The 38-member Students Come First Technology Task Force today voted unanimously to approve recommendations that will help the state and local school districts successfully implement the technology components of the state’s education reform laws. In total, the Task Force approved 47 recommendations.
“I am impressed with the work of the Task Force. In June, 38 individuals came together with different ideas, attitudes and opinions about education reform in Idaho. After months of study and hard work, we agreed unanimously on the best ways to move the Students Come First laws forward across our state,” Superintendent of Public Instruction Tom Luna said. “Through these laws and now with these recommendations, we will truly be able to provide equal education opportunities for all Idaho students and the tools and resources Idaho teachers need to raise academic achievement.”
In 2011, Superintendent Luna worked with Governor C.L. “Butch” Otter and the Idaho Legislature to pass comprehensive education reform that will make every classroom a 21st Century Classroom, ensure every student has access to a highly effective teacher every year in school, and give parents immediate access to understandable information about their child’s school and district.
Under Senate Bill 1184, Superintendent Luna was charged with chairing a task force to help in implementing the technology components of the Students Come First law. Specifically, this task force was asked to study and develop plans for the one-to-one ratio of mobile computing devices in high schools, the online credit requirement, the necessary professional development for teachers, and other topics determined by the task force chairman.
The Task Force was made up of classroom teachers, parents, principals, superintendents, school board trustees, legislators, business managers, technology directors, and representatives of the business community. Eleven positions on the task force were appointed by educational stakeholder groups as well as the Idaho Legislature and the Office of the Governor.
Here are highlights of the recommendations approved by the Task Force today:
• The state phase in the one-to-one mobile computing devices to one-third of high schools at a time, beginning in Fall 2013. High school teachers will still receive devices in Fall 2012.
• The state procure a laptop as the mobile computing device.
• If local school boards determine the device will be taken home, all schools provide parent trainings multiple times throughout the year. Attendance at one training would be required before the device is taken home.
• The state increase the amount of professional development allowed in school calendars.
• The state require Idaho’s colleges of education to ensure pre-service students learn how to integrate technology in the classroom before becoming teachers.
• The State Department of Education work with local schools and districts to develop and implement an online portal where parents and students can get more information on each online course, including the provider, instructor, quality and performance metrics and parent and student customer ratings.
For more information on the work of the Technology Task Force, including a list of Task Force members, meeting minutes, and a list of recommendations, visit http://www.studentscomefirst.org/technologytaskforce.htm.
Tuesday, December 13, 2011
Friday, December 9, 2011
BOISE STUDENT WINS HOLIDAY CARD CONTEST
“Congratulations to You-Jean Cho for winning the grand prize this year! Idaho’s annual Holiday Card Contest is a great way to celebrate the importance of arts in education and showcase the great talent of Idaho’s students,” Superintendent Luna said.
Cho’s artwork will be featured on the State Department of Education’s holiday greeting cards this year, which are sent to schools, districts and others across the state. She will also receive a certificate and copies of the greeting card to share with her friends and family members.
“We are so proud of You-Jean for being selected for this statewide honor,” said Boise Superintendent Don Coberly. “Though she arrived in the United States just last year, she has impressed her Jefferson Elementary School teachers with her talent and dedication to her studies. Her use of artistic perspective and attention to detail are unusual for a student of her age.”
Superintendent Luna also awarded the following grade-level winners across the state:
• Kindergarten: Lydia Frederick, Pioneer Elementary School, Weiser School District
• 1st Grade: Emmitt Brown, Idaho Virtual Academy, Post Falls
• 2nd Grade: Tucker Rhodes, Orchards Elementary School, Lewiston School District
• 3rd Grade: Breanna Nine, McSorley Elementary School, Lewiston School District
• 4th Grade: Sophia Boson, McSorley Elementary School, Lewiston School District
• 5th Grade: Rebecca Hammond, Idaho Virtual Academy, Deary
• 6th Grade: Taytum Allen, New Plymouth Middle School, New Plymouth School District
Congratulations to all the winners! Each student will receive a certificate of recognition. The grand prize winner’s drawing is posted online at http://www.sde.idaho.gov/site/media_center/.
For electronic copies of other artwork, please e-mail Melissa McGrath at mrmcgrath@sde.idaho.gov.
Tuesday, December 6, 2011
Sun Valley to host December "Capital for a Day"
Governor C.L. “Butch” Otter announced today that the Blaine County community of Sun Valley will be Idaho’s “Capital for a Day” on Wednesday, December 21st. The event will coincide with the celebration of Sun Valley’s 75th anniversary.
Governor Otter brings State government to Idahoans living outside Boise each month by making a different town in Idaho the state’s “Capital for a Day.” The events provide local residents an all-day opportunity to have open discussions about government issues with Governor Otter, members of his Cabinet and other senior State officials.
