The Federal Trade Commission is investigating the institution's "practices and procedures for safeguarding student and staff personal information."
A campaign launched by 72 groups argues that civil-rights laws oblige colleges to shield students from anonymous threats and abuse on social media.
The university is rethinking how to administer UF Online after enrollment lagged well below what leaders had envisioned.
The elite university has issued 15 dos and don’ts to help professors discuss unionization efforts with students.
With strong support from the U.S. Department of Education and organizations such as the National Network of State Teachers of the Year, teacher leadership has emerged as a national trend. Given the need for teachers to guide the direction of their profession, it is prudent to support teacher leadership as a mechanism for teacher voice and meaningful professional growth. A lack of funding, however, will inevitably stifle the important momentum that has been generated over the last few years. Whether it is the inspiring work carried out by hundreds of teachers who attended the Teach to Lead summits, teachers taking on hybrid roles, or the many other iterations of teacher leadership, sufficient financial support for states and districts will go a long way toward enriching the professional lives of teachers and ensuring that teacher leadership remains a potent force in years to come.
Practice and Support
Creating and implementing well-designed structures for relevant professional development is a key feature of teacher leadership. Utilizing teachers’ expertise in guiding and supporting each other at various points across the career continuum is a smart approach that not only increases our pedagogical effectiveness, but also bolsters teacher self-efficacy, motivation, and morale. Hybrid roles, such as peer coaches, are another way that schools and districts are recognizing the value of teacher leadership at the local level. This distributed model of leadership fosters a participatory culture and maximizes teachers’ skills and capacities for the benefit of teachers and students. Teacher leadership is a means by which all teachers – novice and veteran alike – can support each other in the enhancement of teaching practices that are informed by authentic experience, collaboration, and research.
Advocacy and Policy
Teacher leadership also serves to facilitate positive, productive educator-policymaker partnerships. There are numerous examples of meaningful, genuine teacher voice being solicited and respected at the local, state, and federal levels. In Connecticut, for instance, the highly successful Empowered to Lead symposium brings together teachers, administrators, policymakers, and others to discuss current educational issues, potential solutions, and next steps. Participants leave the symposium with a greater sense of urgency and the knowledge that many of our educational challenges are best approached in a solutions-oriented manner geared toward improvement and innovation. Teacher leadership opportunities like this one result in a proactive – rather than reactive – stance, with interactions characterized by mutual respect and the understanding that all parties involved are working toward the same goal.
Teacher Leadership as the New Norm
In some countries, teacher leadership is ingrained in the educational culture. Teacher engagement in practice, support, advocacy, and policy is so commonplace as to be unexceptional, except when viewed from the lens of those who yearn for it. If we continue to insist on international comparisons, then we must also consider the policies and practices undertaken by other countries that have designed ways for teachers to be recognized, supported, and respected as the leaders of their profession – and we must act upon it.
We will know that we have been successful when the phrase, “teacher leader,” becomes a redundancy in terms. When that day comes, teacher leadership will be intertwined with the many professional roles and responsibilities carried out by every teacher every day. Teacher leadership is transforming the landscape of education and elevating the teaching profession. Accordingly, adequate levels of funding will further augment the conditions for teacher leadership to become the new norm.
Just as teachers are boldly stepping up to lead the needed changes in our education system, funders must step up and offer them the resources needed to bring their ideas to fruition.
Dr. David Bosso is a Social Studies teacher at Berlin High School in Berlin, Connecticut, and the 2012 Connecticut Teacher of the Year.
A year after pro-democracy protests shook Hong Kong, students look back on a time of rebellion, hardship, and hope.
George Wythe University, a tiny, unaccredited institution in Utah, will shut its doors after reaching a settlement with the state’s consumer-protection division.
The alleged assailant, who is accused of trying to tear off the woman's headscarf at a cafe in front of her family, later told a television news station that he was drunk and off his anti-anxiety medication.
Professors say their views on candidates are given short shrift. But board members say they do plenty to solicit faculty input.
