|
|
Recent Headlines
| Feds Back Off on Easing Special Education Funding Restriction |
| Federal Dysfunction Sets Still Challenge for State Chiefs |
| 'League of Innovative Schools' Seeks New Ideas, Solutions |
| The Semantics of "Mean" |
| Districts Gear Up for Shift to Informational Texts |
| Creating a Menu for Reading Instruction |
| Survey: Teacher Job Satisfaction Hits a Low Point |
| Are You Prepared for the Common Core Standards? |
| An Open Letter from Undocumented Students |
| Civil Rights Data Show Retention Disparities |
| How Has Technology Changed Your Teaching? |
| N.H Schools Embrace Competency-Based Learning |
| MPER Builds A Two-Way Street |
| Public School Teachers Learn to Spot Hints of Suicide Through MU Program |
| Educators question use of grade-recovery programs |
| Evaluations Key to State Chances for NCLB Waivers |
| Colorado Loses Latest Round in School Funding Lawsuit |
| How are States Addressing Autism? With Money, Training, and More |
| Middle School Interventions May Reduce Sexual Harassment, Violence |
| Do Common Core Standards Focus Too Little on Social Sciences? |
| Counselors See Conflicts in Carrying Out Mission |
| Penn State Scandal Shines Light on Child-Abuse Reporting |
| Survey Suggests Continued Proliferation of iPads in Schools |
| Educators Team Up to Test, Recommend New Technology for Schools |
| Principal Shares Insight On Management, Leadership |
| Standards: A Critical need for K-16 Collaboration |
| Early Warning Systems Flag Potential Dropouts |
| New NAEP, Same Results: Math Up, Reading Mixed |
| Bills Show Dueling Priorities on K-12 Spending |
| Senate ESEA Draft Scraps Adequate Yearly Progress |
| Six Examples of Good Schools |
| Why Standardized Testing Should be Abandoned |
| What Makes a Good Principal? |
| How a Checklist Can Help Improve Reading Interventions |
| How Can Middle School Be Improved? |
| For Charter Schools, Managing Mission is Crucial |
| Education Impact of Jobs Bill Under Debate |
| Common-Standards Implementation Slow Going |
| Should Math Lessons Focus More on Practical Skills? |
| Congress Returns to Face ESEA, Ed. Funding Issues |
| Student Success Depends on Public Accountability |
| St. Louis Public School Focuses On Africa |
| Teaching Students to be Comfortable with Uncertainty in Lessons |
| ACT Finds More Students Are College-Ready, But 75% Are Not |
| The Hot Thing in High School Education? Careers |
| Union Leader: In Support of Minnesota's New Teacher Evaluation |
| Arizona Program to Focus on Competency Rather than Age |
| Using Technology to Move Beyond Schools |
| New York to Link State Tests to Teacher's Evaluations |
| More Administrators Use Walk-Throughs to Observe Teachers |
| What Effect Does Class Size Have on Average Students? |
| Use of Technology in Learning to be Promoted Through Grant Program |
| Are Teachers Being Unfairly Targeted? |
| Pennsylvania Officials Debate Strategies for Expected Teacher Layoffs |
| Why Personalized Learning May Be A Better Choice for Schools |
| Can More Classroom Time Improve Student Learning? |
| Minnesota is Poised to Approve Alternative Teacher Licensure |
| Should School-Discipline Policies Be Subject to More Scrutiny? |
| Study Disputes Myth of School Bullies' Social Status |
| Wisconsin Legislator Wants Seniority to be Less of a Factor in Teacher Layoffs |
| Three MPER Partner Schools Honored with State PLC Award by David J. Downs Three MPER Partner Schools Honored with State PLC Award Seven Missouri schools were selected by the Powerful Learning Conference Committee to receive the 2010-2011 Missouri Professional Learning Communities Exemplary School Award. Of these seven, three are partner buildings in the MU Partnership for Educational Renewal: Chillicothe’s Dewey Elementary School, Hallsville Intermediate School, and Hallsville High School. The award—based on the compelling evidence of successful implementation of the professional learning communities (PLC) process resulting in increased student achievement—was presented on Sunday, January 30 at the 2011 Powerful Learning Conference. During the 2009-2010 school year, Dr. Douglas Reeves led an implementation audit of Missouri education improvement initiatives to identify those which were effective at increasing student learning. After the audit determined that participation in the Missouri Professional Learning Communities Project correlated with student achievement gains, Dr. Reeves recommended the Department of Elementary and Secondary Education (DESE) recognize schools that demonstrate deep implementation of the PLC process and the associated student learning increases. The Missouri PLC Project, which began in 2003, is affiliated with the DESE Office of Quality Schools and implemented by PLC resource specialists in the Regional Professional Development Centers (RPDC). The Powerful Learning Conference is an annual event sponsored by the Missouri PLC Project. Exemplary School Award recipients were highlighted throughout the 2011 conference. For more information on the Missouri PLC Project, visit http://moplc.org, contact your local RPDC, or contact the office of Mary Ann Burns, DESE Director of School Improvement Initiatives. Read the whole story |
