Year: 2010

Measuring Effectiveness: What Will It Take?

Measuring Effectiveness: What Will It Take?

Reading Time: 10 minutes

[box class=”grey_box”]Along with Peter McWalters of CCSSO, Circe Stumbo authored this article featured in Educational Leadership, which is published by ACSD.[/box]


As the dust settles from the flurry of activity surrounding the education stimulus package and the new programs it created—such as Race to the Top, Investing in Innovation, and the School Improvement Grants—a clear message has taken shape: Federal policy now focuses on teacher “effectiveness” rather than teacher “quality.”

The centerpiece federal law for K–12 education, the Elementary and Secondary Education Act (ESEA), set teacher quality as a major policy priority when it was reauthorized as No Child Left Behind (NCLB) in 2001. Teacher quality largely refers to how well teachers know their content as measured by the postsecondary courses they have taken. The shift toward effectiveness focuses on how well teachers perform with students. Rather than measuring inputs (such as how many academic degrees the teacher has or how long he or she has been on the job), we should measure the outcomes of a teacher’s work to see how effective the teacher is (the extent to which the educator has met crucial student needs, such as increasing student achievement). This is analogous to the shift from paying attention to student inputs (how many courses a student has taken, or “seat time”) to looking at outcomes (how much the student knows and can do, or performance).

Recent Advances

Although measuring outcomes rather than inputs has been the expressed intention of standards-based reforms for at least two decades, policy changes that make that shift real have been slow to come to fruition. The year 2010 sped up the pace of reform. The new attention to effectiveness is most obvious in the call for improving teacher evaluation. Although evaluation has traditionally been a local responsibility, federal programs have been calling for states to require evaluation systems that include specific measures of teacher effectiveness, such as student achievement data.

For example, section (D)(2)(ii) of the Race to the Top application (U.S. Department of Education, 2009) asks states to “design and implement rigorous, transparent, and fair evaluation systems for teachers and principals that . . . differentiate effectiveness using multiple rating categories that take into account data on student growth . . . as a significant factor” (p. 34). Although there is no clear definition of “significant,” some of the winning Race to the Top states set the weight of student performance at 50 percent or more of a teacher’s evaluation score.

The focus on teacher effectiveness does not end with the stimulus fund programs. The administration’s A Blueprint for Reform (U.S. Department of Education, 2010) lays out proposals as Congress engages in its periodic review of ESEA:

We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support, and to identify effective and highly effective teachers and principals on the basis of student growth and other factors. (p. 4)

Through ESEA, the effectiveness agenda could become enduring policy.

Seven Challenges Ahead

Proposals for change in the way we evaluate teachers are particularly knotty when teacher evaluation is connected to high-stakes decisions such as tenure, promotion, removal, or compensation. As part of each teacher’s regular evaluation, some districts already look at student test score data that demonstrate how much students advanced while working with that teacher (value-added data). However, districts tend to use that information to determine things like a teacher’s professional development needs.

When decisions have higher-stakes consequences, such as a teacher potentially losing her or his job, they heighten the demand for measures of teacher performance that are valid, reliable, credible, fair, and legally defensible. As states move to take a more active role in teacher evaluation, they face major challenges in meeting this demand. These challenges raise questions that range from the psychometrics of creating valid and reliable measures of effectiveness to the purpose of public education.

Challenge 1: The Limits of Student Assessment Data

Sophisticated value-added modeling— using student assessment data, adjusted for some student and school characteristics, to determine how much growth in student performance occurred with a particular teacher—is relatively untested as a high-stakes measure, as demonstrated by the controversy that arose when the Los Angeles Times released value-added assessment data by teacher (see http://projects.latimes.com/value-added/). According to highly regarded testing experts, the evidence supporting the validity and reliability of value-added modeling results is weak enough that such results should not yet be used as the major measure of teacher effectiveness (Baker et al., 2010).

Similarly, testing experts such as W. James Popham and members of the Commission on Instructionally Supportive Assessment argue that the types of standardized exams used in most value-added assessment systems are not “instructionally sensitive.” Popham (2007) defines “instructional sensitivity” as “the degree to which students’ performances on a test accurately reflect the quality of instruction specifically provided to promote students’ mastery of what is being assessed.”

Unfortunately, too many standardized exams do not demonstrate whether a teacher’s instruction had an effect on the student’s performance. With this kind of assertion waiting in the wings, educators are likely to challenge the use of summative statewide standardized exams in high-stakes evaluations.