Robert Breuder, who has been on leave since April, was accused of excessive spending, poor financial oversight, and conduct that has damaged the college’s reputation and resulted in state and federal investigations.
An "all hazards" approach has become the rule at most large institutions, but that requires intensive planning. Campus security officials hope a new program could help better prepare smaller colleges.
Despite arguments to the contrary, such skills do improve in college, according to an analysis of dozens of research reports published over nearly 50 years.
Earlier this year, Zenith Education Group, a nonprofit provider of career school training, purchased more than 50 Everest and WyoTech campuses from Corinthian Colleges Inc. By stepping in to avoid a sudden shutdown of Corinthian, Zenith and the Department ensured that thousands of students had the opportunity to continue their education with minimal disruption and with significant savings in taxpayer investments.
As a condition to the transfer of Corinthian schools to Zenith, the Department required Zenith to make significant commitments to students, including raising the quality of its career training and counseling, improving affordability by reducing tuition and providing grant aid, and focusing on student outcomes. Zenith also agreed to a series of operating standards to protect students, which included the hiring of an independent monitor to ensure the company operates with integrity and transparency on behalf of students and in accordance with our expectations and federal regulations.
Improving transparency and accountability in higher education is a core priority for the U.S. Department of Education. To further our commitment to that transparency, the Department has agreed to release Zenith’s monthly monitor reports. The first five of those monthly reports, along with an executive summary are provided here. The Department will also regularly release future Zenith Monitor reports.
I am pleased with the progress that Zenith has shown in its first few months of operating these schools. In particular, I am pleased that Zenith has, in fact, followed through with its pledges of eliminating its poorest performing programs, reducing tuition by 20 percent, implementing its school choice and refund programs, and beginning the process of right-sizing its enrollment. We look forward to reviewing future monitor reports to ensure that Zenith is in compliance with all its regulatory obligations and the conduct provisions commitments it made during the sale.
Ted Mitchell is U.S. Under Secretary of Education.
The UN General assembly was buzzing on September 25th. Pope Francis and Nobel Prize winner Malala Yousafzai addressed the gathering of 193 world leaders. Singer Shakira, a UNICEF Goodwill Ambassador who advocates for early childhood education, chimed in with a song. When all was said and done, the world leaders got down to the work at hand and ratified the much anticipated Sustainable Development Goals (SDGs). Unlike the Millennium Development Goals (MDGs), the SDGs are the product of an inclusive effort and 2+ years of hard work of the Open Working Group and civil society organizations. The goals are a comprehensive roadmap to end poverty and cover topics from food security to gender equality and actions to combat climate change. Included is an ambitious goal to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
This is key because the SDGs are not just about people in far flung corners of the world. They are about all of us. They address issues that affect children in Ferguson, Missouri, as much as children in Nigeria. They are global in nature and are meant to influence how all nations take action to meet them. At a high level meeting, which featured speakers such as Nobel Peace Prize winners Kailash Satyarthi and Malala, United Nations Special Envoy on Education Gordon Brown, and UNESCO Director-General Irina Bokova, the Global Education First Initiative Youth Advocacy Group called on those in attendance to move from “promises to progress”.
At the U.S. Department of Education, our mission, first and foremost, is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. While the challenges we face may not be at the same scale as in the developing world, they are challenges nonetheless.
Speaking at the National PTA Conference, Secretary Arne Duncan affirmed that “Giving every child an equal opportunity to learn is the central challenge of our era, and will determine whether our nation grows stronger or struggles in years ahead.”
Just as lifelong learning is a priority in the SDGs, Secretary Duncan has highlighted its importance in the domestic agenda: “So if we are serious about providing all our children with good choices in life, if we are serious about our nation’s economic strength, it’s this simple: We must get rid of the obsolete belief that a quality education begins at age five and ends at age eighteen.”
