With the mounting snow days in New Jersey the Pascack Valley Regional High School District took a new approach to learning.  Instead of adding another day with no instruction Superintendent Erik Gundersen made the bold decision to utilize students' district-issued laptops as the vehicle to provide lessons. 

Across the nation, an increasing number of students are being required to enroll in remedial courses when they arrive on college campuses. These additional courses add to the time spent obtaining a college degree and increase an already growing student debt problem. By implementing college- and career-readiness standards, states can better prepare students for the challenges of college or the workforce. 

Technology has changed the course of the world—making daily tasks easier, faster and cheaper to complete. But are American students prepared to change the course of technology in the future? How can technology change classrooms today? These were the questions posed by experts at The Council of State Governments’ Digital Learning and STEM Initiatives Policy Academy, sponsored by Microsoft and held in conjunction with CSG’s 2013 National Conference in Kansas City, Mo.

According to Cameron Evans, Microsoft’s U.S. Education Chief Technology Offer, on any given day the corporation has 8,000 vacant jobs due to the lack of a skilled workforce.  These are not highly technical jobs but those that can’t be filled by recent graduates due to the skills gap especially in the science, technology, engineering and mathematics (STEM) fields. 

Digital learning offers a new direction for students, teachers and school districts.  Opportunities exist to customize and personalize education so each student receives the tools they need to engage in their instruction and become self-directed learners.  Additionally, digital learning opens the door to connect students across the state, region and nation with instructional content and practices they may not otherwise receive.  Teachers and school leaders also benefit through online instruction, professional development and building capacity to expand and increase rigor in learning opportunities and equip students with the skills they need in the 21st century.  

Stateline Midwest ~ 2013 MLC Annual Meeting Edition

Picture a school system with no credits, no grades and no educational units.
And rather than graduating from high school after passing a certain number of courses over a set period of time, a student instead demonstrates proficiency in an agreed-upon set of skills and academic content. Sandra Dop of the Iowa Department of Education calls this vision a “CBE utopia.”
“CBE” stands for competency-based education, and while states may never reach or even want to reach this “utopia,” the idea of providing more pathways and individualized instruction to students is gaining more interest among state leaders.

Video Series: A Framework for State Policymakers: 
Ensuring All Students are College- and Career-Ready

Disc One: Problem Solving Through Project-Based Learning (Danville High School, Danville, KY)  (3:14)

Project-based learning represents a dynamic approach to...

Pam Goins, director of The Council of State Governments’ Center for Innovation and Transformation in Education, will join other education experts in a webinar discussion on how state policymakers can support deeper learning in their schools April 29. The webinar, sponsored by the National Association of State Boards of Education, will explore policies that can help students not only master academic content, but also critical thinking, problem solving, collaboration and communication skills. The goal of deeper learning is to ensure students can meet the demands of the 21st century work force.

Policymakers know America’s educational system must transform to significantly increase the academic achievement of all students. A high-quality education, including content mastery and real world application, is critical to prepare students for college and careers. In order to ensure student success, leaders must tackle these top 5 issues facing states this year.

It was day three of a two-state tour to visit schools breaking the mold when it comes to how to educate students for the 21st century. A colleague and I recently traveled to Denver, where we visited two schools and then to St. Paul, MN, where we met with students and staff at The Avalon School, a charter school serving grades 7-12.

Avalon has several features distinguishing it from traditional public high schools. Some are obvious, others less apparent. The most glaring difference is when a visitor tries to find the principal’s office. There isn’t one. The school has no principal nor does it have a formal administration of any sort. The teachers serve as the school’s leadership in a democratic model, reaching consensus and voting on matters of school policy. All teachers’ votes carry the same weight.

Pages