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More than 40 percent of colleges have not conducted a single investigation into sexual violence in the last five years, according to the survey.
The document offers suggestions, critics say, but stops short of a mandate to help the association clean up one of its biggest problems.
A day before the Board of Regents is expected to vote on the fate of William C. Powers Jr., faculty leaders warn of "chaos" on the flagship campus.
A sweeping majority of secondary school teachers in the U.S. report that they are satisfied with their jobs — that is one of the main takeaways from a new survey, called the Teaching and Learning International Survey (TALIS). The survey provides a unique opportunity to hear from U.S. teachers and to compare the views of educators in this country with those from educators around the globe.
According to the report from the Organisation for Economic Co-operation and Development (OECD), 89 percent of U.S. teachers are satisfied with their job – nearly the same as the international average of 91 percent. According to the survey, which reflects self-report by “lower secondary” teachers (grades 7, 8 and 9 in the United States), 84 percent of U.S. teachers surveyed stated that they’d choose teaching if they could decide on a career path again. This positive response is higher than the average (78 percent) for other TALIS countries.
In 2013, TALIS surveyed more than 100,000 lower secondary teachers and principals in 34 education systems around the world, asking them for their views on job satisfaction, working and classroom conditions, professional development, teacher appraisal, and more.
Unfortunately, while U.S. teachers and principals are positive about their jobs, their optimism doesn’t extend to believing that society values their work. Only one-third of U.S. lower secondary teachers believe the teaching profession is valued in U.S. society, which is slightly above the TALIS average, but well below other high-performing education systems. In Singapore, 68 percent of teachers believe their society values their profession; in Korea, 67 percent do; and in Finland, 59 percent feel that way.
TALIS shows highs and lows in the area of teacher training and professional development as well. Lower secondary teachers in the U.S. report higher-than-average levels of education and participation rates in professional development (PD), but they are less positive about the impact of PD. For example, nearly all U.S. lower secondary teachers have completed higher education. And, 84 percent of U.S. teachers report that they attend courses or workshops, compared with the TALIS average of 71 percent. But in every PD content category, U.S. lower secondary teachers are less likely to report a moderate or large impact on their teaching.
TALIS also shows that U.S. lower secondary teachers tend to work independently, with 42 percent of teachers reporting that they never engage in joint activities across classes and age groups. Half of U.S. teachers report that they never observe another teacher’s classes or provide feedback to peers.
TALIS presents an opportunity for teachers, principals, policymakers and others to delve more deeply into data that can be beneficial in the effort to support and elevate the teaching profession in this country.
Engaging with teachers in discussions on teacher leadership through new initiatives like Teach to Lead and the Department of Education’s RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) project are important parts of the effort to make teaching a valued and respected profession on par with medicine, law, and engineering in this country. It’s our hope that the next TALIS survey, which will be conducted in 2018, shows even further increases in teacher satisfaction, collaboration, and their perception about the value of their critical profession.
Maureen McLaughlin is senior advisor to the Secretary and director of international affairs and Curtis Valentine is a Council on Foreign Relations fellow working with the International Affairs Office.
The U.S. Presidential Scholars Program was established by executive order of the President 50 years ago. The program recognizes and honors some of our nation’s most distinguished graduating high school seniors and was expanded in 1979 to recognize students who demonstrate exceptional talent in the visual, creative, and performing arts.
Each year, 141 students are named Presidential Scholars, one of the nation’s highest honors for high school students.
In a previous post, as part of the 50th anniversary of the program, ED collected reflections from past winners. Now we look at reflections from current winners who recently experienced their National Recognition Program.
Erika Carrera, U.S. Presidential Scholar from Nevada
The Presidential Scholars Program was, without a doubt, the best program I have had the privilege and honor of participating in. I was able to create a permanent connection with so many outstanding individuals, from all across the United States. I learned about other cultures and customs. Although we were all different, we had a unique bond and unique stories to tell. This program taught me that everyone holds different values and ideas; yet when we come together, it is our differences — our viewing the world from dissimilar perspectives — that helps us solve the problems we face.
