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Tag: teach

  • Powering college readiness through community partnerships

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    Key points:

    Texas faces a widening gap between high school completion and college readiness. Educators are already doing important and demanding work, but closing this gap will require systemic solutions, thoughtful policy, and sustained support to match their efforts.

    A recent American Institutes for Research report shows that just 56.8 percent of Texas’ graduating seniors met a college-readiness standard. Furthermore, 27 percent of rural students attend high schools that don’t offer Advanced Placement (AP) courses. This highlights a significant gap in preparedness and accessibility.

    This summer, distinguished K-12 educators and nonprofit leaders discussed how to better support college-bound students.

    The gap widens

    Among them was Saki Milton, mathematics teacher and founder of The GEMS Camp, a nonprofit serving minority girls in male-dominated studies. She stressed the importance of accessible, rigorous coursework. “If you went somewhere where there’s not a lot of AP offerings or college readiness courses … you’re just not going to be ready. That’s a fact.”

    Additional roundtable participants reminded us that academics alone aren’t enough. Students struggle considerably with crucial soft skills such as communication, time management, and active listening. Many aspiring college-bound students experience feelings of isolation–a disconnect between their lived experiences and a college-ready mentality, often due to the lack of emotional support.

    Says Milton, “How do we teach students to build community for themselves and navigate these institutions, because that’s a huge part? Content and rigor are one thing, but a college’s overall system is another. Emphasizing how to build that local community is huge!”

    “Kids going to college are quitting because they don’t have the emotional support once they get there,” says Karen Medina, director of Out of School Time Programs at Jubilee Park. “They’re not being connected to resources or networking groups that can help them transition to college. They might be used to handling their own schedule and homework, but then they’re like, ‘Who do I go to?’ That’s a lot of the disconnection.”

    David Shallenberger, vice president of advancement at the Boys & Girls Club of Greater Dallas, indicates that the pandemic contributed to that soft skills deficit. “Many students struggled to participate meaningfully in virtual learning, leaving them isolated and without opportunities for authentic interaction. Those young learners are now in high school and will likely struggle to transition to higher education.”

    Purposeful intervention

    These challenges–academic and soft skills gaps–require purposeful intervention.

    Through targeted grants, more than 35,000 North Texas middle and high school students can access college readiness tools. Nonprofit leaders are integrating year-round academic and mentorship support to prepare students academically and emotionally.

    Latoyia Greyer of the Boys & Girls Clubs of Greater Tarrant County introduced a summer program with accompanying scholarship opportunities. The organization is elevating students’ skills through interview practice. Like ours, her vision is to instill confidence in learners.

    Greyer isn’t alone. At the Perot Museum of Nature and Science, Development Officer Elizabeth Card uses the grant to advance college readiness by strengthening its high school internship program. She aims to spark students’ curiosity, introduce rewarding career pathways, and foster a passion for STEM. She also plans to bolster core soft skills through student interactions with museum guests and hands-on biology experiments.

    These collaborative efforts have clarified the message: We can do extraordinary things by partnering. Impactful and sustainable progress in education cannot occur in a vacuum. Grant programs such as the AP Success Grant strengthen learning and build equity, and our partners are the driving force toward changing student outcomes.

    The readiness gap continues to impact Texas students, leaving them at a disadvantage as they transition to college. School districts alone cannot solve this challenge; progress requires active collaboration with nonprofits, businesses, and community stakeholders. The path forward is clear–partnerships have the power to drive meaningful change and positively impact our communities.

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    Jeffrey A. Elliott, UWorld

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  • Achieve Miami’s Teacher Accelerator Program Prepares 151 New Teachers for Full-Time Positions Across Miami-Dade County Classrooms

    Achieve Miami’s Teacher Accelerator Program Prepares 151 New Teachers for Full-Time Positions Across Miami-Dade County Classrooms

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    MIAMI, FL – Achieve Miami’s Teacher Accelerator Program (TAP) is tackling South Florida’s teacher shortage head-on by creating a clear path to teaching for college seniors and career changers. Following its first year at the University of Miami in 2023, the education nonprofit expanded to Florida International University and Miami-Dade College, making TAP accessible to college seniors and graduates with a four-year degree. Now in its second year, TAP has more than tripled its impact: 151 participants have successfully graduated from this year’s program and are preparing to teach in public, private, and charter school classrooms across Miami-Dade County as full-time teachers for the 2024-25 school year – up from 43 participants during its first year.

    “While Miami students are performing better than their peers in other major cities, learning gaps exist and the teacher shortage is exacerbating the problem. A strong education system is critical to ensuring the viability of South Florida’s economy over the long-term, and that begins with building a robust pipeline of teachers. TAP will be the single largest source of new teachers in Miami-Dade County this school year, and we’re eager to scale up our program in Florida and beyond,” said Leslie Miller Saiontz, Founder of Achieve Miami.

