Key points:

• Substitute teachers are already critical to the school environment
• Could funds be allocated to help substitutes find a long-term path to teaching?

California is investing $350 million in teacher residencies, recognizing the need for effective teachers, which too many of our classrooms are missing. But this big bet isn’t working. Why? Too many people can’t afford to take on the financial liability to train for the position.  

If we know the approach isn’t working, we need to look toward another solution: Substitute teachers.  

The average K-12 student spends one year of their education with a substitute. However, 56 percent of substitute teachers receive no training. Every day in America, there is a need for 250,000 substitute teachers, but 77 percent of school districts report acute substitute staffing challenges. It’s a reminder that students don’t get do-overs; every day of their education matters.  

Substitute teachers are an important part of our school ecosystem. They impact our students, as well as the well-being of our teachers. Not having effective substitutes–or, let’s be honest, any additional person with a college degree willing to help–is also impacting teachers unable to pursue professional development without sacrificing their student’s learning.  

What if we put some of this investment in residencies into professionalizing substitute teachers and giving them a pathway into long-term teaching?  

Key points:

• Ransomware attacks can be devastating to a school or district, with costly ransoms and leaked sensitive information
• The most effective security is layered; humans are only part of the equation

The biggest threat to K-12 schools’ cybersecurity is, ironically, education. It’s an expensive deficit. But there are funds and tools to help.

Ransomware – where hackers encrypt and lock victims’ data and try to sell the decryption key back to the victim for a ransom – delays education and hurts already-stretched budgets: A GAO report says a ransomware attack can cause K-12 students learning loss up to three weeks and cost from $50,000 to $1 million in expenses.

Or worse. In November 2020, a ransomware attack hit the Clark County School District in Nevada, the fifth-largest school district in the U.S. More than 320,000 students were blocked from accessing assignments and other educational materials. It cost the district more than $4 million to recover from the attack.

Even when schools don’t pay the ransom, as in the Los Angeles Unified School District case in 2022, there are costs. In the LAUSD, some of its platforms were knocked offline and sensitive personal information was released. More recently, the Minneapolis Public School District was attacked by ransomware criminals in March of 2023. District data was held hostage for $1 million. When the district did not pay, the criminals released highly sensitive personnel data.

Key points:

• To improve student engagement, strive to create a positive learning environment
• Offer multiple means of engagement using technology inspired by UDL such as voice/screen capture or different ways to present a project

While schools have largely returned to normal classroom instruction, some ripple effects of the pandemic remain. Educators are searching for a spark to re-engage students in the learning process. According to a recent survey, 38 percent of students reported decreased motivation to excel in school. In comparison, 80 percent of educators feel the pandemic made students less motivated.

In some cases, children traumatized by the pandemic struggle with mental health issues. In most cases, teachers may only need to provide different opportunities and multiple means of engagement to increase participation.

Motivating students starts with building a positive learning environment. The first steps require educators to create a physically and emotionally safe classroom where each student is valued and respected. Fostering student connections, encouraging voice and choice, adding relevance to lessons, and nurturing student ownership results in a supportive community where students feel comfortable as active participants in their learning.

Each student approaches learning uniquely. Prior knowledge, interests, learning styles, language skills, and physical abilities affect a child’s aptitude for learning and achievement. Meeting children where they are and differentiating instruction can mean the difference between a fully engaged learner and a passive learner who tunes out.

Unseen and often silent, the shadows of bullying loom within the walls of schools, casting a dark cloud over the lives of countless students. The PACER Center’s National Bullying Prevention Center engages and empowers kids to combat bullying in all its forms. Through the Students with Solutions contest, my 5^th grade students worked together to raise awareness about bullying and encourage children to actively participate in addressing this issue. This challenge amplified their voices and empowered them to inspire and support one another, creating a united front against bullying.

The winning entry within the “Student with Solutions” national anti-bullying competition this year is a video by my two 5^th grade classes within the Birmingham City Schools System. The students wrote, filmed, and edited the video. It inspires unity and support, drawing from the students’ experiences, with the main message being that bullying hurts and everyone matters.

