, politics, and communications. Each day, I get to figure out how those five pieces fit together in a way that improves teaching and learning for both the educator and the child. And I’m grateful for each of those days.

So thank you to PR News for this wonderful honor. Thank you to those who somehow determined I was the top non-profit communicator in the nation for the past calendar year. And thank you to all of those people who work in education communications, those who inspire me, who advise me, who encourage me, and who remind me why we do what we do.

 

Excellent Teachers, Equitable Distribution, Real Results

Last week, the New York Times’ Eduardo Porter had an interesting commentary looking at whether educators are really the ones who should be tasked with fixing all that ails our society. In tackling the discussion of whether American students are really lagging or whether, when we adjust for all sorts of outside factors, they are doing just fine, Porter concludes by noting, “Teachers are paid poorly, compared to those working in other occupations. And the best of them are not deployed to the most challenging schools.”

That last point, one of how we get our best teachers in front of the classrooms and the kids who need them the most, is one of the most pressing issues facing public education today. Earlier this year, the U.S. Department of Education requested a report from each of the state departments of education, explaining how they were addressing the equitable distribution of effective teachers. But those reports still doing get exemplary teachers where they are most needed.

In response to Porter’s piece, Stephanie Hull, EVP and COO of the Woodrow Wilson Foundation, offered some valuable insights. On the pages of the NYT, Dr. Hull wrote:

Getting excellent teachers into all classrooms is a national imperative. To meet this challenge, we must also improve teacher education, producing more and better prepared teachers, especially in shortage areas like STEM and special education. This is the only way to ensure a strong pipeline of teachers who know how to meet the needs of all students.

In states like Georgia, Indiana and New Jersey, we are seeing how programs specifically intended to recruit, prepare and support exemplary teachers for high-need classrooms can have a positive effect on the community and on the student.

She knows of what she writes. The work she mentions in places like GA, IN, and NJ is exactly what she is doing through the Woodrow Wilson Teaching Fellowship. And when you find a way to recruit, prepare, and support exemplary beginning educators to teach STEM in high-need schools, and you get those teachers to stay in those schools and classrooms well beyond their obligations, you must be doing something right.

Is Woodrow Wilson Teaching Fellowship THE answer to the equity problem? Of course not. There is no one way to solve the issue or to improve access to great teachers for all kids. But programs like WWTF are definitely a part of the solution. It’s one of the reasons I’m so committed to helping that program, and others like it to succeed. Instead of just talking about what it can do or making promises of what is possible, programs like Teaching Fellowship are actually building pipelines of STEM teachers committed to careers in the schools that need them the most. How novel …

“Determination and Savvy”

Shameless self-promotion alert. Over at Bulldog Reporter, they have a terrific article (at least the edu-mom and edu-daughter would say it is terrific) about my ongoing work at the Woodrow Wilson Foundation and Bulldog Reporter recently recognizing our communications efforts at Woodrow Wilson on the issue of teacher education.

To be honest, and many won’t believe this, but such write-ups make me uncomfortable (though i’ll admit, I don’t mind being seen as determined and savvy, certainly better than the alternative). It often doesn’t reflect the full team effort that goes into play, and it can too often make the story about the individual, and not the work itself. But I do like how they boiled down some of my blather to a few key lessons for those in the communications sector:

“First, the most successful messaging focuses on the positive and meaningful change,” he says. “Negativity and attacks may sell, but they have a short shelf life. Second, nothing is more powerful than personalizing the story and showing how scary change impacts the individual. Third, don’t be afraid to fail. Particularly when you are starting with a blank canvas, try it all, quickly jettison what isn’t working, and focus on what is most successful.”

When I say it, can I then add a “well said?”

The Teacher of the Future

The teacher of the future? That future might be now. It is an important discussion that policymakers and practitioners should be having. What are our expectations for teachers in the future? What should incoming educators know and be able to do? And what do we do when our expectations don’t match the realities in the classroom?

Earlier this month, KCUR public radio in Kansas City, MO dedicated an hour to the topic, offering up a wide range of perspectives. The segment included Arthur Levine, President of the Woodrow Wilson Foundation; Cristin Blunt, teacher at an alternative school in Shawnee Mission; Colleen Power, homeschool mom and teacher; Matthew Oates, involved with Friends of Hale Cook and candidate for Kansas City Public Schools board; Sylvia Maria Gross, Senior Producer of KCUR’s Central Standard and former teacher; Tony Kline, Superintendent, University Academy; and Kyle Palmer, KCUR reporter.