    TAP is addressing a teacher shortage that is impacting communities in Florida and beyond. On the first day of school for the 2023-24 school year, there were more than 5,000 vacant teaching positions in Florida, and hundreds of thousands across the U.S. according to Florida Education Association’s (FEA) count of vacancies.

    Becoming a teacher through TAP is achievable in four attainable steps: participants take TAP’s one-semester course, followed by a six-week paid summer internship, earn their teaching certification, and are then hired by a Miami-Dade County public, private or charter school and placed in a classroom. This approach ensures that new teachers are well-prepared to make an immediate impact in the classroom. The streamlined process offers a clear path to becoming a teacher, opening the eyes of many to the benefits of a career in education.

    “South Florida is full of talent, both at our local colleges and across the workforce, and we find that many qualified individuals are excited about a flexible and fulfilling career in education,” said Jasmine Calin-Micek, Senior Director of the Teacher Accelerator Program. “TAP’s success in Miami is proving that when you offer an onramp to teaching, there’s no shortage of demand.”

    TAP is the first initiative of its kind in Florida, and Achieve Miami is currently in discussions with other universities interested in expanding the program nationally. The launch of TAP is entirely privately funded through funds raised by Achieve Miami, including a portion of the more than $2.6 million contributed by nearly 500 donors during the Miami Foundation’s 2023 Give Miami Day.

    To learn more about the Teacher Accelerator Program, or to take the first step towards a fulfilling career in education, visit www.teacheraccelerator.org.

    ABOUT THE TEACHER ACCELERATOR PROGRAM

    Teacher Accelerator Program (TAP) is a non-profit organization creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators. TAP’s comprehensive and streamlined program equips college students and career changers with the skills, knowledge, and certification necessary to excel in the classroom. TAP addresses the nationwide teacher shortage crisis by providing a built-in path to teaching, inspiring a new generation of educators.

    TAP participants take a one-semester course, followed by a six-week paid summer internship, earn a certificate to teach, and begin instructing in a Miami-Dade County public, private, or charter school classroom. TAP is an initiative of Achieve Miami, supported by Teach for America Miami-Dade, and is offered by the University of Miami, Florida International University and Miami-Dade College. Learn more at www.teacheraccelerator.org.

    eSchool News Staff
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    ESchool News Staff

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  • Crew rescued after Navy helicopter crashes into San Diego Bay

    Crew rescued after Navy helicopter crashes into San Diego Bay

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    SAN DIEGO — 

    A U.S. Navy helicopter crashed into San Diego Bay off the coast of Coronado on Thursday evening, according to federal officials.

    The MH-60R Sea Hawk helicopter from Helicopter Maritime Strike squadron entered the water while conducting training around 6:40 p.m., said Navy Cmdr. Beth Teach.

    A safety boat was on location and, with assistance from Federal Fire Department San Diego, all six crew members were pulled from the water and taken to shore. The crew members survived and were undergoing medical evaluation, Teach said.

    The helicopter had been stationed at Naval Air Station North Island, Teach said.

    Another helicopter from the U.S. Coast Guard was sent out to help at the scene, Coast Guard Petty Officer Adam Stanton said.

    The cause of the crash is under investigation.

    No further details were immediately available.

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    Caleb Lunetta

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  • In 2024, education will build systems that champion the science of reading

    In 2024, education will build systems that champion the science of reading

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    Key points:

    Driven in part by Mississippi’s success in improving student literacy scores, educators across the country have been discussing the science of reading and working to align their materials and practices to this research into how students learn to read. In the coming year, that broad trend will continue, with a shift to looking beyond knowledge building as schools, districts, and states begin improving capacity and creating systems aligned to the science of reading.

    Here are a few specific predictions about what that could look like in 2024 for policymakers, schools and districts, educators, and publishers.

    Policymakers

    When it comes to policymakers, much of the action related to the science of reading in the coming year is likely to be at the state level. While there are individuals at the federal level eager to know more and ready to act, there hasn’t been a lot of policy movement at that level yet.

    At the state level, policymakers and decision-makers will continue to develop guidance around the science of reading and evidence-aligned practices. Many states that have recently begun this work start with initiatives focused on building knowledge, which is a great first step. According to conversations in a community of practice that I convene with state education agency literacy leaders, a major focus will be building capacity for coaches to become the conduit between building knowledge and implementing practices aligned to the science of reading.

    I hope that they will continue to draw support from national nonprofit organizations like The Reading League, The Path Forward, and ExcelinEd, as well as tap into the expertise of those who are volunteering their time and energy with The Reading League chapters across the United States. These are people with deep expertise in the science of reading who have worked in schools as coaches and administrators, and who are eager to be resources for state education agencies and other policymakers.