Students enjoy technology, so being able to integrate technology in an academic setting is highly advantageous. In this instance, we were able to combine social-emotional learning and technology, which are both important in this day and age.

Bullying refers to repeated and intentional aggressive behavior, where one or more individuals target another person to harm, intimidate, or exert control over them. Bullying can take various forms, including:

Physical bullying: This includes physical acts of aggression, such as hitting, kicking, pushing, tripping, or damaging someone’s belongings.

Key points:

• Educators must support efforts that boost online student motivation
• Peer mentors, change of scenery, and spending time with students are important for online students

A student’s motivation in school is a key driver of their academic success. Yet, the demanding nature of high school classes, mixed with a teenager’s natural craving for independence and individual identity, can stand in the way of that motivation. COVID-19 took a toll on student motivation, and 80 percent of educators are still feeling the effects. Following the rapid and sudden shift to online learning, parents and educators remain concerned about keeping online students motivated and engaged. 

As we move past the pandemic and rethink the role of online education, it’s vital to education reform that teachers remain focused on fostering student motivation.

Fortunately, online educators have been addressing this concern for years and have learned how to instill motivation among their students–even when not in a physical classroom. Here are my top tips to help educators foster motivation among students.

1. Take the time to get to know your students

It can be highly beneficial for educators to engage with their online students about their lives outside of school by asking about what they enjoy doing in their free time, their goals beyond school, and challenges that are consuming their time and energy. 

Key points:

• Adopting collaborative edtech tools creates a dynamic classroom environment
• Students often are more engaged when teachers take on a guiding role rather than a purely instructive one

What’s been lacking in education up to now? From secondary schools to master’s degrees, educators often adopt a unidirectional approach, where information flows solely from teacher to student. However, it is imperative for students to actively become part of the teaching process, and teachers must cultivate an environment conducive to peer-to-peer learning.

Edtech tools for teachers made mainstream during the pandemic have undeniably enhanced student collaboration and facilitated the creation of more modern learning classrooms. The projected growth of the edtech industry to $605.8 billion by 2027 is a testament to that.

But I’m not referring to Google Classroom, Microsoft Teams, quizzes, or virtual breakout rooms. The discussion extends far beyond these well-known online learning tools. There are some emerging peer-learning and social-learning edtech tools that can further transform every facet of the classroom experience, particularly heightening engagement. Let’s see how.

What is student engagement?

Student engagement refers to learners’ level of involvement, motivation, and commitment. And high levels of active participation directly correlate with positive academic outcomes.

Key points:

• Every moment is critical during a school emergency, and having the right tools is a must
• An emergency response app helped one school leader receive and deploy clear communication

I was in a meeting when I heard the sirens. I immediately excused myself and saw the first squad car screech to a halt in front of our doors and knew it was bad. The police department had just received a call saying there was an active shooter somewhere at Spanish Fork High School and two students were deceased.  

As it turns out, we were the victim of a coordinated hoax that targeted schools throughout Utah and other states, but for the next 24 minutes, this was our reality and as principal, I had to act. My emotions almost got the better of me; not only do I care deeply about each and every one of our 1,469 students, I also have a daughter who was in class just down the hall. I almost lost my motor skills but was able to pull my phone from my pocket to instantly lock down the school with the push of a button and watch our emergency plan unfold almost flawlessly before my eyes.   

To fully understand the importance and power of that simple act, we need to take a step back. I have been the school’s principal for four years. Although we had published an emergency plan and conducted drills four or five times every year, from day one, I felt there was something off or missing from those plans. We had the standard procedures and instructions for locking classrooms, counting students and making announcements on the PA system, but nothing that would help us know what is happing in the moment, coordinate actions between law enforcement and school administrators or communicate with teachers and staff to effectively manage the chaos.  

A few months ago, I was approached by a former student who wanted to introduce me to a technology called AEGIX AIM (Active Incident Management) that other schools have implemented to address the very challenges I was worried about. We received approval from the district to install and pilot the software. As fate would have it, we finished rolling it out and conducted staff training on it exactly one week before the active shooter hoax was perpetrated.   