Challenge 2: Many Untested Subjects

The most obvious problem associated with attributing individual teachers’ performance to individual students’ test scores is connecting test scores to teachers who teach untested subjects. Every state administers English language arts and mathematics tests in grades 3–8 as well as once in high school. Thus, preK–2 and three years in high school are mostly untested. Further, although many states administer tests in science and social studies, they are not administered at every grade level and may not provide the right kind of information for teacher evaluation in those subject areas.

We can see how these difficulties play out if we look at a student in a traditional junior high school. Last year, Jacob, the son of one of the authors, was a 7th grader. His favorite class was Global Studies. In 7th grade, students are required to take two full-year courses in literacy and language arts and just one Global Studies course for one trimester. The Iowa Tests of Basic Skills (ITBS) cover social studies. However, as the ITBS website states, “The content of the [social studies] questions is taken from the areas of geography, history, government, economics, sociology, and the other social sciences” (Iowa Testing Program, n.d.). Is it reasonable to believe that Jacob’s Global Studies teacher, with just 60 days with each child, stands a chance at preparing students to succeed on such a general exam? To what extent are Jacob’s scores on the ITBS an accurate measure of his teacher’s performance?

It is possible to find alternative measures of student performance that can be compared across classrooms beyond statewide, multiple-choice standardized exams, such as the National Writing Project’s rubrics and juried competitions to judge senior year capstone projects for graduation. Some states (such as Vermont, Maine, Rhode Island, and Nebraska) and high-performing countries (such as Finland) are engaged in this work, but it is both complicated and expensive.

If we are using such student performances for high-stakes decision making, we will need to make sure that the determinations are valid (that we measure what we mean to measure) and reliable (that the measure will yield the same results on repeated trials). For the arts, physical education, and other untested subjects, the development of such measures of student performance has yet to be completed.

The federal Race to the Top program acknowledged this challenge. In both the state and assessment consortium grants, it provided funding that could be used to improve the type and quality of assessments. Still, this is a massive undertaking.

Challenge 3: Quality of Evaluators

A scan of the literature on teacher evaluation demonstrates that teachers do not routinely and consistently receive quality evaluations. Several studies examine deficiencies in administrators’ ability to conduct quality evaluations (see Brandt, Mathers, Oliva, Brown-Sims, & Hess, 2007; Danielson & McGreal, 2000; Little, Goe, & Bell, 2009).

Lack of evaluator training is a threat to the reliability of the evaluation and objectivity of the results. An untrained observer may introduce bias into observations; the observer’s expectations of a teacher may influence the observation to a greater degree than the actual teacher behaviors displayed (Mujis, 2006). Researchers at the National Comprehensive Center for Teacher Quality (Little et al., 2009) found that a “reliable classroom observation protocol may be wildly inaccurate or inconsistent in the hands of an untrained evaluator” (p. 21).

However, districts rarely require evaluators to be trained. Only 8 percent of the districts in a study of midwestern districts had written documentation detailing requirements for training evaluators (Brandt et al., 2007; Loup, Garland, Ellett, & Rugutt, 1996). In many of the 12 districts examined in the Widget Effect (Weisburg, Sexton, Mulhern, & Keeling, 2009), evaluation training was a one-time endeavor provided either when an administrator was new to the position or when the district implemented a revised system of teacher evaluation. Inter- and intra-rater reliability is also increasingly needed as evaluations inform high-stakes decision making, but this has not been developed yet (Joint Committee on Standards for Educational Evaluation, 1994; Mathers, Oliva, & Laine, 2008; Mujis, 2006).

Recognizing this challenge, Iowa, Minnesota, and North Carolina are providing training for evaluators, but few other states have taken up a similar mantle. We predict that evaluator training will become a priority for many states.

Challenge 4: Individual Versus Team-Based Accountability

It’s difficult to attribute student performance to a specific teacher in secondary school or in virtual programs because students in these environments have multiple teachers daily. But even in elementary school, which traditionally assigns students to one teacher only, students who need additional learning supports might work with an adult in addition to the teacher of record on basic skills in English language arts or mathematics.

Let’s look again at Jacob’s junior high school, which is organized by trimesters. Jacob had 11 different courses last year, meaning 11 different teachers. All 7th graders in his school take two courses in English language arts. Which of his two English teachers can claim success with Jacob on the basis of his language arts scores on the Iowa Tests of Basic Skills? Moreover, can his Global Studies teacher lay claim to success in any of those areas—or is social studies the only test that matters to her? The Iowa Testing Program states, “The questions on this [social studies] test measure objectives of the social studies curriculum that are not measured elsewhere in the ITBS tests” (Iowa Testing Program, n.d.). This implies that her instruction may have an effect on Jacob’s scores on other tests, but it’s unclear how to discern that effect.

