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Glimpses of life in academe from around the world.
What a week!
All year long, we at the U.S. Department of Education seek to bring teachers’ perspectives to our work and to understand, as much as possible, their classroom realities. Just last week, we hosted conversations with National Hall of Fame Teachers and State Teachers of the Year, and every week of the year we talk with teachers about their work and what they need from us.
Still, Teacher Appreciation Week is different. During Teacher Appreciation Week we honor our nation’s educators in special ways.
The current and former teachers at ED compiled some of our favorite moments in a short list of memories that resonate with us.
ED Goes Back to School: Department staff working in Washington, D.C. and at the nine regional offices shadowed more than 70 teachers around the country. They prepped for their school visits by attending a pre-shadowing workshop hosted by teachers at ED, who offered insights into lesson planning. Through the extended visits, ED officials experienced slivers of insight into the complex and fast-paced world of teaching. At the end of the day, ED hosted a debriefing session and reception in which ED staff honored the teachers they shadowed, along with Secretary Duncan.
- At J.A. Rogers Elementary in Kansas City, Mo., ED’s Jeanne Ackerson met Library Media Specialist Paula York’s unique co-worker: a live-in dog (a boxer) who helps to calm fears, relieve anxieties and teach skills to inner-city children. York said she gets great satisfaction when students leave her classroom with a love for reading.
- ED’s Jamila Smith, who observed third grade and kindergarten teachers Laura Arkus and Nicole Entwisle at Hyattsville Elementary School (Hyattsville, Md.), was the first to speak at the end-of-day debriefing. “These two teachers handled 21+ kids all day long and they never stopped,” she said. “Yet each kid was touched, each child was heard, and everyone was reached.”
- After the day of shadowing Kalpana Kumar Sharma at Brightwood Education Campus (Washington, D.C.), ED’s Joy Silvern told the teachers who visited the Department, “We will only get the right answers [to address education challenges] if we stay grounded in your experience and knowledge.”
- Shannon Schwallenberg teaches 3-year-olds at who are at a 6-month developmental level at Frances Fuchs Early Childhood Center (Beltsville, Md.). She explained to staff why teachers spend so much of their own money on school supplies. Though she receives six butterflies with her class butterfly kit, Schwallenberg said she buys more because, “I want each child to have the authentic experience of releasing their own butterflies.”
Teacher Social at the White House: Twenty-two enthusiastic teachers from around the country participated in a White House social with honorary “First Teacher of the United States” Dr. Jill Biden and Secretary Duncan.
- Teachers’ tweets from the event were inspirational and fun. One (@TheMathLady) wrote, “Ya know, just another day of hanging out on the South Lawn of the White House.” Meanwhile, Teaching Ambassador Fellow Joiselle Cunningham got a little disoriented on the property and temporarily lost Secretary Duncan.
- Teaching Ambassador Fellow Lisa Clarke reported that while talking with the teachers, she heard Secretary Duncan repeat at least three lessons he had learned from listening to teachers who were shadowed by ED staff. “The teachers really were heard,” said Clarke, “and he learned from them.
Leadership Calls: Each day of the week, Arne Duncan called a teacher to thank them for their work and talk about their leadership. Here are highlights from two of the calls:
- After failed attempts to reach him through a cell phone, Arne connected via landline with Mark Garner, a high school teacher at Camas High School (Camas, Wa.). The call, caught on video at the school, shows interesting interactions among Duncan, Garner and Garner’s ninth grade English class.
- Prior to talking with Marca Whitten, who teaches at the Studio School in the Glassell Park community of Los Angeles, Calif., Duncan spoke with her principal, Leah Raphael. Raphael was a 2010 Teaching Ambassador Fellow at the Department, and when former boss Arne Duncan asked how she liked starting a school, she said, “It’s the hardest thing I’ve ever done.” Later, Whitten explained to Duncan how the school community chose Raphael as its principal. “We met and I knew within 30 seconds,” she said. “How did I know? Well, she speaks from the heart, she listens from the heart, and she’s smart, smart, smart.”