Key points:

• Absenteeism is a top predictor of academic success and can have serious consequences
• Solutions to chronic absenteeism will require long-term, strategic investment of time and resources

Districts across the country are grappling with elevated levels of chronic absenteeism that have yet to return to pre-pandemic levels. The Associated Press and Stanford University’s Big Local News Project found that there were approximately 230,000 students in 21 states whose absences could not be accounted for when looking at changes in enrollment between the 2019-2020 and 2021-2022 school years.

We also know a lot about the negative consequences of poor attendance: attendance is the number one predictor of academic achievement. Chronic absenteeism can have serious impacts on students, such as the inability to master basic grade-level skills, reduced access to food and counseling resources, and significantly higher rates of dropping out. Students who drop out of school have a far greater chance of entering the criminal justice system.

Addressing this issue will require a long-term, strategic investment of time and resources. It’s important for schools and districts to understand that much like the adage, “It takes 21 days to build a new habit and only seven days to break it,” a similar approach must be adopted to address absenteeism.

K-12 school administrators often need help as they track and improve student attendance. Based on experience working with districts, I would recommend these four tips for district leaders and educators who are working to address student absenteeism. 

Key points:

• Students are facing an unprecedented mental health crisis
• Technology can be a powerful ally in positive mental health

Researchers have long speculated that the increasing use of technology and social media among teenagers contributes to worsening mental health outcomes. Now, it can be an important tool to help schools address an unprecedented mental health crisis.

In addition to traditional triggers for poor mental health, like exposure to adversity, in-process coping mechanisms, substance use, and other factors, students are grappling with novel challenges. This includes the long-tail effects of a global pandemic, and frighteningly frequent instances of violence at school and in communities, creating a perfect storm for a mental health crisis.

Unsurprisingly, the kids are not all right.

According to a recent survey that gathered input from more than 350 school social workers, teachers, counselors, administrators, and district leaders, 85 percent of respondents agree or strongly agree that students are more stressed and anxious than in previous school years.

“The impact this is having is heartbreaking. Students are struggling in ways I have not seen in the 20+ years I have been a school social worker,” one school social worker said when responding to the survey. “The anxiety and stress impacts academics, attendance, social skills, social interactions with adults and peers, and their friendships.”

Key points:

• School districts need bigger cybersecurity budgets and support mechanisms
• Cybersecurity threats are not going away, and knowledge is a large factor in protecting networks
• See related article: 4 steps to avoid a ransomware attack

Now more than ever, safeguarding students and staff from targeted cyberattacks is critical to the health of our U.S. education system. Local K-12 schools are a top target for cybercrime. Estimates from the nonprofit organization K12 Security Information Exchange reveal more than 1,300 publicly disclosed cyberattacks against U.S. schools since 2016.

The size and scope of these threats amplified during COVID-era hybrid learning, when schools were forced to rapidly adopt cloud-based collaboration technologies at scale. But even though students have returned to the classroom post-pandemic, just like every other industry, the K-12 threat landscape isn’t slowing down.

It’s understandable why school networks are an opportunistic target. They hold the keys to large quantities of valuable intellectual property and sensitive PII, financial, and healthcare data that can be exploited for ransomware and monetary gain. And with myriad vulnerable access points, limited IT resources, and a continually rotating student body, maintaining a strong security posture is often riddled with complexity. According to reports cited in CISA’s first-ever K-12 security report, nearly 30 percent of K-12 school district members have reported being victims of the following cyber incidents:

1. Data breaches exploiting the personally identifiable information of students, teachers, and school community members
2. Ransomware attacks
3. Business email compromise (BEC) and phishing attacks
4. Denial of service (DDoS) attacks
5. Website and social media defacement
6. Online class and school meeting invasions

Key points:

• There are several reasons it can be problematic for teachers to be assessors
• New staffing models could create more balanced assessments and grading
• See related story: 8 questions for educators as they use assessments to support student learning

As a restaurant manager, how would you feel if you were suddenly tasked with inspecting the food in your own kitchen? Or as a gymnastics coach, how would you react if you were asked to score your own team’s performances in a competition? It’s clear that when one person is both a manager or coach and an evaluator, conflicts of interest can arise. Yet, in the field of education, it’s common for teachers to both instruct their students and grade their academic achievements.