Being a Presidential Scholar is something I will keep with me for the rest of my life. I only hope to be able to return in future years to help another generation of scholars on their path toward success.
Michael Chen, U.S. Presidential Scholar from Colorado
My favorite part of the National Recognition Program was the diversity of talents and passion that I saw within each individual scholar and in the group as a whole. The incredible performances by the Arts Scholars and the unique presentations of talent at the talent show on the last day, really exemplify what it means to be a Presidential Scholar: we are a group that can succeed at anything we put our minds to. Indeed, I am looking forward to hearing about the amazing things that all of you will do in the future! #psp4life
Ray Lu, U.S. Presidential Scholar from Texas
The National Recognition Program was an experience I will never forget–considering all of the amazing people I met, experiences I had, and thoughts I shared. From inspired and brilliant peers, to congressmen and the First Lady herself, each and every person had a profound impact on me, in terms of understanding other people, recognizing the nuances of the world around us, and discovering more about my passions. The fellow Presidential Scholars I encountered were some of the most engaging individuals I had ever held conversations with, and we had much in common through our virtues and values in life. The Program itself was a catalyst for us to create this network of people that could serve as both a support system and a friend group. Lastly, the pensive atmosphere was enhanced by the questions we asked and the answers we gave in return. The most lasting memory from my time in DC will be a conversation I had late at night on the final day with 20 fellow Scholars. We shared our future goals and gave thoughtful answers to the question, “Why were we selected as Presidential Scholars?” The responses opened my eyes in terms of perspective, and I realized, at the very end, how humanizing the entire process was. In essence, my time at the National Recognition Program was not only a moment of celebration, but also a vivid period of growth as I turn to face what the future holds.
Michael Mei, U.S. Presidential Scholar from Pennsylvania
We met. All fifty states rolled from our tongues and suddenly we felt everywhere at once. We savored the taste of that complete and eclectic cornucopia of places. We relished the “Oh, you know him!?” and the “What’s it like out there?” alike. We knew as we talked that each of us harbored remarkable stories and had done remarkable things. And we knew that even the piles of accolades upon which we sat could not come close to defining us completely. We were defined by our smiles, our reckless aspirations, our passionate and unwavering voices. And we were defined by the solemn and bursting pride with which we received an award, meant not just for us, but also for our parents, friends, and communities. As we stood at the East Room of the White House in our best attire, we had the sense of having arrived, not at a final peak, but at a sort of springboard to higher summits. Some inexplicable and wildly sure sense of hope. And as our senators took the podium and urged us to political engagement, we silently pledged ourselves to new and daunting responsibilities. Most memorable? Seeing the Presidential Arts Scholars perform at the Kennedy Center: their show, at once electric and contemplative, moved some of us to tears. Dances and stanzas poured with terrifying spontaneity, sometimes unfathomable and discomforting (as art should be) but always virtuosic. A performance, I learned, is different when the people on stage are not only the premier young artists of the country, but also good friends. Then, all too soon, the final night: “See all those kids fist-pumping and going crazy?” Someone marveled. “They’re some of the best students in the country.”
Aaron Orbey, U.S. Presidential Scholar from Massachusetts
Having never before toured D.C., I enjoyed the distinct pleasure of visiting our Capitol with such humble and humbling, such inspired and inspiring, new friends—artistic scholars and scholarly artists alike. Exciting too, was the guidance of past scholars serving as advisors, whose presence reminded me that this network of awesome people will continue to grow and stay with us. I don’t ever want to forget the hush of voices as the First Lady strolled into the East Room or the tessellating of shadows on the Kennedy Center stage as the lights dimmed and an audience, enraptured, erupted into applause. But I’m not worried because I think I’ll always remember. And I’m so grateful for the experience.
[View the story "U.S. Presidential Scholars Program Celebrates 50th Anniversary" on Storify]
Predictive Analytics Reporting (PAR) Framework Project to Launch as Independent Non-Profit Organization - Digital Journal (5/29/2014)
Boulder, CO (PRWEB) May 29, 2014 The Western Interstate Commission of Higher Education and the Predictive Analytics Reporting Framework, known as PAR, have announced plans for PAR to become an independent, 501.c.3 (not-profit) organization. The targeted launch date for PAR independence is December 9, 2014.