Over the past year, we, as Americans, have been asking ourselves some tough questions about equality in our society. Secretary Duncan has said that change “will only happen because we, as a nation, make a deliberate choice for equity. A deliberate choice to insist on excellence for all of our nation’s students.” These sentiments are shared by the 193 world leaders gathered at the UN over the weekend. For all the world’s children, the path that leads away from poverty and despair towards a future full of hope and promise starts with quality education.
Rebecca Miller is an International Affairs Specialist at the U.S. Department of Education.
The faculty member, at California State University at Fullerton, says he would feel "completely dishonest trying to sell a book I don't believe in."
Experts in advertising, social media, and behavioral economics provide perspective on the "Better Make Room" effort.
The Education Department imposed the new restrictions after finding that the company had failed to reconcile its student-aid accounts in a timely manner for several years.
As high-school graduation rates rise, a new report questions whether too many students are being given false assurances that they’re ready for college or the work force.
Though the media hype surrounding massive open online courses has waned, interest in the courses themselves isn’t tapering off, according to a new report.
Today, a high school education is simply not enough. The global, knowledge-based economy that we live in means that some post-secondary education, whether that be a 2-year degree, a 4-year degree, a certificate or a credential, is essential. Which is why we must invest in the educational future of our Hispanic youth. Hispanic youth are in large part the face of our nation and our next generation of leaders. So we need to invest in them if we want to be serious about our future. Although Hispanic high school dropout rates hit a record low at 13 percent in 2012, they’re still higher than any other demographic. Hispanic youth will represent 70 percent of population growth in our country between 2015 and 2060, and are rapidly growing faster than any other minority group. It is our duty to make sure that our next generation of politicians, teachers, CEOs, engineers and entrepreneurs are equipped with the skills they need to succeed.
Progress is being made but not nearly fast enough. And for me, this isn’t simply an intellectual matter. As a Puerto Rican, I’ve seen first-hand how the power of a great education can change lives across the country, as well as back home on the island that gave birth to my mother.
That’s one of the reasons why I’m so proud to lead First Lady Michelle Obama’s Reach Higher Initiative. We work to inspire young people to take control of their future by exposing students to college and career opportunities, making financial aid and college affordability a reality, supporting academic and summer planning, and investing in school counselors. We want young people, including Hispanics, to know that education after high school has to be part of their plan. That enrolling and completing college is essential to ensuring their achievement and success.
When speaking at the 85th Annual Conference of the League of United Latin American Citizens last year, the First lady spoke about the need for investing in education for Hispanic youth. She said, “As you know, too many young people in the Latino community simply aren’t fulfilling their potential… We have got to … reignite that hunger for opportunity — that hunger for education – across all of our communities. And we all have a role to play in this endeavor. Parents have to be reading to their kids from an early age and making sure they go to school every day and do their homework every night. Our young people, you have a role to play as well. You have to make education your number-one priority and be role models for those around you.”
The efforts led by the White House Initiative on Educational Excellence for Hispanics, including their nearly $340 million in public and private sector commitments and the U.S. Department of Education’s work to make college accessible and affordable are key to ensuring this population has the tools they need to achieve.
This issue requires all-hands-on-deck approach to make sure students and families are getting access to the resources and information to help make college a reality. That might be filling out the FAFSA, which gives students access to $150 billion in aid for college, or talking to your school counselor, who can help students or families navigate the application process. It also means taking rigorous, college-ready courses like Advanced Placement; and it means thinking about getting internships and mentorship programs that can help young people see the value of a college degree.
We also need to make the process easier. President Obama and the First Lady have been working hard to create and promote tools such as the College Scorecard to help make students find the best college value and fit. They also recently announced that starting in 2016, students can begin filling out the FAFSA three months earlier, so that financial aid can be secured earlier and in time to help make college decisions.
To the young Hispanics who are now in the swing of school, challenge yourselves to take your education seriously. Start talking to your parents about finances, take challenging classes, build strong bonds with your teachers and administration, join clubs and extracurriculars that will expose you to new things, and most importantly believe in yourselves. Believe that you can achieve and do whatever you put your mind to; starting with college. Because we do.
Eric Waldo is the Executive Director for the Reach Higher Initiative