In conventional K-12 education, teachers are expected to wear many hats. They must design and deliver effective lessons, assess student learning, manage classroom behavior, and build relationships with students and families. But what if we could unbundle the role of the teacher and distribute these responsibilities across a team of experts?

It may be time to rethink the role of the teacher as an assessor and separate the two responsibilities.

Highlighting the need for change

Here are four reasons why it’s problematic for teachers to also be assessors:

1. Inaccurate grading. Developing a reliable and objective grading system is a complex process that requires expertise in psychometrics. Teachers simply don’t have the time or resources to dedicate to this endeavor. As a result, they may resort to creating their own assessments, which may not be scientifically sound and can lead to inaccurate grading.

Key points:

• The COVID-19 pandemic facilitated the introduction of new learning technologies into the mainstream
• Educators and students were forced to adapt to new edtech tools, which now have a permanent place in today’s classrooms

It goes without saying that the Covid-19 pandemic affected every aspect of our lives in one way or another. The world was forced to adapt to a new reality to overcome the numerous challenges and hardships brought by the virus.

The field of education was affected like no other. More specifically, online education saw massive changes and transformations that were accelerated by the pandemic. Without further ado, here’s how pre- and post-Covid education differs and how online classes changed.

Before Covid

Online education wasn’t introduced during the pandemic. In fact, online learning classes have been a thing for a while now. Two of the most well-known e-learning platforms – edX and Coursera – were both launched back in 2012 and were gaining new students every year. Traditional educational institutions generally weren’t offering online courses and preferred to stick to in-person teaching.

In most cases, taking online courses could only give you a certificate or diploma rather than a bachelor’s or other degree. Despite that, online education was becoming more acceptable, and even employers were hiring candidates with e-learning certificates and documents. Overall, there was a positive trend in the popularity of online education, mostly due to its accessibility.

Key points:

• Education must evolve along with technology–students will expect it
• Embracing new technologies helps education leverage adaptive technology that engage student interest
• See related article: AI tools are set to impact tutoring in a big way

Since its launch in November 2022, ChatGPT has dominated conversations in the media landscape and within the education industry. A key conversation focuses on weighing its benefits versus risks, and many education institutions have been quick to implement bans on the technology altogether for fears of plagiarism in written works. But is this the right course of action to take?

As technology evolves, industries must evolve alongside it, and education is no exception – especially in an era where students heavily and regularly engage in technology and its applications. Instead of being afraid of the unknown, educators and leaders should navigate these changes with curiosity and an open mind and embrace the shake up the education industry has been waiting for. ChatGPT can be the answer we’re looking for in our search for the ideal, personalized student experience–and ultimately student success.

ChatGPT as an innovative pathway

For students and educators alike, allowing for creativity in new types of learning in the classroom should always be encouraged. In a structured classroom setting, an educator can only be expected to teach a certain amount of curriculum, and learners can only retain so much information at one time. By harnessing the power of technology, learners can access a broader understanding of a topic, mitigating the structural bias of the institution and curriculum.

Utilizing technology–which generates perspectives aggregated from myriad sources–allows for an expanded understanding of a certain topic or theme, which was initially seeded within the four walls of the classroom, but now can be encouraged and further explored with support from platforms like ChatGPT.

Key points:

• Assessment discussions are examining how AI like ChatGPT might play a role
• Individualized assessment offers a fair and equitable option to meet varying students’ needs
• See related article: Strategies for using alternative assessments in the classroom

The National Council on Measurement in Education’s (NCME) annual meeting has always offered an opportunity to learn about innovative research and new trends in student assessment. It is a chance to get hints of where the field is moving and what will be available to school districts, teachers, and students.