    Recently, I’ve also seen a trend of people I refer to as “reading research legends,” such as Reid Lyon, Doug Carnine, and some of the researchers from The Reading League’s virtual lecture series, finding new energy and excitement as they share research to inform practices. I’m hopeful that their knowledge, experience, and expertise will be leveraged to shape and influence policy, whether it be at the state or national level.

    Schools and districts

    The move toward aligning literacy instruction with the science of reading has largely been a grassroots movement without federal support. Because of the lack of strong national guidance and support, some schools used their Elementary and Secondary School Emergency Relief funds to adopt a curriculum that purports to be the “science of reading.”

    No curriculum, however, is the science of reading, and I believe schools and districts are beginning to understand this. The science of reading is not a set of practices. It is a body of research from multiple disciplines that helps us understand how people learn to read. If a curriculum is focused only on one component of literacy development, or if a district hasn’t worked to build knowledge of the science of reading within its faculty, they may not see the kind of reading growth they’re expecting.

    To address some of those concerns, The Reading League Compass features a page for administrators to provide direction on all of the essential components required to build an entire evidence-aligned literacy system. I predict that in the new year, more administrators and other educators will focus not just on building knowledge and ensuring their materials are aligned to the science of reading, but they will go beyond to examine hiring practices, multi-tiered systems of support, assessments, the science of learning and implementation, and more. If they do, I also predict that they will be rewarded progressive and worthwhile growth in student literacy outcomes.

    Educators

    Educators, including teachers, specialists, and practitioners, have been an essential driving force in the movement to know more about the science of reading. Based on the inspiring work that has been supported by educators leading The Reading League chapters, I can confidently predict that educators will continue to be hungry to understand how to bring evidence-aligned practices and materials into their classrooms. They will continue to be empowered with knowledge of how to support their students’ literacy needs through professional development, curriculum implementation, data-based decision making, and individual learning from professional learning communities.

    Unfortunately, there has been and will continue to be a trend in media and social media attempting to discredit work connected to the science of reading, particularly by companies whose market shares are threatened by shifts in literacy learning and teaching.

    Those organizations are well-resourced and they fan the flames of dissonance by focusing on areas of misconception. The Reading League predicted this, and outlined it ahead of time in our free ebook, Science of Reading: Defining Guide. The guide explains that the science of reading is not an ideology or philosophy. It’s not a political movement or a one-size-fits-all approach to teaching. It’s not a program of instruction or a specific component of instruction such as phonics. As the backlash continues, fueled by moneyed interests and misconceptions, advocates, researchers, and educators will continue to push back on those misconceptions with scientific evidence and, in time, improved student outcomes.

    Additionally, there has been some historic divisiveness between science of reading advocates and some advocates who support diverse learners including English learners and emergent bilingual students (ELs/EBs). This year, The Reading League and the National Committee for Effective Literacy (NCEL), which is an organization that supports ELs/EBs, partnered on a joint statement on the effectiveness of the science of reading for ELs/EBs, hosted on The Reading League Compass’ English Learner/Emergent Bilingual page. I predict that in the coming year, partnerships like the one between The Reading League and NCEL will begin to help heal divisiveness and welcome new, diverse voices into the conversation on evidence-aligned literacy instruction.

    Publishers

    Publishers will continue to work toward aligning their instructional materials to the science of reading in 2024. The Reading League remains hopeful as we hear of publishers using resources, such as our Curriculum Evaluation Guidelines, to refine their materials.

    As I look forward to the new year, the success of schools, districts, and states like Mississippi’s student literacy turnaround is exciting and inspiring, but they didn’t accomplish it by building knowledge alone. They did it through a comprehensive overhaul of their approach to literacy learning. Right now, schools and districts are poised to make 2024 the year the rest of the country puts in the work to follow their example and share in their success.

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    Kari Kurto, National Science of Reading Project Director, The Reading League

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  • 3 ways educators leverage gamification strategies

    3 ways educators leverage gamification strategies

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    Key points:

    Students don’t have to be video game fanatics to appreciate a gamified classroom lesson. When teachers turn a lesson or tough-to-teach concept into a motivational gamed or use a fun competition to teach new concepts, students become immersed in their learning and are often more engaged–meaning they’re more likely to retain information.

    Still, there’s an art to gamifying a lesson and ensuring that students are actually learning instead of just playing a game for points.

    Here’s how educators across the country are using tools–from Minecraft: Education Edition to Roblox and easy-to-access online resources–to gamify their lessons and help students engage with learning.

    1. Carrie Rosenberg, a fourth grade teacher at Community Christian School, notes that gamification is one of the biggest education trends right now. According to ISTE, “gamification is about transforming the classroom environment and regular activities into a game.” Many students want more than just good grades from school–they want something physical or immediate. Rosenberg uses Gimkit, Kahoot!, and Prodigy to gamify her instruction and motivate students. Learn more about her instructional strategies.