Marie Reed Elementary’s Teacher Appreciation Breakfast: Teachers were a little overcome by a surprise visit from Dr. Jill Biden and Arne Duncan during the Washington, D.C. school’s Teacher Appreciation Breakfast.
- One fourth-year teacher with tears in her eyes said, “Jill Biden is a rock star… I only got to speak to her for a moment, mostly because I couldn’t even get words to come out of my mouth when she came to my table.”
- Veteran teacher Maggie Davis talked with Duncan about retiring from the profession after 36 years of accomplished teaching. She said she feels good about the direction of the profession and how the vision of the principal has sharpened. She also said she believes that there is more good to come.
#ThankATeacher: ED added to the national #ThankATeacher conversation via social media by providing signs for folks to use to record why they are thankful for teachers and asking them to share pictures of them and their signs.
- Teacher appreciation was contagious. The #ThankATeacher tweet with card from @usedgov reached potentially about half a million users, and the hashtag #ThankATeacher was used in over 42,000 Tweets during the last seven days.
- The tweets from students, parents and teachers—including the State Teachers of the Year—reminded us all why we do this work. The simple student pictures thanking teachers for “being nice” and “teaching me division” really tug at our hearts.
- Around the building, staff posted on doors and cubicle walls all manner of messages to teachers they have loved, thanking them for: “believing in me”; “not giving up, no matter what”; and “introducing me to bow ties.”
During Teacher Appreciation Week, it is nice to bring teachers cards and doughnuts. But it’s also a little bit strange because we wouldn’t take our doctor a cupcake or drop by an architect’s office to pass out cookies. At ED, we seek to appreciate teachers by actively trying to understand what they do.
Laurie Calvert is a 14-year National Board Certified Teacher from Asheville, North Carolina, and the Department’s Teacher Liaison.
Expanding student access to online courses among goals of new interstate agreements | CSG Knowledge Center
At the start of the 2012-13 school year, online enrollment accounted for more than one-third of total enrollment at the nation’s degree-granting postsecondary institutions. Ten years prior, it made up less than 10 percent, according to enrollment trends tracked by the Babson Survey Research Group. By Tim Anderson Thursday, May 8, 2014 at 03:35 PM
Lawmakers agreed that conditions for players need to improve, but were divided over whether unionizing is the answer.
The new under secretary of education was once a college president but most recently served as chief executive of a nonprofit educational-venture fund.
On April 29th, the Department of State hosted 21 middle and high schools from the Washington, D.C. metropolitan area for the Global Classrooms DC Model United Nations (MUN) conference. Global Classrooms is an educational program that targets traditionally underserved public schools and aims to foster the skills required for global citizenship. On this day, approximately 700 students participated in debates as country delegates to various U.N. committees. These student delegates researched and developed positions for their assigned countries before coming to the event, where they demonstrated their critical thinking, public speaking, collaborative problem-solving, and leadership skills, and applied them to global issues in a realistic environment.
At this year’s conference, students tackled four major issues: access to primary education, human trafficking, access to clean water, and the crisis in the Democratic Republic of the Congo. Department of Education staff members from the International Affairs Office and the Office of Postsecondary Education served as Policy Advisors to the roughly 150 students debating how best to tackle the issue of access to primary education. The topic is particularly timely: despite concerted international efforts to achieve universal primary education by the end of 2015, 57 million children worldwide are still not in school.
When preparing for the conference, students were asked to consider why access to primary education is so important, what the main obstacles are, and what progress has been made thus far. In their research, students learned that some countries do not deem access to education a high priority and that sometimes the cost of simply travelling to and from school is prohibitive to families. Additionally, safe passage is not always guaranteed – especially for children in war-torn countries. They also considered gender discrimination and the needs of girls and young women, particularly with regard to safety and security, early marriage, and pregnancy.