This year did not disappoint. There were three notable topics at the conference that signal new directions in assessment: through-year assessment, artificial intelligence and machine learning, and individualized assessment.

1. Through-Year Assessment

Through-year assessment is a type of assessment that has several different versions. In general, through-year assessment refers to testing that takes place throughout the school year to provide feedback on student progress and ultimately make a proficiency determination. At least three different sessions at NCME’s annual meeting dealt with through-year, and each one focused on a different version of it.

In one version, through-year assessment blends interim and summative assessment together. The interim assessment is given in the fall and winter, while the summative test is given in the spring, to make a proficiency determination. A second version of through-year makes proficiency determinations for specific curriculum standards as they are taught. Another version of through-year assessment is somewhat a blend of the prior two. It uses an interim assessment during the school year, but test content is cumulative, and the proficiency determination is made in the spring.

Key points:

• Public schools are part of a complicated system
• True system transformation will require disruptive replacement

I can’t count the number of times people at an education conference have approached me and said something to the effect of, “But how do we transform the education system?” or “We need to focus on system transformation” or “How do we scale system transformation?”

I get why they share these sentiments with me. Ever since I wrote Disrupting Class in 2008, I’ve been publicly in favor of transforming education, not merely reforming it (although I do work in both spheres). But when I hear calls about transforming existing systems, I recoil a bit and grow suspicious. There are many reasons for my reaction.

Foremost among them is this: Despite all the fancy models and white papers around what are all the levers to pull in order to transform a system, system transformation almost never happens by changing the fundamental tenets of the system itself. Instead, it comes from replacing the system with a brand-new system.

To start to understand why, consider the complicated system in which public schools find themselves. As Thomas Arnett explained, they are one part of a vast value network of federal, state, and local regulators, voters and taxpayers, parents and students, teachers, administrators, unions, curriculum providers, school vendors, public infrastructure, higher education institutions, and more.

This story was originally published by Chalkbeat. Sign up for a free weekly newsletter to keep up with how public education is changing.

Just as COVID hit some communities much harder than others, schools across the U.S. suffered disparate academic losses in the wake of the pandemic.

But new research points to a surprising finding: Students within the same district seemed to experience similar academic setbacks, regardless of their background. In the average district, white and more affluent students lost about the same amount of ground in reading and math as Black and Hispanic students and students from low-income families.

To researchers, that suggests that factors at the school district and community level — like whether students received quality remote instruction and whether communities experienced a strict lockdown — were bigger causes of test score declines than what was going on in students’ homes.

“Where children lived during the pandemic mattered more to their academic progress than their family background, income, or internet speed,” a team of researchers wrote in a new report.

The report offers some insight into why school districts experienced a wide range of academic losses during the pandemic. Citing pre-pandemic evidence that learning loss can persist for years without major interventions beyond normal instruction, it also points to the need for more intensive academic recovery efforts in some places. Those findings come as many schools are under pressure to reach more students with extra help like tutoring, and school leaders are trying to figure out the best ways to spend the limited COVID relief funding they have left.

Key points:

• A majority of teenagers want to learn about climate change in school
• New Jersey became the first state to implement comprehensive climate instruction across all grades and subjects

The climate crisis is undermining decades of progress in global health and poverty reduction. We look to our next generation of planetary heroes for solutions, but are we educating them in climate literacy?

Climate-literate people understand the principles of Earth’s evolving climate system, the complex interconnections, the influence of humans, and scientific approaches to mitigation. They make informed and responsible decisions on actions that may affect climate, and communicate about climate change in a meaningful way.

Because of technology, younger generations understand our small planet is an interconnected place and that we can all help in reducing climate-related threats facing humanity: extreme weather; food system disruptions; water-borne and zoonotic diseases; mental health risks, etc. 

Some of our first impressions of how we should “show up” in society and what we should care about as citizens are created in classrooms. It doesn’t have to be political: The Yale Program on Climate Change Communication found that 78 percent of American voters support children learning in schools about its causes, consequences, and potential solutions.