Trying to attribute student performance to a specific teacher also runs counter to the collaborative way we think about teaching today. Teachers who collectively engage in participatory decision making, lesson design, data analysis, and analysis of student work are better able to deliver rigorous and relevant learning for all students and personalize learning for individual students. The new core teaching standards reflect this understanding, calling for teachers to participate actively as team members in decision-making processes.

Most teacher evaluation systems have been designed to assess individuals, but the collaborative culture envisioned by the new core teaching standards (and by the administration’s reauthorization blueprint, for that matter) will require us to explore a next-generation, team-based approach to performance review.

Challenge 5: What Else Matters?

Up to now, under NCLB, teachers have defined teacher quality as knowing their subject matter. The Council of Chief State School Officers (CCSSO) has recently revised its model core teaching standards, which go beyond possessing content knowledge to incorporate knowledge of how to teach one’s subject matter (for example, how to identify students’ common misunderstandings and help students move beyond them) and “how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues” (CCSSO, 2010, p. 15). Presumably, students whose teachers have this set of skills would perform well on exams.

But even in the most stringent state policy propositions, one-half of a teacher’s evaluation is based on criteria other than student performance. How a teacher helps students to become motivated to learn, persist in their work, strive to be lifelong learners, express themselves artistically, behave civilly, and not bully others—these factors matter to parents, students, and communities. The Obama administration captures these sentiments in its call for a more holistic understanding of education. States have asserted their interest in citizenship education, not just college and career readiness. And teachers point to an obligation to support a culture of learning in their school communities as well as to develop their profession. As the focus on teacher evaluation rises to the state and federal levels, we will need to articulate the full range of teacher practices and student outcomes that we want from our education system—and determine how we can measure them.

Challenge 6: Working Conditions

When developing an approach to teacher evaluation and its high-stakes consequences, states will need to consider the systems in which teachers work. Have teacher evaluation systems taken into account circumstances beyond teachers’ control? These range from having access to appropriate resources (such as a heated classroom) or equipment that enhances learning (such as computers); to access to professional communities of support (such as other teachers with whom to collaborate, behavior specialists, and other resource staff); to the alignment of education programs among the school, district, and state.

And what about other conditions over which teachers have little control, such as student readiness? Are students hungry or suffering? Is the school climate conducive to student learning and teacher collaboration? Research suggests that improved working conditions significantly influence a school’s ability to reach achievement goals (for a full summary, see Emerick, Hirsch, & Berry, 2005), yet we have few strong models that account for working conditions in evaluating teacher effectiveness.

Challenge 7: Engaging All Stakeholders

Teacher evaluation has primarily been a local responsibility, but federal programs such as Race to the Top signal a shift toward using evaluation to meet state and federal goals. Aligning these multiple levels of authority to support the dual purposes of evaluation—professional growth and accountability—will require adjusting the purpose, design, and mechanisms of evaluation systems. It will also require a culture of shared responsibility and mission as more players claim a stake in the outcomes of teacher evaluation and take a more active role in designing evaluation systems.

No matter how we proceed, we need to engage all stakeholders in the discussion. Stakeholders include professional standards boards, boards of examiners, professional organizations, membership associations, unions, boards of regents, teacher educators, professional developers, local school boards, and teachers and administrators. Only then can we clarify feasibility, mobilize interest, anticipate and prevent barriers, and ensure high-fidelity implementation.

What Next?

We raise these challenges not to sound an alarm, but to suggest an agenda for cooperative research, design, development, and assessment of state policy and local practices. When grounded in agreed-on standards for teaching—such as the recently revised Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards— and developed in ways that overcome the challenges cited, evaluation can be an effective lever for state and local policy.

Having just completed the initial stage of revising the standards, CCSSO is now turning its attention to crafting a developmental continuum across a teacher’s career, pegged to the standards, as well as rubrics for evaluating progress. An additional goal is to work to validate the standards in practice. We expect these efforts, as well as the efforts of states already using the draft standards in their teacher evaluation pilots, will lead to a rigorous foundation for a system of teacher performance.