The open meeting is scheduled from 9 a.m. to 3 p.m. at the Sun Valley Inn, Continental Room. Governor Otter will join Mayor Wayne Willich and other local leaders for a lunch at noon at the same location. The public is encouraged to attend the lunch, which will cost $10 per person.
Officials joining Governor Otter and First Lady Lori Otter at Capital for a Day will include Lieutenant Governor Brad Little; Secretary of State Ben Ysursa; Superintendent of Public Instruction Tom Luna; Brigadier General Bill Shawver, commanding officer of the Idaho Air National Guard and director of the Idaho Bureau of Homeland Security; Roger Madsen, director of the Idaho Department of Labor; Dick Armstrong, director of the Idaho Department of Health and Welfare; Bill Deal, director of the Idaho Department of Insurance; Brian Ness, director of the Idaho Transportation Department; Jeff Sayer, director of the Idaho Department of Commerce; Brent Reinke, director of the Idaho Department of Correction; Gary Spackman, interim director of the Idaho Department of Water Resources; Jeff Anderson, director of the Idaho Lottery and the Idaho State Liquor Division; College of Southern Idaho President Jerry Beck; Michael Faison, director of the Idaho Commission on the Arts; and Jim Unsworth, deputy director of the Idaho Department of Fish and Game.
Also on hand to help answer questions from residents will be a representative from the State Board of Education and regional representatives from the Idaho Department of Parks and Recreation, Idaho State Historical Society, Idaho State Police, Idaho Department of Lands, and the Idaho Division of Building Safety.
“Sun Valley has been synonymous with resort and recreational excellence for 75 years now. We all are proud to be associated not only with the name, but more importantly with the people who make it great,” Governor Otter said. “There is a unique set of challenges associated with a community like Sun Valley. I look forward to hearing the perspective of those who live, work and raise their families here.”
Governor Otter brings State government to Idahoans living outside Boise each month by making a different town in Idaho the state’s “Capital for a Day.” The events provide local residents an all-day opportunity to have open discussions about government issues with Governor Otter, members of his Cabinet and other senior State officials.
The open meeting is scheduled from 9 a.m. to 3 p.m. at the Sun Valley Inn, Continental Room. Governor Otter will join Mayor Wayne Willich and other local leaders for a lunch at noon at the same location. The public is encouraged to attend the lunch, which will cost $10 per person.
Officials joining Governor Otter and First Lady Lori Otter at Capital for a Day will include Lieutenant Governor Brad Little; Secretary of State Ben Ysursa; Superintendent of Public Instruction Tom Luna; Brigadier General Bill Shawver, commanding officer of the Idaho Air National Guard and director of the Idaho Bureau of Homeland Security; Roger Madsen, director of the Idaho Department of Labor; Dick Armstrong, director of the Idaho Department of Health and Welfare; Bill Deal, director of the Idaho Department of Insurance; Brian Ness, director of the Idaho Transportation Department; Jeff Sayer, director of the Idaho Department of Commerce; Brent Reinke, director of the Idaho Department of Correction; Gary Spackman, interim director of the Idaho Department of Water Resources; Jeff Anderson, director of the Idaho Lottery and the Idaho State Liquor Division; College of Southern Idaho President Jerry Beck; Michael Faison, director of the Idaho Commission on the Arts; and Jim Unsworth, deputy director of the Idaho Department of Fish and Game.
Also on hand to help answer questions from residents will be a representative from the State Board of Education and regional representatives from the Idaho Department of Parks and Recreation, Idaho State Historical Society, Idaho State Police, Idaho Department of Lands, and the Idaho Division of Building Safety.
“Sun Valley has been synonymous with resort and recreational excellence for 75 years now. We all are proud to be associated not only with the name, but more importantly with the people who make it great,” Governor Otter said. “There is a unique set of challenges associated with a community like Sun Valley. I look forward to hearing the perspective of those who live, work and raise their families here.”
Sunday, November 20, 2011
Superintendent Luna’s Opening Remarks as President of CCSSO
The following are remarks Idaho Superintendent of Public Instruction Tom Luna gave after he took over as President of the Council of Chief State School Officers (CCSSO) at the CCSSO Annual Policy Forum on November 19, 2011 in Phoenix, Arizona.
Thank you so much for being here today. It is an honor to serve as the President of the Council of Chief State School Officers.
First, I want to thank Chris Koch for his leadership as President. Whether it’s the advancements we made in the adoption of the Common Core State Standards, the amazing influence we have had in the waiver process and the reauthorization bill that is working its way through congress as we speak, or the fact that we are working on the next generation of assessments and accountability, we owe a great debt of gratitude to Chris for his leadership during this time.
At the same time, we were all back in our states dealing with what is arguably the most difficult economic situation our country has faced in our lifetimes, Chris was back dealing with the same things but also all these other successes we have had at CCSSO. Chris, thank you so much again for your work.
