This week in education news, New Mexico unveiled proposed science standards that omit references to climate change and evolution; all California teachers with a teaching credential, including preliminary credentials obtained through a traditional teacher preparation program or an intern credential, will now meet the definition of “effective;” teachers need to keep creativity at the forefront of the educational spectrum; the Partnership For 21st Century Learning launched a new learning framework; panel says teachers are quitting because they’re dissatisfied; it’s all about ‘new collar’ jobs; and solving real-world problems is key to Ed tech success.
New Mexico’s Public Education Department unveiled proposed teaching standards this week that critics say would omit references to evolution, rising global temperatures and the age of Earth from the state’s science curriculum. The standards are based on a science curriculum called the Next Generation Science Standards proposed in 2013 by a consortium of 26 states. But the New Mexico plan contains additions and deletions from the nationwide standards. Read the article featured in the Albuquerque Journal.
Intern teachers in programs like Teach for America who earn their preliminary credential while on the job will not have the scarlet letter of being labeled an “ineffective teacher” in California. In adopting the state plan for the Every Student Succeeds Act on Wednesday, the State Board of Education resolved a remaining contentious issue: the definition of an “ineffective teacher.” It decided not to include teachers with intern credentials in the definition after much testimony from former intern teachers and districts that readily hire them. Read the article featured in EdSource.
Emerging diseases, energy sustainability and severe weather are just some of the global issues today’s students will be asked to solve using the skills they learn in the classroom, according to one local teacher. Kenneth L. Huff, a middle school science teacher in the Williamsville Central School District, was one of 10 teachers nationwide chosen to help promote the science, technology, engineering and mathematics curriculum as a 2017 STEM Teacher Ambassador. Read the article featured in The Buffalo News.
As more students head back to school, we will continue to hear about how educators can successfully incorporate STEM education into curriculums from as early as Kindergarten. Whether it’s providing students with hands-on robotics tools where they can learn to code, program and design on their own, or using more in-class devices like Google Chromebooks that familiarize students with technology and problem-solving skills, there are many ways to integrate STEM into the classroom. However, as we put our efforts on fine-tuning these technical skills, we often lose sight of creativity. Read the article featured in eSchool News.
For teachers, parents, principals, and others, the Every Student Succeeds Act is no longer on the horizon. Now it’s in their schools. Yes, ESSA has officially taken effect this school year. All but four states have turned in their plans for the education law’s implementation to the federal government—and some states’ plans have already gotten approved by the U.S. Department of Education. But there’s a decent chance you’re still gathering information and learning about ESSA. Read the article featured in Education Week.
The Partnership For 21st Century Learning launched a new learning framework to provide practical guidance on integrating 21st century skills into learning programs and experiences for the youngest learners. The framework extends the organizations’ body of work, integrating early learning into the college and career readiness continuum. Read the press release.
States and districts must find ways to keep teachers in the profession—or they’re staring down the barrel of a growing teacher shortage, researchers and policymakers said at a panel discussion here on Tuesday. Read the article featured in Education Week.
So long white collar and blue collar. Now it’s all about the “new collar” job. In the current technological economy, where factories and production plants are closed or workers are replaced by computers, those computers need to be maintained and programmed. Enter “new collar” jobs — positions that require some specialized education (typically in a technical field), but not a four-year college degree. Read the article by NBC News.
As more classrooms are becoming one-to-one tech environments, schools are looking for more active ways for students to engage with classroom technology. One such way to do this is through problem-based learning, where students must use technology to find a solution. Read the article featured in Ed Tech.
Stay tuned for next week’s top education news stories.
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