We further expect the assessment community to work vigorously to design multiple measures of student performance in both tested and untested subjects and to develop value-added assessment systems that have greater reliability. Two assessment consortia received funding through Race to the Top to engage specifically in this work. In addition, groups such as the Teacher Performance Assessment Consortium—a partnership among the American Association of Colleges of Teacher Education, the CCSSO, and Stanford University— are developing improved teacher performance assessments and portfolio systems. Projects such as the Measures of Effective Teaching, developed by the Bill and Melinda Gates Foundation, are evaluating video samples of practicing teachers against validated rubrics, student surveys, and student performance.

Finally, we will need to learn from experts in the business community, who have long been working on team-based accountability systems, how to shift the model from the individual as the sole unit of authority and responsibility to next-generation systems that recognize the importance of professional collaboration, transparent practice, reflective and collective inquiry, and joint accountability.

See References

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Thank you, President Obama

Thank you, President Obama

Reading Time: < 1 minute

This week, President Obama issued a thoughtful, compassionate, and powerful video message speaking directly to young people experiencing difficulty because of their sexual orientation, or simply because they are different.

As one of our staffmembers put it, “It’s a beautiful thing.”

More information:

Federal resources on anti-bullying

GLSEN’s allies, including link to the Google blog and Google empoyees’ “It Gets Better” video

National Teaching Standards

National Teaching Standards

Reading Time: 2 minutes

[box class=”grey_box”]Circe Stumbo and CCSSO’s Peter McWalters penned this article for the American School Board Journal (ASBJ) for its October 2010 issue. The article discusses the influence school board members can have on the Model Core Teaching Standards developed by the Interstate Teacher Assessment and Support Consortium (InTASC). This article is available for purchase through the ASBJ.[/box]


School districts and school boards traditionally have had the authority to evaluate their teachers and principals, but new programs coming out of the U.S. Department of Education, including Race to the Top and proposals for reauthorizing the Elementary and Secondary Education Act, call for states to play a stronger role in evaluation as a way to push for improvements in education.

This development is a double-edged sword: It could strengthen the ability of local leaders to transform education, but it also has the potential to override local authority.

The Council of Chief State School Officers (CCSSO) has crafted a set of standards for teacher practice that could help school leaders deal with the increased federal and state demands while still maintaining local control.

The council’s Interstate New Teacher Assessment and Support Consortium (InTASC), made up of representatives of the teaching profession, including practicing teachers, teacher educators, and state education agency staff, spent the past 18 months updating the standards, which were first drafted in 1992 and adopted by at least 38 states. The updated standards focus on how teachers can help students achieve to standards, including the Common Core State Standards released this year.

The consortium is seeking extensive input for the revised standards, including from school board members and administrators. Please consider providing your opinions and perspectives before the public comment deadline of Oct. 15. The consortium will revise the model core teaching standards based on comments received, then will help states adopt or adapt them to transform teaching and learning across the country.

ASBJ Subscribers may continue reading. If you are not a subscriber, please purchase the article to continue reading.

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Bills Designed to Stop Bullying and Harassment in Schools

Bills Designed to Stop Bullying and Harassment in Schools

Reading Time: 2 minutes

On August 5, 2010, the Safe Schools Improvement Act (SSIA) was introduced in the Senate by Bob Casey (D-PA). SSIA would amend the Safe and Drug-Free Schools and Communities Act—which is part of the No Child Left Behind (NCLB) Act—to include bullying and harassment based on a student’s actual or perceived race, color, national original, sex, disability, sexual orientation, gender identity or religion in its definition of violence. As such, it represents the first time protections would extend to persons on the basis of sexual orientation and gender identity. Districts would have to notify parents annually of their anti-bullying and harassment policies, as well as set up a grievance process for students and parents to report incidences. Additionally, states would have collect and report to the U.S. Department of Education data on incidences.

SSIA attempts to respond to staggering levels of bullying and harassment in schools. According to a 2005 report, 65% of the 3000 middle and high school students surveyed reported being bullied in school in the past year. According to a 2007 report, 84% of the 6,000 gay, lesbian, bi-sexual and transgendered students surveyed reported being harassed in school and 61% said they felt unsafe at school due to their sexual orientation. Both studies found anti-bullying policies like those required by SSIA significantly reduced bullying and harassment in schools.

The idea behind SSIA has been around for some time. The current iteration was introduced in the House by Representative Linda Sanchez (D-CA) in January 2009, but its introduction by Senator Bob Casey (D-PA) represents the first time it has made it to the Senate.  SSIA follows the introduction of the Student Nondiscrimination Act (SNDA), introduced in the House in January 2010 by Jared Polis (D-CO) and in the Senate by Al Franken (D-MN) in May 2010. SNDA is patterned after title IX and would prohibit discrimination (including harassment) on the basis of real or perceived sexual orientation or gender identity in any program or activity receiving federal funds.