These dedicated young people took their involvement in MUN extremely seriously. In playing the role of their assigned country with all its development challenges and opportunities, they broached issues that their professional counterparts also face. Topics included measures to combat child labor, use of cell phone technology in classroom instruction, building infrastructure and how to pay for it all. The young delegates worked diligently to bring other members to consensus on a range of working papers. Their astute questions and on-the-spot responses were impressive.
In the end, though, youthful exuberance won out as participants rushed the stage to accept their awards and have their team’s picture taken in the State Department’s Dean Acheson Auditorium. Prizes were awarded for best position paper and best delegation, as well as the Secretary-General’s Award for best team overall. The young delegates tackled tough issues and displayed flexibility, creativity and open-mindedness along the way, all skills necessary for success in the 21st century. The long hours of preparation and hard work they put in have put them squarely on the path to becoming first-class global citizens.
Adriana de Kanter is a senior International Affairs specialist and Rebecca Miller is an International Affairs specialist in the International Affairs Office at the U.S. Department of Education.
As a teacher, I’ve seen the tremendous impact internships have on a student’s ability to see him or herself as capable of success. They can provide students deliberate exposure to role models who have used education as a vehicle for success, thus helping students see success as tangible for themselves.
Through summer internships, students gain real-world skills and cultivate a sense of pride and purpose. They also see that they have something of value to contribute to the world. Internships can expose students to academic majors they never previously considered and provide them with real-world career preparatory skills.
Students of mine who participated in such programs have remarked on how much their lives and perspectives have changed. One of my students, Joy, said of her internship with the Bureau of Engineering, “I was able to learn about a community by contributing to society and helping it achieve a cleaner environment. I job shadowed important city officials, got involved in the Echo Park Lake rehabilitation process, and the gained a once-in-a-life time opportunity which will open up my future.”
Another student, Paola, recently applied social media skills she learned in a Global Girls Internship last summer by creating a class blog on what it means for our students to be learners (thelearnersproject.wordpress.com) and has decided she wants to major in journalism.
So, how does a student go about getting a summer internship? Here are five easy steps for students to make the idea a reality and for their supporters to help them do so:
- Research. Schools often have a career center, career wall space, or a staff member who knows about current internship and community opportunities. Also, a Google search will return a plethora of listings. Narrow down by location, field and time frame. You may even be able to travel for free with your internship — the possibilities are endless!
- Resume. Assemble a basic resume that includes your experiences in and out of school. Highlight experiences that show skills including leadership, community service, teamwork, technology or linguistic skills. Be sure to have someone you trust proofread your resume.
- Letter of recommendation. Tell a teacher, coach, counselor, or community member you’ll be applying for internships and ask if they know you well enough to write you a good letter of recommendation. Give them a few weeks notice if possible. You may want to ask for a few copies of the letter and ask if they can also be a reference for you on your application. Be sure to note if the application asks for a letter that is signed and individually submitted, or simply included with the application.
- Essay. Some internships may ask for statements on why you want the internship, what your goals are, how you’ve faced hardships or how you’ve contributed to your school or community. Remember to focus not only on what you did, but what it says about who you are as a person. When writing from a solutions-based, survivor mindset, focus on focus on how you dealt with challenges, rather than simply the challenges themselves.
- Job interview. Be prompt, be prepared and be present. Attend school or community offers workshops on job preparation. Practice your interview handshake and greeting, rehearse questions ahead of time, research their organization so that you have some knowledge about it going in, and come up with a couple follow-up questions to ask your interviewers. Follow up with a thank you email or card telling them you really enjoyed meeting them and learning about their organization.
In an ideal world, all students would have the opportunity to participate in internships and programs to enrich their education. This would not be separate from their education at school, but an extension of their academic learning. Internships and programs are powerful opportunities for students to take charge of their own learning and invest in their own potential. Thought it takes time and planning, it has made a world of difference for my students and I’m sure yours will feel the same.
Its online college will begin hiring more full-time instructors with a focus on helping students succeed.