You can hear the full story here on the KCUR site. It’s definitely worth the listen.

Thanks, Bulldog Reporter! #bulldogawards

Just wanted to take a quick second to thank Bulldog Reporter and all of those who are involved in the Bulldog Awards process. Earlier this week, Bulldog Reporter announced the winners of its 2015 Bulldog Not-for-Profit PR Awards. I’m honored to announce that dear ol’ Eduflack won the gold for Outstanding Non-Profit Communicator.

Specifically, Bulldog recognized my work with the Woodrow Wilson Foundation, where we are seeking to transform teacher education. Communications has been an important part of the Foundation’s work over the past year, and I’m fortunate to work with a number of terrific individuals on this effort. Communications is now integrated in all of the Foundation’s programmatic work, and the mutual benefits of this relationship can be seen in Woodrow Wilson’s successes.

So thanks to Bulldog, to the judges, to the Woodrow Wilson Foundation team, and to all those across the nation who are part of a shared effort to transform teacher education. We are building a movement, and I am fortunate to be a part of it.

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Is the Time Right to Change Higher Ed?

For decades now, the media had proclaimed the “death” of higher education as we know it. Online ed was supposed to do it a generation ago. Just a few years ago, the MOOC was going to put all colleges and universities out of business. Yet the institutional model that has been around for a millennium still seems to be alive and kicking.

Over at The Chronicle of Higher Education, my colleague Arthur Levine (president emeritus of Teachers College, Columbia University and current president of the Woodrow Wilson Foundation) writes on how the time may finally be right for higher education to begin to transition from its assembly line, industrial age approach to one better suited for the information age we all current enjoy (or at least tolerate).

Levine offers three reasons why we may finally see higher education transform in the United States. Reason one: As a nation, we are transitioning from a national, analog, industrial economy to a global, digital, information one. So it only makes sense that higher ed would follow the nation. Reason two: the number of higher education providers is booming, and it such opportunities are no longer limited to the traditional, ivy-wall-covered universities we have grown used to. And reason three: research makes clear that people learn in different ways, and we may need multiple approaches to higher education to ensure all are receiving it.

Dr. Levine is a particular fan of competency-based education, which focuses on subject matter mastery rather than time spent in a classroom. At its core, CBE is about students demonstrating their knowledge, rather than being recognized for coming to X numbers of classes for X total hours. As he writes:

[Competency-based education]  experiments need to be watched, assessed, and supported so that institutions can create and expand the infrastructure for competency-based education, including an alternative to the time-based Carnegie unit. This is merely the most visible aspect of a revolution occurring in education at all levels: the shift to learning outcomes and learner-centered education.

Every institution of higher education will have to make this shift, and the time to plan for it is now. History shows that the future of institutions that fail to act will be determined for them by policy makers and by pioneering competitors — inside and outside traditional higher education.

The full commentary is worth the read. Change is coming to higher education. The only question is whether institutions and individuals will be leading that change, or just have the change happen to them.

Blowing Up Schools of Ed?

Over at Education Post, I have a piece that talks about our need to transform education schools across the country. With everything we are putting on teachers today, and all we expect from them in the classroom and beyond, we just can’t expect that teacher preparation today would still look like it did 50 years ago. Yet at far too many colleges and universities, it just does. As I wrote:

We have been asking more and more from our teachers. A decade ago, the remark was delivered expecting teachers to be researchers and psychometricians. In the years since, we have looked to those same beginning teachers to also be social workers, assessment administrators, referees, moral compasses, and the ultimate criteria for whether school districts, schools and students were succeeding.

In the piece, I spotlight the work I am currently engaged in at the Woodrow Wilson Foundation, as we embark an on exciting new effort, in collaboration with MIT, to build the ed school of the future, one that is competency based and focused on outcomes. As I note, “We need a new teacher-education model focused on outcomes and one that requires recognition that learning, time and process are variables and that one size definitely does not fit all.”

You can check out the full piece here. And while you are at it, check out some of the other content at Education Post. The new platform is doing a great job spotlighting reforms and improvements across the country.

Happy reading!