Both SSIA and SNDA have broad support from civil rights and education organizations. It seems their only vocal opposition is from groups like Focus on the Family, which has launched a campaign against SSIA by claiming it promotes homosexuality and pro-gay curricula. Senator Casey has responded to Focus on the Family’s campaign against the legislation in a blog post, arguing that “by mischaracterizing the purpose of anti-bullying legislation, Focus on the Family is intentionally ignoring the prevalence of bullying in schools around the country.” And, we would contend, it is perpetuating the consequences of such bullying–from higher incidences of drop outs all the way to bullying- and harassment-related tragedies. It is about time we took action to make our schools safe places for all students. The proposed legislation represents a firm step in that direction.

Learn more about SSIA here.
Learn more about SNDA here.

This Labor Day I thank the unions for bringing me the weekend, including this long one

This Labor Day I thank the unions for bringing me the weekend, including this long one

Reading Time: 2 minutes

Labor Day has always been, for me, a symbol of one last chance to partake in summer’s delights—a barbeque with friends, a roadtrip before children’s school activities dominate the calendar, one last dip at the city park pool before it’s too cold to enjoy, a small town parade.

It’s easy for me to answer the questions of where to plunk my lawn chair along the parade route and whether or not to toss in a sweater for the weekend roadtrip; it is not so easy to answer another question that crossed my mind today: “Why do we celebrate Labor Day?”

Most of the accounts I found that answer the question, “Why do we celebrate Labor Day?” talk about the first Labor Day (September 5, 1882) and argue over who founded Labor Day (Peter J. McGuire or Matthew Maguire) and the reason the first Monday of September was chosen as the permanent date for the holiday rather than the alternative choice of May 1 (Haymarket Affair).

Those accounts don’t talk about labor unions or the benefits that have resulted from the collective action of unions. Since their inception in the1800s, labor unions exercised the tenets of democracy to leverage rights for workers such as the 8 hour work day, child labor laws, equality in pay, and protection for worker safety and health.

Many workers in this country, including myself, have never been and may never be union members but it’s important for me to know and appreciate how I benefit from the toils both of my fellow workers, past and present, and the labor unions that represent them.

So, this weekend, as I barbeque, head out on a roadtrip, swim, and clap along to the beat of the bass drum as the band marches by during the parade, I will know I have got the labor unions to thank, not only for my long holiday weekend but also for so many rights and protections I take for granted every day.

Act 250 Helping Rid Wisconsin of Offensive Native American Mascots and Logos

Act 250 Helping Rid Wisconsin of Offensive Native American Mascots and Logos

Reading Time: 2 minutes

Wisconsin’s new law–Act 250–allows persons to file a complaint against a school board for its “use of race-based nicknames, logos, mascots and team names.”  What is particularly exciting about the new law is that, during the resulting hearing before the State Superintendent of Public Instruction, the school board and not the complainant “has the burden of proving by clear and convincing evidence that the use of the nickname or team name in connection with the logo or mascot does not promote discrimination, pupil harassment, or stereotyping as defined by the state superintendent by rule.”

According to the Wisconsin Indian Education Association’s Indian Mascot and Logo Task Force, that burden is going to be pretty hard to meet.  The Task Force cites research by Dr. Stephanie Fryberg showing white students receive an artificial boost to their self-esteem and self-efficacy while American Indian students experience a decrease in both;  the harm is the same whether the images are intended to be “noble” or cartoonish.  Moreover, the effects on American Indian students are worse when the use is “approved.”  (The Task Force cites other studies as well, including a recent study published in the Journal of Applied Social Psychology titled “Effect of Exposure to an American Indian Mascot on the Tendency to Stereotype a Different Minority Group,” by Chu Kim-Preito, Sumie Okazaki, Lizabeth Goldstein and Blake Kirschner).

Despite overwhelming evidence of harm, the Task Force reports that, as of May 13, 2010, 35 schools in Wisconsin were still using Native American mascots or logos.  That number will certainly go down.  For example, Kewaunee School District–one of the first districts to be challenged–has agreed to change its logo.

