Managing such vast enterprises can present hidden challenges. The controversial ouster of popular chancellor at the University of Mississippi highlights some of them.
A recent controversy about posts on Yik Yak at a student-affairs conference raises questions about who on campus is using the anonymous app, and for what.
Campus safety. Sexual assault. Race relations. The university can’t seem to avoid any issue roiling higher education.
The program offers loan forgiveness to prospective teachers who meet certain criteria after graduation. For more than a third of grantees so far, says a new report, that hasn’t worked out.
The association’s National Awards for Education Reporting recognized several major projects published in 2014, including one that won first prize in investigative reporting.
Fraternity houses often feel like no-accountability zones for many reasons. But most of them come back to simple matters of cost and liability.
A disconnect between repayment, completion, and default exposes a significant flaw in the government’s key metric for colleges' financial accountability.
Mary C. Willingham spoke with The Chronicle about how Chapel Hill's academic scandal highlighted larger problems in big-time college sports.
A theater professor fired by Pomona College accuses it of denying her access to students’ reviews of her teaching to hide its own discrimination.
Asia is well on its way to being a "higher education superpower," says a new book. But only if the quality of its education can match its ambitions.
Each March I look forward to joining colleagues from around the world at the International Summit on the Teaching Profession to learn from high-performing and rapidly improving education systems about ways to elevate and enhance the teaching profession in order to improve student learning. I never imagined when we started the International Summit in New York City in 2011 that it would become a vibrant and lasting international community of practice. But the thirst among countries to learn from each other is strong and on March 29 and 30, Canada is hosting the 5th Summit, Implementing Highly Effective Teacher Policy and Practice, in Banff, Alberta.
We’ve learned so much from past Summit discussions and can see a real connection to education policy and practice in the U.S. over the years, as well as significant progress on commitments made by the U.S. delegation at the end of each Summit. I am particularly excited about this year’s Summit because teacher leadership — one of our three Summit commitments last year — will be highlighted this year.
Last week Secretary Duncan reported back on the first year of Teach to Lead, an initiative in partnership with the National Board for Professional Teaching Standards that is designed to advance the national conversation around the future of the profession and promote meaningful opportunities for teacher leadership that improve outcomes for students. Teach to Lead is teacher-designed and teacher-led and has the support of more than 70 organizations, including the AFT and NEA which, along with Secretary Duncan, are part of the U.S. delegation to the International Summit. As Secretary Duncan said in front of a crowd of thousands, “I was hopeful [about teacher leadership] last year. I am convinced we are onto something really important and special now. Change has to come from teachers who own it and lead it.”
The progress and excitement in Teach to Lead over the past year has been phenomenal. Thousands of teachers have engaged in Teach to Lead through the online ‘Commit to Lead’ community, and more than 500 teachers, administrators, and representatives from supporting organizations have been at our regional summits and local leadership labs. Teach to Lead has truly been about elevating the teaching profession and supporting teachers by giving them opportunities to collaborate, plan and shape their own roles for their own contexts from the school to the state.
A real question for Teach to Lead is — what next? How does teacher leadership expand and grow? This year’s Summit agenda poses three questions that can help the U.S. to reflect on possible future paths.
- How do high-performing countries promote deeper and more collaborative forms of leadership at all levels within education systems?
- What strategies allow education systems to exercise consistent and widespread teacher leadership?
- What should be the role of teachers and their unions and associations in creating conditions for teacher leadership?
Six amazing U.S. teachers who have been actively involved in Teach to Lead – from Colorado, Illinois, Kentucky and Massachusetts — are part of the U.S. delegation to this year’s Summit. This is an opportunity for them to share their work, to hear what other countries are doing to support and encourage teacher leadership, and to reflect on next steps to elevate and advance teacher leadership back home.
I am eager to learn from our Canadian hosts and other international colleagues and excited to do so with creative, committed teacher leaders from around the United States.
Maureen McLaughlin is senior advisor to the Secretary and director of International Affairs at the U.S. Department of Education.