As state chiefs, we have led the way. That is the way it should be. As states, we should identify the problems we face, find the solutions to these problems, and define the federal government’s role – if any – in helping us solve these problems.
We have shown we can do this. We have addressed problems with higher standards through Common Core, with new assessments through our consortia, and increased accountability systems. All of these are critical and absolutely necessary if we are going to improve our education system, but there is one piece that is missing that I think we need to respond to now and act upon now.
That is, do we have the capacity to meet the demands of the Common Core, to respond to the information we will receive from the new assessments? Do we have the capacity with the workforce that we have, especially when we are facing a teacher shortage in the future, and so we know that this is one important part that is critical and it’s missing. It’s the most important part.
We know that the most important part of a child’s academic success is the quality of the teacher in the classroom. World-class standards, quality assessments, high accountability are important and necessary but all of these things are secondary to having a highly effective teacher in every classroom.
Together, we must tackle the challenge of teacher quality and teacher preparation programs. We know that teachers are not the problem, they are the solution. The challenge we face today in teacher quality is a problem with preparing our teachers for the 21st Century Classroom.
Each year, we discuss the challenge of our students graduating from high school and going to postsecondary education and needing remediation once they get there. We are all working to solve this problem.
An equally large problem is the fact that far too many teachers are graduating from our Colleges of Education and going into the classroom and needing additional training once they get there. I have heard – and have often repeated – that our graduates of the Colleges of Education are the most knowledgeable but the least prepared. The fact is we are spending too much money every year training teachers on the skills they should have learned while in college.
This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes. We must address teacher quality before our teachers get into the classroom and begin teaching our students.
We know that the teacher is the MOST important factor in a student’s academic success. This is not debatable. Just look at the impact a teacher can have on a student’s academic success. I turn to the research of Dr. Robert Marzano. He is an expert in education research and teacher quality.
His study looked at millions of students, thousands of schools, and numerous years.
This shows what happens to the average student – a student in the 50th percentile – depending on his/her learning experience. If a student arrives at school with average academic achievement, has an average teacher and an average principal in the school, that student will leave school just as they came in – in the 50th percentile.
What if that same student arrived at school and had an effective principal and effective teacher? The student would excel significantly and leave in the 96th percentile. Now, consider if that same student arrives at a school with an ineffective teacher and an ineffective principal. That student will drop from the 50th percentile to around the 3rd percentile. This statistic is shocking and disturbing – but it’s real.
It’s clear: the effectiveness of a principal and a teacher has a huge impact on student achievement. We know that once a student falls behind academically, it is difficult and sometimes almost impossible for him to catch up in the current system. We cannot even risk one year in a student’s academic career.
Knowing this, why would we ever leave this to chance? As a father, grandfather, and as State Superintendent, I am not going to leave this to chance. I believe we must do everything we can to ensure a highly effective teacher is at the helm of every classroom.
It begins with our teacher preparation programs.
Secretary Duncan has called for the reform of Colleges of Education. He said: “The current system that prepares our nation's teachers offers no guarantees of quality for anyone – from the college students themselves who borrow thousands of dollars to attend teacher preparation programs, to the districts, schools, parents, and, mostly importantly, the children that depend on good teachers to provide a world-class education.
“It is stunning to me that, for decades, teacher preparation programs have had no feedback loop to identify where their programs prepare students well for the classroom and where they need to improve. Our teacher prep programs have operated largely in the dark, without access to meaningful data that tells them how effective their graduates are in the classroom.”
But Secretary Duncan has called for reform to these programs for more than two years now. That’s two years. To me, it’s clear then if change is going to occur and be sustained then states must take the lead. We would not have the world class standards we have today or the work on the next generation of assessments without the states taking the lead. We must lead in this most important area.
We do have places to look as we begin this conversation and embark on this process. CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) has developed Model Core Teaching Standards. The Administration recently published its Teacher Education Reform and Improvement plan. The National Council on Teacher Quality has conducted extensive research on what makes an effective teacher. I have heard positive examples of reforms to Colleges of Education in Louisiana, Michigan, Indiana, and other states.
If we want this reform and this change to be widespread and meaningful in every state across the country, we as state chiefs have to step up and make a concerted effort together just as we did with the Common Core. We have to move from conversation on teacher quality to make the change we know needs to happen. Through CCSSO, we can provide that focus, support and motivation necessary to move forward.
.
As state leaders, we have to find the answers to 3 major questions.
First, what do our students need in a 21st Century teacher? We know we want every teacher to be highly effective. In order for our students to succeed in the 21st Century, what does the highly effective need to know and be able to do? I believe a highly effective teacher in the 21st Century Classroom must be able to gather and analyze data and adapt to the results. The 21st Century Teacher must be able to utilize distance learning and digital content to give students access to the opportunities they need and make lessons come alive. In the 21st Century Classroom, a teacher must be able to manage a roomful of learners versus a room full of students. In other words, if we want our students to be problem solvers and critical thinkers, we have to create an environment that allows them to explore, solve problems, and think critically. The 21st Century Teachers must be able to facilitate this.