The move reverses a long-sought after policy that gave faculty in Egypt’s public universities the right to elect their leaders.
This week, we’re bringing you our third social media tip sheet for educators.
We told you last week about how to effectively build capacity within a state or local district. And we’ve also blogged about developing innovative engagement in a specific community.
Now, we’re discussing smart policies.
Solving the problem of properly planning and creating a structure so that social media efforts — like those in traditional or mainstream media — are strategic, purposeful, measurable and in keeping with the organization’s guiding principles is challenging.
While many agencies do not have specific social media policies — typically either because all social media work is done by one person or a small team within the communications division — many departments find policies necessary as their efforts expand and include other parts of the agency. Some states have lengthy written policies, some adopt state policies and some have less formalized policies or guidelines to inform staff work. Our third tip sheet outlines three key lessons learned related to successful social media policies.
But we’re not done! We still have one more tip sheet for educators, which we will roll out next week. Stay tuned!
Dorothy Amatucci is a digital engagement strategist at the U.S. Department of Education.
New federal data offer a glimpse at the employment picture for graduates who earned bachelor’s degrees in the 2007-8 academic year.
When it imposed financial restrictions in June, the department didn't expect that would lead to the company's agreement to sell or close its campuses.
The most that supporters of William C. Powers Jr. can hope for is to delay his departure.
The possible dismissal of the flagship campus’s president has pitted him against the system’s chancellor, the governor, and a prominent regent.
The AAUP's budget crunchers produce analyses showing colleges to be in solid financial shape.
The latest bid to oust the Austin campus’s president came from the system chancellor. It drew quick rebukes as political interference.
The names of the colleges to be sold—nearly all of the for-profit higher-education company’s locations—won’t be disclosed until Monday.
At least 165,000 applicants have overlooked a decimal point, reporting their incomes as much higher and thus limiting their aid options.
Six months ago, the Department of Education launched a new blog, PROGRESS, to highlight innovative ideas, promising practices, and lessons learned through K-12 education reforms across the country.
Incredible work is happening throughout the U.S. in schools, districts, and states to improve teaching and learning, and, as Secretary Duncan has pointed out, the best ideas do not come from Washington, but from individuals in the field working to improve outcomes for students.
PROGRESS has focused on showcasing the exciting transformations that are taking place in classrooms and communities from the perspective of students, teachers, principals, and local leaders on the ground. It has featured states and districts that are actively preparing their students for college and careers upon graduation, ensuring that educators are receiving the kind of high-quality support and opportunities they need to be effective, and transforming systems and structures so that every student can succeed.
For example, over the past six months, PROGRESS has explored how states like Kentucky and Massachusetts are promoting college and career readiness for their students; Colorado and the District of Columbia are involving teachers in the creation of new, more rigorous curricula and empowering teacher leaders to guide change in their districts; Delaware, Tennessee, and institutions of higher education in California are building more effective teacher and leader preparation and career pathways; districts in Florida and Maryland are providing opportunities for students to explore STEM fields; Hawaii and Delaware are using data systems to support instruction; Baltimore City is engaging its communities and parents to transform schools; and Ohio is making strides to improve its lowest-performing schools.
In the coming weeks, you’ll also be able to read about Rhode Island’s efforts to recognize and bolster the impact that support professionals are making on student achievement. You’ll also learn about Florida’s rigorous job-embedded principal preparation programs, a New York district’s effort to engage parents in their quest to raise standards in their classrooms, and much more. Stay tuned!
We are excited and encouraged to celebrate the progress that teachers, students, schools, and school systems are making every day. To stay updated on these efforts, sign up for email updates from PROGRESS or visit us at www.ed.gov/edblogs/progress.
PROGRESS is always looking for great examples of reform in action from the field. If you have an idea that you would like to share with us, please email us at firstname.lastname@example.org.
With eligibility for federal student aid on the line, administrators are scrambling to reduce their default rates.
Helping colleges keep their student-loan default rates down has been a growth industry in recent years.