Key points:

• Teacher-leaders are an integral–but under-utilized–part of a school
• School leaders can secure teacher buy-in around new initiatives through teacher-leaders

The typical leadership structure in a school is quite rigid, with administrators and teachers filling their roles separately. In this model, teacher skills are only utilized inside of the classroom, leaving teacher leadership potential on the table.

Because this is true in almost any school building, it is time for administrators to reimagine teacher leader roles and leverage teacher leadership, specifically at the grade level or in content teams. Many schools have positions such as “Lead Teacher” or “Content Team Leader,” which is a great starting point. The next step is transforming these established positions, or creating similar models, and implementing them across your school. This should lead to actionable steps taken by these teacher-leaders, and the loosening of the reins by administrators.

Leading Grade Level Initiatives

Rapport and community built at the middle leadership level is more responsive to student interests and needs. The foundation of any successful school is a strong school community where teachers and students can build a solid relationship over the course of the year. Quite often, this is artificially imagined by district experts as X or Y initiative in each classroom. Instead, the model needs to move to a teacher determined and led initiative.

A top-down community building set up by administration might be a pep rally for all grades. Not an unpopular choice, as it builds rapport between the students and the school. Given more time and thought, that same space can instead be used to build rapport between students and teachers.  A teacher leader would converse with their team to determine a community building activity that might be a better fit for their students. This might include a trust building activity outside, a teacher vs. student basketball game, or a community service project. Similarly, the activity can more accurately reflect student interest and can be an opportunity to be culturally responsive to the school community. The activity itself doesn’t matter, but rather the student and teacher’s voice.

Key points:

• Flexibility and ease of use should be important parts of decision making
• Meet today’s needs, but keep tomorrow’s needs in mind

Modern technological advancements affect virtually every area of daily life, and today’s educational institutions are looking to new digital tools to help improve student achievement and engagement while fostering collaborative learning environments for both in-person and remote learners.

To maximize a system’s effectiveness and ensure investments pay dividends for students and instructors, decision makers and school technology managers must maintain a strong understanding of all the available solutions, devices, and platforms that can meet their needs. While differences in location, age range, and budget naturally affect technology decisions and opportunities, there are several key factors central to any successful implementation.

Keep It Simple, Schools

This old adage may be a cliche, but it’s as true as ever. Ease of use is the most direct predictor of how often a classroom technology will be used, and how effective it will be. Given the strict class schedules followed by most institutions, educators may hesitate to plan lessons using a digital display or software solution if it proves to be unreliable or introduces disruptions to the classroom. It needs to work during every class, every day, without requiring special procedures or assistance that eats up class time.

Simplicity can come in many forms, including secure connections that eliminate the need to log in and out, broad support for various online communication platforms, wireless connections that reduce installation complexity, and device-agnostic compatibility that natively accommodates all users.

Key points:

• Interactivity and engaging resources can make science more approachable
• Elementary school teachers need easy-to-use science tools that will grab students’ attention

During my time as a kindergarten teacher, I learned three major lessons about our youngest learners’ relationship to science. Specifically, I learned that elementary school students are predisposed to being excited to learn about their world, are naturally curious about how the world of nature works, and benefit highly from learning about the STEM/STEAM-related professions they might someday consider pursuing.  

My current role as a PreK-12 science curriculum specialist affords me the opportunity to work alongside a variety of elementary school teachers as they plan engaging lessons and activities for their students. Often, I hear that science is set aside for various reasons. While I recognize the critical importance of developing math and literacy mastery, we must ensure our elementary level learners are well-rounded and prepared with the scientific skills needed for future success. So, I see it as part of my role to provide the teachers I serve with easy-to-use resources and instructional supports they need to easily “sneak” scientific concepts into their lesson.

It seems obvious to say that when teachers have a variety of simple, high-impact academic resources to utilize to present scientific phenomena and concepts to their students, they are more likely to assure that science is included within their instructional day.

However, with all educators have on their plate today, experimenting with edtech resources might take a backseat to some other important tasks.  So, I’ve created a list of three easy-to-use, essential digital tools elementary educators can use to inject science into instruction.