    2. Games are part of many people’s lives–so why not use them to benefit students when teaching? Abigail Beran, a fifth grade teacher enrolled in a masters program in education technology, knows that her students are more likely to engage in an educational activity when it is gamified–and that they’re even more likely to do so when the activity is gamified with technology. There are a variety of reading and math apps and websites that cater to gamification, and even provide the opportunity for differentiation. Beran uses tools including Raz Kids, Dreamscapes, Prodigy English, and IXL language arts for English/language arts gamification, and uses Prodigy Math, Math Playground, Pet Bingo, Sushi Monster, and IXL math for gamifying math. Discover how she integrates these gamified tools into her classroom.

    3. As an educator for more 27 years and a digital learning specialist (social studies) for the past 7 years in Atlanta Public Schools, Felisa Ford has supported educators across the district and beyond as they purposefully integrate technology in the classroom to promote engagement and 21st century skill development. While there are many tools and resources available to educators to support their efforts to create dynamic digital learning environments, one of the most engaging is Minecraft Education Edition (M:EE). Popular among students (and teachers!), M:EE is a game-based learning platform that promotes creativity, collaboration, and problem-solving in an immersive digital environment. Read about five ways Ford has helped the district’s teachers use M:EE into classroom instruction.

    Laura Ascione
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    Laura Ascione

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  • Austin Pets Alive! | Common Misconceptions About Adopting an Older Dog

    Austin Pets Alive! | Common Misconceptions About Adopting an Older Dog

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    Nov 17, 2023

    While age is just a number, senior dogs are often overlooked for adoption due to misconceptions about what having an older dog means. November is Senior Pet Month and we’re working to shine the golden spot light on these amazing animals by breaking down some common senior pet misconceptions! Seniors like Abby want you to know that entering their golden years means these pups at heart deserve more than ever to spend their days in a loving home. In return, they promise to shower their human companions with affection and live each day to its fullest potential.

    Misconception #1: Old Dogs Are No Longer Energetic

    One of the most prevalent misconceptions about older dogs is that they become lethargic and lose their energy as they age. While it’s true that older dogs may not have the same boundless energy as puppies, they can still be quite active and enjoy physical activities. In fact, regular exercise is essential for maintaining their physical and mental health. Adjusting the type and intensity of exercise to match their age and health status is crucial. Consult with your veterinarian to develop a suitable exercise routine for your senior dog.

    Misconception #2: You Can’t Teach Old Dogs New Tricks

    The old adage “you can’t teach an old dog new tricks” couldn’t be further from the truth. Older dogs are just as capable of learning new things as their younger counterparts. While it may take a bit more time and patience, training an older dog can be a rewarding experience. In fact, older dogs often come with the advantage of being calmer and having better attention spans, making them more receptive to training.

    Misconception #3: Older Dogs Are Not Suitable for Adoption

    Many people believe that older dogs are not ideal candidates for adoption and that puppies or younger dogs are better options. However, older dogs can make fantastic pets. They often come already house-trained and have established personalities, making it easier to find a dog whose temperament matches your lifestyle. Adopting an older dog can also be incredibly rewarding, as you provide a loving home for a dog in its golden years.

    Misconception #4: Older Dogs Don’t Need Social Interaction

    Older dogs, just like their younger counterparts, benefit from social interaction and mental stimulation. Isolation can lead to anxiety and depression in older dogs, so it’s important to provide opportunities for socialization and playtime. Consider arranging playdates with other dogs, taking leisurely walks in the park, or engaging in interactive games to keep your senior dog’s mind and body active.

    Older dogs are often misunderstood and over-looked at shelters due to misconceptions about their behavior and needs. It’s important to recognize that older dogs can lead happy, fulfilling lives with the right care and attention. By dispelling these misconceptions, we hope more potential adopters will consider making a senior dog part of their family. APA! has successfully placed many wonderful seniors in foster or adoptive homes where they continue to thrive and bring joy to their new family.

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  • 5 positive ways students can use AI

    5 positive ways students can use AI

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    Key points:

    • Don’t fight AI–learn to embrace it for teaching and learning
    • Using AI will help quell fears about how it could harm education
    • See related article: Navigating generative AI: Promoting academic integrity
    • For more news on AI in education, see eSN’s Digital Learning page

    You’ve heard all the news about kids using ChatGPT to cheat, but there’s another side to this story. Just as the internet revolutionized education, AI will be the next game-changer. While the fears of cheating have definitely been legitimate, have you actually tried writing an essay using just AI? Hate to say it, but the outcomes aren’t instant gratification.

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    MacKenzie Price, Co-Founder, 2hr Learning & Alpha School

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