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The upheaval in the Boulder department stems in part from the chairwoman’s role in the controversy over a classroom skit about sex workers.
Tuesday, May 6, is National Teacher Appreciation Day, and we want your help in thanking a teacher that has inspired you. Click below to download our “#ThankATeacher” sign, fill it out, and on Tuesday, May 6, post your picture on social media using the hashtag #ThankATeacher.
There’s no doubt that teachers deserve a special week and day, but our appreciation and support for teachers needs to be a year-round effort. At the U.S. Department of Education, one of our top priorities is to continue to strengthen the teaching profession. Read more about the Obama Administration’s plan to improve teacher preparation, leading from the classroom through Teach to Lead, and the RESPECT proposal to elevate teaching and leading so that all of our students are prepared to meet the demands of the 21st century.
Cameron Brenchley is director of digital strategy at the U.S. Department of Education.
The Education Department is seeking $10-million to develop the system, but the work doesn’t depend on those funds, the secretary told senators.
Austin D. Sarat and his students have reviewed thousands of executions. About 3 percent did not go as planned, he says.
At the British Council’s annual Going Global conference, speakers described how English-language instruction and technological change could fuel inequities.
In a video interview, Kathleen McCartney, president of Smith College, talks about the importance of mentors and how her background shapes her approach to leadership.
Some members of the higher-education community are mobilizing to oppose new Internet rules that they fear would promote inequality.
VA officials say the Education Department’s proposal requiring programs to get state authorization will inhibit participation in training at VA facilities.
As part of First Lady Michelle Obama’s effort to encourage children to reach higher and pursue higher education, she will be visiting San Antonio on Friday to speak at the city’s College Signing Day.
College Signing Day is part of Destination College, a week of events started by Mayor Julián Castro to celebrate San Antonio as both a college town and a college-going town. To celebrate their commitment to higher education, San Antonio residents show their support by wearing college apparel on Signing Day. (Watch a video of U.S. Secretary of Education Arne Duncan attending a Signing Day in San Antonio).
To inspire students across the country to consider applying to college, we’re encouraging journalists, celebrities, government officials, and YOU to wear college gear on Friday, May 2. It can be as simple as a hat, tie, sweatshirt or socks–anything to help get the word out. We would be honored if you would join this effort and wear your college apparel on Friday and share photos on Facebook, Twitter, Instagram, Vine or any social media platform using the hashtag #ReachHigher.
In her remarks on Friday, the First Lady will highlight the significance of pursuing and completing some form of higher education and the importance of students doing their part to answer the President’s ‘North Star’ Education Goal that by the year 2020, America once again has the highest proportion of college graduates in the world.
Cameron Brenchley is director of digital strategy at the U.S. Department of Education
A Chronicle analysis of Title IX complaints filed with the Education Department shows how enforcement may not live up to students’ expectations.
The U.S. Department of Education (ED) is proud to participate along with FEMA and our Federal family in the first America’s PrepareAthon!, a nationwide, community-based action campaign aimed at increasing emergency preparedness and resilience. This spring, the campaign is focused on preparing for tornadoes, floods, hurricanes and wildfires. Today, April 30, the first National Day of Action, we encourage K-12 schools, institutions of higher education (IHEs), and their community partners to work together to effectively prevent, protect against, mitigate, respond to, and recover from the destructive forces of nature and other emergencies and disasters.
School leaders and IHE administrators must make sure the learning environment is safe and healthy for students and staff following a disaster. This includes restoring drinking water, ensuring safe road conditions, removing debris, replacing or renovating damaged buildings, and implementing resilience strategies.
Last year, the White House released the Guide(s) for Developing High-Quality Emergency Operations Plans (EOPs), which provide details on Presidential Policy Directive (PPD) 8, the nation’s approach to preparedness. PPD-8 is based on lessons learned from a variety of emergencies, including natural hazards and school incidents. It defines emergency preparedness around five mission areas, as pictured in the following graphic:
ED’s Office of Safe and Healthy Students (OSHS) works with other Federal agencies, including FEMA, to help schools and IHEs protect, prevent, mitigate, respond to, and recover from emergencies. OSHS and its Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center encourage schools to use PPD-8 as a foundation when developing threat- and hazard-specific annexes for EOPs.