Revisions that the regents are expected to approve next week won’t do enough to remove the "chilling effect" of the original policy, faculty members say.
The university stopped short of shunning all fossil-fuel companies. But it is by far the largest, and wealthiest, institution to take a step in that direction.
Recent backlashes illustrate the challenges universities face each year in choosing a speaker who will inspire graduates without igniting controversy.
The Congressional testimony, the second in two weeks concerning big-time sports, comes at a time when the association is facing unprecedented scrutiny.
Karen R. Lawrence, president of Sarah Lawrence College, talked with The Chronicle about the college's new assessment tool and how she expects it to help prove that the institution is doing what it claims to be doing. Watch the interview here.
The legislation, introduced by Sen. Elizabeth A. Warren, would expand to existing borrowers a benefit that a law last summer limited to recipients of new loans.
#StudentLoanForgiveness. It’s a hashtag now, so you’ll all pay attention, right? Everyone wants their student loans forgiven. The perception is that very few qualify for any forgiveness programs. But did you know that there is one broad, employment-based forgiveness program for federal student loans? Most people don’t, or misunderstand how it works. Let me break down some key points of the Public Service Loan Forgiveness Program to help you figure out if you could qualify.
Can you check the all the boxes?
[ 1 ] Work in “Qualifying Employment”
First, you need to work in “qualifying” employment; that is, you must work in “public service.” But what does that mean? Everyone seems to have a different definition. Ours is based on who employs you, not what you do for your employer. The following types of employers qualify:
- Governmental organizations – Federal, state, local, Tribal
- Not-for-profit organization that is tax-exempt under Section 501(c)(3) of the Internal Revenue Code
- A not-for-profit organization that provides some specific public services, such as public education, law enforcement, public health, or legal services
The following types of employers do not qualify:
- Labor unions
- Partisan political organizations
- For-profit organizations
[ 2 ] “Qualifying Employment Status”
If you work at one of these types of organizations—great! That’s the most difficult criteria to meet. Next, you need to work there in a “qualifying” employment status, which means that you must be a full-time employee of the organization. Full time, for our purposes, generally means that you meet your employer’s definition of full time or work at least 30 hours per week, whichever is greater.
[ 3 ] Have a “Qualifying Loan”
A “qualifying” loan is a Direct Loan. It’s that simple. Of course, it’s the government, so nothing is actually that simple. You see, there are (or were) three big federal student loan programs:
- The Direct Loan Program, which is now the biggest program,
- The Federal Family Education Loan (FFEL) Program, which is what many students borrowed from until mid-2010, and
- The Federal Perkins Loan Program, which is a relatively small program.
You may have loans from just one of these programs, or you may have borrowed from all three. If you’re not sure which loan program you borrowed from, I can’t blame you—I had 20 separate loans by the time that I finished graduate school! You can use the National Student Loan Data System to determine which program you borrowed from. Here’s a tip from me to you: basically, if you see “Direct” in the loan type name, it’s a Direct Loan. Otherwise, it’s not.
Don’t have a Direct Loan? Don’t despair! You can consolidate your other federal student loans into a Direct Consolidation Loan and qualify that way. Not having a Direct Loan is the biggest reason that borrowers who are seeking Public Service Loan Forgiveness aren’t on the right track, so be sure that all of your loans that you want forgiven are Direct Loans before you proceed to the next step. If you do need to consolidate, be sure to check the box in the application that says that you’re consolidating for the purposes of loan forgiveness. It will make your life easier, I promise.
[ 4 ] Have a “Qualifying Repayment Plan”
Next, you need a “qualifying” repayment plan. All of the “income-driven repayment plans” are qualifying plans for Public Service Loan Forgiveness. So is the 10-year Standard Repayment Plan, but if you’re on that repayment plan, you should switch to an income-driven repayment plan straight away, or you will have a drastically lower loan balance left to be forgiven after you meet all of the criteria.