| Math Professional Development with Dr. John Lannin: The Experience of North Park Elementary
North Park Elementary has worked on math professional development in partnership with MPER over the past three years. We began our math journey through a study group proposal in 2008 in response to a new text book adoption, and the fact that our students were struggling with math concepts. Our primary buildings had adopted the use of Math Investigations II. Many of our teachers were unfamiliar with this program and this way of teaching math. To meet our needs, we submitted a study group grant proposal with Dr. Lannin, and he became a key partner in our math PD and our building’s journey to unlocking key strategies in math instruction. Dr. John Lannin is the Director of Elementary Education at University of Missouri. He is a professor of Mathematics Education. Our initial grant consisted of Dr. Lannin visiting five times during the year to provide teachers instruction on how to teach math concepts to students K-2. In preparation for his visits, I contacted Dr. Lannin and gave him an overview on our current reality and provided input regarding where we would like to see our students at the end of this journey. During his time with our teachers, Dr. Lannin answered teachers’ questions, helped direct them on strategies and lesson planning, came into the classroom to observe teachers and students, and modeled how to effectively interact with students. During this time we saw teacher confidence increase. We observed discussions about math in all classrooms during large group time and during peer interaction. We saw teachers begin to question instructional strategies and assessments that they give in their classrooms. All of this questioning could only lead to one thing, next year’s MPER grant! The following year we began grade level studies, and we have continued that this year. Dr. Lannin meets with grade levels several times a year and focuses on the areas that students and teachers are struggling with the most. He has helped them create and revise assessments. Dr. Lannin spends a great deal of time discussing child development with teachers. They focus on what concepts students are ready for, and how the concepts that they have already mastered will benefit them in the upcoming skills. The teachers have learned how to use the assessments to guide and change instruction, but the biggest change has been in the way we talk about math. Our math program has become reflective and students are asked to talk about how they use and manipulate numbers instead of being told how to use and manipulate them. We have seen our math program change from math concepts being simply taught to math concepts learned through discussion, reflection, and sharing. Our students are scoring higher on our district assessments than in the past, and our teachers are feeling more comfortable about increasing the rigor in our math classes. Read the whole story |
| Schools Add Ipads to Their Lists of Learning Tools |
| How English Teachers Are Meeting Modern Classroom Demands |
| MPER How are Schools Using Hybrid Learning Models |
| Can students learn effectively in double classrooms? Co-Teaching |
| How to Help Students Learn From Their Math Mistakes |
| Elementary Schools Setting College Expectations To get children thinking about college early, Los Penasquitos Elementary School in San Diego changed its name to No Excuses University at Los Pen. Instead of numbers, classrooms are identified by college names with flags from Ohio State or the University of Michigan hanging on the door. Students learn all about their assigned school, make up a cheer for it, and sometimes even have alumni visit. Read the whole story |
| Who's to blame for poor student performance in math? |
| Professional Development for Teachers at Crossroads |
| Do Smaller Schools Improve Student Learning? |
| Test Scores Reveal Wide Achievement Gap for Black Male Students |
| Districts Try Out Revamped Teacher-Pay Systems |
| Rights Groups Spar Over Special Education Restraints |
| Minneapolis schools, union developing new teacher-evaluation process |
Senator Pearce Participates in Legislative Discussion at MPER Retreat
|
| New Dean encourages college to strive for excellence After only a few months of on the job, Daniel Clay, Dean of the College of Education, is energizing faculty and staff to bring the college to even greater heights. Wednesday, nearly 200 faculty and staff gathered for a picnic outside Hill Hall to celebrate the start of a new school year.