A Dallas community-college district is giving up its share of the revenue for course materials sold through its bookstores.
Lawmakers say that information on what degree recipients earn can help determine funding for public-college programs. But the data comes with flaws — for now.
Student-affairs panelists share strategies for improving graduates’ placement rates.
Almost 30 years ago, one college faced an enrollment crisis. So it took a risk that has allowed it to stabilize and grow.
King/Drew Magnet High School isn’t just preparing its students for graduation; it’s preparing them for life.
The school may be located in one of the most disadvantaged parts of Los Angeles, California, but its students are reaching for the highest levels in education – and they are succeeding. Students at King/Drew not only gradate in high numbers, fully 90% of those who graduate go on to attend college, including many of the country’s top schools, and they receive millions of dollars in merit-based scholarships and university grants.
“All students should be prepared for college and for careers because they should have all options open to them,” says English Teacher Latosha Guy. Teachers at King/Drew are preparing their students for the future by meeting their full range of needs, from career internships and fairs to after-school health and educational tutoring.
Teachers and students across the country are working together to focus on college and career readiness by setting and reaching higher standards inside and outside of the classroom. Teachers are helping their students succeed by nurturing and building their confidence along the way. As student Symmon-e Scott puts it, “High expectations make me nervous, but I know I can do it if I really put my mind to it.”
In this new video, see how teachers are helping students overcome challenges in the community to succeed at school and in life. Improving Education: A View from King/Drew Magnet High School shows how students truly believe that “there is no other pathway that will bring you success like education.”
We will continue highlighting extraordinary educators doing remarkable things in classrooms nationwide in our video series. To learn more, visit our Partners in Progress page.
Principals! It’s time, once again, to nominate students for the President’s Education Awards Program!
We’ve got four great reasons as to why you should nominate students in your school.
Create the defining moment in a student’s life. As a principal, you aspire to make a difference in the accomplishments and success of your students. Through this program, you have the opportunity to be the catalyst that sets them on an upward path. Since 1983, these prestigious awards provide individual recognition from the President and the U.S. Secretary of Education for both student achievement and hard work.
The program has two recognition categories: The President’s Award for Educational Excellence and The President’s Award for Educational Achievement. The criteria for both are rigorous. Students who receive either of these awards know they’ve achieved something extraordinary.
2) Reward Academic Success!
The President’s Award for Educational Excellence recognizes academic success in the classroom. To be eligible, students must meet requirements including grade point average, school-set criteria and choice of states or teacher recommendations.
3) Honor Educational Growth!
This award recognizes students that show outstanding educational growth, improvement, commitment or intellectual development in their academic subjects but do not meet the criteria for the Educational Excellence Award. Its purpose is to encourage and reward students who give their best effort, often in the face of special obstacles. Criteria for this award is developed at each school.
4) Celebrate Great Students!
Each year, thousands of elementary, middle, and high school principals participate by recognizing deserving students. The school principal determines the number of qualifying students based on program criteria and verifies the order for awards. There is no limit on the number of awards, as long as students meet the criteria for each award. Award orders can only be placed by a school administrator.
The award includes a certificate and congratulatory letter signed by the President, the Secretary of Education, and the school principal. School principals have final authority to determine which students receive an award.
Last year, nearly 3 million students from over 30,000 schools were recognized by the PEAP. 1.7 million students were honored for educational excellence and 1.1 million were cited for outstanding educational achievement.
Get more information about the program and how to apply.
Frances W. Hopkins is director of President’s Education Awards Program in the Office of Communications and Outreach at the U.S. Department of Education.
An inquiry was suspended for lack of evidence, the local police chief said. He urged colleges to act quickly in the face of complaints.
Senators agreed with a panel that oversees accreditors that it’s time to overhaul the process by which colleges are certified for federal aid. But the lawmakers took a big step further.
Reform-minded senators raised the prospect of significant changes in how accreditation works, how student outcomes are tracked, and how to keep student-loan borrowers from defaulting.