If you’re consolidating your loans, you can apply for an income-driven repayment plan in the consolidation application, but if you don’t, you will be placed on the Standard Repayment Plan for Direct Consolidation Loans, which is almost never a qualifying repayment plan for Public Service Loan Forgiveness. If you already have Direct Loans, you can submit an income-driven repayment plan application on StudentLoans.gov.
[ 5 ] Make 120 “Qualifying Payments”
Lastly, you need to make “qualifying” payments—120 of them. A qualifying payment is exactly what you would expect it to be. You get a bill. It has an “amount due” and it has a “due date”. Make the payment in that amount by the due date (or up to 15 days after), and the payment is a “qualifying payment”. If you make a payment when you’re not required to—say, because, you’re in a deferment or you paid your student loan early—then that doesn’t count. But if you reliably make your payment every month for 10 years, you should be okay. The best way to ensure that your payments qualify is to sign up for automatic payments with your loan servicer.
Note that these payments do not need to be consecutive. So, if you had made 10 qualifying payments, and then stop for a period of time (say, you go on a deferment), then start making qualifying payments again, you don’t start over; instead, you pick up where you left off.
And, I’m sorry to have to mention a seemingly arbitrary date, but a payment only qualifies if it was made after October 1, 2007, so nobody can qualify for Public Service Loan Forgiveness until 2017 at the earliest.
Ok, so do I qualify?
Now that you have the details, let me explain how all of the criteria work together. For any payment to count toward Public Service Loan Forgiveness, you need to meet all of the criteria when you make each payment. Stated differently, you need to be working for a qualifying employer on a full-time basis when you make a qualifying payment under a qualifying repayment plan on a Direct Loan. When you break these criteria down separately, it seems simpler. It’s when you try to pack it into one sentence that it seems overwhelming.
As much as I’d like to think that all of you now have a perfect understanding of this program and how it works, I know all of you are thinking—“okay, but do I qualify?” Here’s how you find out. Download this form. Fill it out. Have your employer certify it. Send it to FedLoan Servicing (one of our federal student loan servicers), queue up How I Met Your Mother on Netflix, and wait for an answer. FedLoan Servicing will do the following:
- Check whether you have any qualifying loans.
- If you have qualifying loans, validate that your employment qualifies. If none of your loans qualify, they’ll tell you so.
- If your employment qualifies, they will send you a letter confirming that your employment qualifies. Then, any of your federally held loans that are not serviced by FedLoan Servicing will be transferred to them so that we can keep better track of your loans and payments for Public Service Loan Forgiveness. If your employment doesn’t qualify, they’ll tell you so.
- After your loans are transferred, they will match up the dates of employment on the form that you submitted to the payments you made during that time and determine how many qualifying payments you made. You’ll receive a letter with a count of qualifying payments and an anticipated forgiveness date (which assumes that all your future payments also qualify).
It’s after you get this payment count back that you’ll know whether you’re on the right track. So, it really is a good idea to submit this form early and often. We recommend that you submit the form once per year or when you change jobs. The beauty of submitting these forms early and on an ongoing basis is that it means that you won’t have to submit 10 years’ worth of them when you ultimately want to apply for forgiveness. It also means that when you apply for forgiveness, that you’ll be able to do so with confidence that you qualify for it.
One more piece of good news: Public Service Loan Forgiveness is not considered income by the IRS. That means that it’s tax-free.
Ian Foss has worked as a program specialist for the Department of Education since 2010. He’s scheduled to be eligible for Public Service Loan Forgiveness on October 6, 2021, if all goes according to plan.
The Gallup-Purdue Index seeks to measure graduates’ well-being and the college experiences that shape them. Its first report suggests that human factors matter most.
NC-SARA is a young and still-developing initiative. There are two issues that have been previously discussed but not yet established in policy: a) the collection of data from institutions that participate in SARA, and b) the reporting of complaints lodged against SARA institutions for activities carried out under SARA provisions.
Universities and agencies that support academic science are in a better position to guard against research conflicts and misconduct, speakers at a conference said.