|
“Dean Clay’s remarks were terrific and I think everybody’s going to appreciate having a strong vision for where we are headed this year,” said Ericka Lembke, associate professor of special education. “I thought it was a great kick-off to the year.”AACTE Day on the HillDay on the Hill emphasizes collaboration and clinical experienceDaniel Clay, dean of the MU College of Education, traveled to Washington, D.C. along with 200 teacher educators from across the country to emphasize the importance of high-quality educator preparation programs as a critical part of improving K-12 schools. The annual "Day on the Hill," sponsored by the American Association of Colleges for Teacher Education (AACTE), was held June 17. Linda Bennett, associate dean of the MU College of Education, and John Covington, superintendent of the Kansas City, Missouri School District joined Clay for legislative visits including the offices of Senators Christopher Bond and Claire McCaskill, as well as representatives from Missouri's 1st, 3rd, 5th, 6th, and 9th Congressional districts. "Colleges of education are a necessary part of addressing education concerns in our country, and it is important for our federal legislators to understand the impact that the MU College of Education has on improving education in the state and nationally," said Clay. AACTE is a national alliance of educator preparation programs dedicated to professional development for teachers and school leaders. The 800-member institutions represent both public and private universities. "The only way to improve education comprehensively in Missouri and nationally is to work collaboratively with our academic partners as well as state and federal legislators. These meetings provided exactly that opportunity," he said. Concerns conveyed to legislators were largely related to the reauthorization of the Elementary and Secondary Education Act, and included funding for both urban and rural education, flexible use of federal funds by schools, support for highly-effective verses highly-qualified educators, and the need for national core standards. In addition, the group sought external funding for collaborative education initiatives. "A mutual goal for MU College of Education and the Kansas City School District is to obtain external funding to support the development of highly effective educators throughout the state," Bennett said. "This includes a significant clinical component for educator preparation to bridge theory and practice." During the Day on the Hill, AACTE released Reforming Teacher Preparation: The Critical Clinical Component, a compilation of clinical practice efforts underway at nearly 70 schools, colleges, and departments of education in collaboration with local school districts. According to the AACTE, "It provides examples of how teacher preparation programs are reorienting themselves around stronger pedagogy, classroom management skills, and extensive practice in teaching diverse learners." Read the whole story |
| Undergraduate research brings students new opportunities Now in its fourth year, the Undergraduate Honors Program in the MU College of Education pairs undergraduate education students with education faculty members who are conducting research. The program gives students first-hand experience conducting educational research and prepares them for their future work in classrooms or in graduate school. |
| 38 Districts Recognized at annual DESE Banquet The MU College of Education, the Department of Elementary and Secondary Education (DESE), and the Heart of Missouri Regional Professional Development Center (RPDC) proudly hosted the annual Distinction in Performance Awards Banquet on March 12, 2010 in the Columns Ballroom at the Donald W. Reynolds Alumni Center on the University of Missouri campus. The banquet began at 6:30 p.m. and dinner was served at 7 p.m. Read the whole story |
| Opportunites abound for students at Interview Days Each year at the College of Education, pre-service teachers have an opportunity to meet with school administrators from Kansas City and St. Louis to interview for upcoming vacancies and internships in these Missouri urban districts.
This unique opportunity is organized to help placement rates in urban districts and also to give University of Missouri students a leg up in a increasingly competitive job market. Read the whole story |
MPER hosts round-table with Attorney General Attorney General Chris Koster visited MU in February to meet with superintendents from across the state for a luncheon and an open roundtable to discuss the educational climate in Missouri. "The discussion is meant to be an exchange of ideas and concerns that will provide a learning opportunity for both sides," said Dan Lowry, Co-executive director of MU Partnership for Educational Renewal (MPER), which hosted the event as part of bi-annual MPER Governing Board meeting. Koster began the discussion with stating that the state is in a challenging economic climate and that it is unfortunate that education is caught up in the budgetary change. According to Koster, the Attorney General's Office is focused on keeping integrity in Missouri classrooms since his office is responsible for prosecuting educators' discipline issues in the state. Some superintendents feel that their hands are tied when it comes to firing a teacher based on misconduct because of the high cost of potential litigation. In addition, districts are unsure of what information they can and cannot share with other districts about hiring and firing decisions because of legal implications. Read the whole story |