The most recent challenge was filed by Rain Koepke regarding the Mukwonago High School mascot, and a hearing is scheduled for August 27.  In the local paper, a high school student said he, too, wanted to file a complaint and offered his own rebuttal to claims that such mascots and logos are benign and intended to honor American Indians.  The student chose to remain anonymous for fear he would be ridiculed for his Native American heritage, which is not apparent by his appearance.  The student wrote a four-page essay on the issue, an exerpt of which was published in the local paper.  Sadly, in an update in the same paper, MHS Principal Shawn McNulty was quoted as saying “We will present the facts and provide a vigorous defense in support of the Mukwonago School District and our Mukwonago High School logo.”

The new law provides a powerful legal tool to fight racial discrimination, and it opens up an avenue for continued dialogue about race.  In particular, it invites conversation about why it is that when people of color say they have been harmed, the response is often disbelief (it’s the  “show me your wound and I’ll tell you if it hurts” phenomenon).  The fact that a student feels he has to hide his Native American heritage–and the district continues to fight for its mascot–suggests there is much more going on at MHS than can be solved by doing away with the mascot.

Wow, what a week (and a half)!

Wow, what a week (and a half)!

Reading Time: < 1 minute

18 States and D.C. Named as Finalists for Race to the Top

Senate confirms Elena Kagan’s nomination to Supreme Court

49 applicants win i3 grants (Congrats to our colleagues at Quill Research Associaties!)

Court Rejects Same-Sex Marriage Ban in California (we hear that the judge’s opinion is worth the read)

USDA announces $1.2 billion in ARRA funds for broadband infrastructure. Ed Secretary Duncan says will help rural, Native American, and tribal schools, impacting 550,000 students.

Cement in oil well may work, but not sure just yet.

What did we miss?

Wisconsin Mascot Law Having an Impact

Wisconsin Mascot Law Having an Impact

Reading Time: < 1 minute

The Kewaunee School District in Wisconsin has decided to formally discontinue the use of its Indians team name and logo!  We think this is an extremely important issue for public education today.

This decision comes after Wisconsin passed the historic Race Based Nicknames, Mascots, and Logos Law.  Here is some background (from the Wisconsin State Human Relations Association):

On May 5, 2010, Governor Jim Doyle signed into law SB 25, the Race Based nicknames, mascots, and logos law.  The signing of this law was the culmination of a 16-year collaborative process.  Rep. Jim Soletski, and Sen. Coggs introduced this critical piece of legislation in 2009.

Bill co-sponsor Democrat Sen. Spencer Coggs (D-Milwaukee) said, “If we use that logic, back in 1954, when Rosa Parks got on a bus and she decided it was not right for black people to sit at the back. … Would it have been okay for another black person to say, ‘Hey I like sitting in the back of the bus. It’s okay with me – let’s cancel out what Rosa Parks is talking about?'”

Rep. Jim Soletski (D-Green Bay) stated that, “It’s 2009. It’s time we put this behind us. It’s the Native American’s heritage, first and foremost. If they’re not feeling honored, then it’s time to get rid of it.”  Wisconsin is the first state in the United States to pass such an important legislation.

Indian County Today’s article on the signing of the bill

Indian Country Today’s 2009 article on the content of the bill

For additional information about the importance of the issue, go to Students and Teachers Against Racism or you can view our presentations on “Othering.”

National Rural Education Technology Summit

National Rural Education Technology Summit

Reading Time: < 1 minute

(Thanks to Fritz Edelstein for the following announcement.)

Today, Wednesday, July 21, at the National Museum of the American Indian in Washington, D.C., the Department of Education and the Smithsonian Institution convened experts in education and technology to share effective models and innovative practices for improving teaching and learning in rural schools.

Presentations and discussions at the National Rural Education Technology Summit focused on how rural schools can use technology to overcome the challenges of distance and isolation, while capitalizing on the positive opportunities in rural areas.

Speakers and participants include:  U.S. Secretary of Education Arne Duncan; Federal Communications Commission Chairman Julius Genachowski; Smithsonian Institution Secretary G. Wayne Clough; U.S. Deputy Secretary of Agriculture Kathleen Merrigan; South Dakota State Superintendent Tom Oster; North Carolina State Superintendent June Atkinson; and New Hampshire Commissioner of Education Virginia Barry.

They were joined by over 100 rural education and technology experts from 24 states, discussing how technology can be used to overcome the challenges of distance and provide new opportunities in rural schools.

We will look for follow-up information!  Let us know if you attended by emailing westwind (at) westwinded (dot) com.  The venue suggests to me that American Indian education might be a particular topic of discussion.  Was this the case or was it just a fabulous location for an event?

Theme: Overlay by Kaira