Through their Community of Practice, FEMA offers toolkits, checklists, and guides you and your school or IHE can use to respond to each natural hazard type listed below:
You can also access the following sections of the REMS TA Center website to learn how K-12 schools or IHEs can respond to specific hazards:
- Tool Box —Features sample preparedness activities, including drills, tabletops or other exercises relevant to threats and hazards.
- At-a-Glance Version of the Guides—Using the new Federal guidance and trainings offered through the REMS TA Center, you can also learn the recommended six step planning process to develop an EOP, which addresses the development of threat- and hazard-specific annexes.
- At-a-Glance version of the Guide for Developing High-Quality School Emergency Operations Plans; and
- At-a-Glance version of the Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education
To learn more about how you and your school can play a role in America’s PrepareAthon!, visit www.ready.gov/prepare. We hope you will join ED and the REMS TA Center and help get America-specifically, America’s K-12 schools and IHEs-prepared!
Amy J. Banks is a management & program analyst in the Office of Safe and Healthy Students at the U.S. Department of Education
A conference explored the issue of making the expertise of those who study the world accessible to those who shape it.
A series of questions and answers released this week by the Education Department provides details on common points of confusion.
Leaders of the effort to organize the historically black university’s part-time instructors expressed confidence in prevailing when votes are counted.
We have better, stronger evidence about teaching academic content to English learners than we did a decade ago. That’s the conclusion of a new guide for educators from the U.S. Department of Education’s What Works Clearinghouse. The guide — Teaching Academic Content and Literacy to English Learners in Elementary and Middle School – recommends four practices for instructing English learners and provides advice on how to carry out the practices, including sample lessons. The guide is geared to a wide spectrum of educators who are not necessarily specialists in instructing English learners: classroom teachers, content-area teachers, special education teachers, administrators, para-educators, and instructional coaches.
To produce the guide, the What Works Clearinghouse engaged a panel of eight distinguished education researchers and district-based curriculum experts to review and rate the research evidence, develop the recommendations, provide concrete examples of the recommendations in action, and summarize tips for successful classroom implementation.
The guide offers four recommendations. They are: 1) Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities; 2) Integrate oral and written English language instruction into content-area teaching; 3) Provide regular, structured opportunities to develop written language skills and 4) Provide small-group instructional intervention to students struggling in literacy and English language development.
Each recommendation is accompanied by tips on carrying out the recommendations. For example, to implement the first recommendation, the guide suggests choosing brief, engaging informational text that includes academic vocabulary and selecting a set of academic vocabulary words for in-depth content instruction. The guide recommends teaching the vocabulary using multiple modalities and word-learning strategies—such as context clues, word parts and cognates—to help students independently figure out the meanings of words. Each of these suggestions is amplified by even more detailed guidance and lesson plans that further illustrate the recommendations in action. A “Putting It All Together” section at the end of each recommendation incorporates all of the “how-to-steps” into a lesson cycle, to be implemented over a few days, that demonstrates the lesson in its entirety. All in all, the guide has over 20 supplemental activities for instructors. And because the panelists are familiar with the difficulties of implementing new practices, each recommendation is followed by a section called “Roadblocks and Solutions,” which anticipates potential hurdles and offers advice on how to get over them.
This guide is one of 18 Educator’s Practice Guides published since 2006 by the What Works Clearinghouse. Each guide addresses a practical education topic related to classroom instruction, school organization, or keeping students on track. Other recent guides have addressed teaching math to young children and writing instruction in the early elementary grades.
Be sure to register for our May 1 (3pm EDT) online presentation and discussion on the guide with panel members Scott Baker, Nonie Lesaux, and C. Patrick Proctor. The hosts will discuss the recommendations and answer your questions. Register here.
Vanessa Anderson is a research scientist and project officer at the What Works Clearinghouse
The university has revoked an agreement it reached with the Education Department to resolve complaints that it mishandled reports of sexual violence.
A task force appointed by President Obama gives colleges new guidelines for responding to sexual violence.
To keep their stipends, humanities and social-sciences students who need more time have to fill out a form explaining why.