Second, what standards should be in place for our teacher preparation programs? These standards should not be limited to our Colleges of Education. We need to set high standards for any entity that wants to train teachers – whether it is a College of Education, Teacher for America, or ABCTE. We will hold them accountable through a transparent evaluation process.
We must ask ourselves every year: How well is a teacher performing and where did that teacher attend pre-service? If an organization can meet the high standards and the high level of accountability we put in place, then they can teach our students.
Third, what should the certification process look like? We must move away from talking about traditional certification vs. alternate certification. Instead, let’s talk about certification. We should create the framework for a single certification process that all teachers can use – no matter where they were trained. It will ensure they have met the high standards we have set for them in content and in pedagogy. And it will hold the teacher preparation organization accountable for results.
As we work to answer each of these questions, here are some of the things we know must be part of our conversation going forward. First, selectivity. We all agree that teaching is a difficult profession and worthy profession. Therefore, we must raise the bar for those who want to go into teaching.
Second, a focus on elementary reading and mathematics. We know our students will need a strong foundation in reading and a strong foundation in math to be successful in the 21st Century. That foundation begins in elementary school. Once pre-service students are in our teacher preparation programs, we must ensure they are not only learning the academics of reading and mathematics, but the science behind teaching these subject areas.
Finally, student teaching. Student teaching programs must be rigorous and relevant.
They must prepare our future teachers for the classroom they will manage as soon as they graduate. We have to ensure every student teacher is placed in the classroom of a highly effective teacher. Just as we did with the Common Core, we must develop set of common performance standards and then measure the effectiveness of the student teaching program against the standards.
These are all challenges we face and challenges we must address if we expect to improve our public education systems across the country. We have to look at pockets of excellence and find answers to our questions:
If we do this, then our Colleges of Education and teacher preparation organizations will be able to truly prepare our teachers to be successful in the 21st Century Classroom – without needing remediation once they get there. In the coming weeks, we will be engaging you in talks to move from discussion to action, and I am confident that like the Common Core success we as states can develop common standards for certification and licensure. This is how we can truly ensure a highly effective teacher in every classroom for every student.
In closing, I attended a meeting awhile back where the keynote speaker said if you want to get access to somebody’s mind, you start with the heart. So let me share with you a piece of my heart, and what motivates me to do this. When I ran for the local school board in Nampa, I had a successful business. We were a happy young family with six children in school. I didn’t run for the school board to reform education. I ran for the school board because they told me it would only be one night a month, and I believed them.
But as I got more and more involved in education, I began to realize that access to the American Dream was tied more today to a quality education than ever before. You see, I was one of those kids who came to school a little hungry and a little tired. I lived in a tent for awhile. There were some teachers that were wonderful individuals with big hearts and a lot of compassion, but they knew my family situation and made excuses for me. They didn’t expect as much from me. Then, there were other teachers who knew my family circumstances yet they expected just as much from me as they did any child. They convinced me that regardless of where I came from, regardless of the spelling of my last name, I was just as smart, just as capable, and I had just as much hope or opportunity in America as anyone. You know what? I believed them.
Because of them, because of these great teachers, my brothers and sisters and I now live a version of the American Dream that my parents could not have even imagined. I honor teachers. I respect them and the work that they do, and I realize on a personal level the important role they will play in giving hope to those who feel like there is no hope and providing opportunity to those who feel like opportunity may have passed them by.
I am honored to serve as your President this coming year. I think the work that we can do and accomplish on teacher preparation is the capstone to the work that we have been focused on these past few years as CCSSO has become a leader in setting policy and direction and priority for education across the country.
Thank you.
Thank you so much for being here today. It is an honor to serve as the President of the Council of Chief State School Officers.
First, I want to thank Chris Koch for his leadership as President. Whether it’s the advancements we made in the adoption of the Common Core State Standards, the amazing influence we have had in the waiver process and the reauthorization bill that is working its way through congress as we speak, or the fact that we are working on the next generation of assessments and accountability, we owe a great debt of gratitude to Chris for his leadership during this time.
At the same time, we were all back in our states dealing with what is arguably the most difficult economic situation our country has faced in our lifetimes, Chris was back dealing with the same things but also all these other successes we have had at CCSSO. Chris, thank you so much again for your work.
As state chiefs, we have led the way. That is the way it should be. As states, we should identify the problems we face, find the solutions to these problems, and define the federal government’s role – if any – in helping us solve these problems.
We have shown we can do this. We have addressed problems with higher standards through Common Core, with new assessments through our consortia, and increased accountability systems. All of these are critical and absolutely necessary if we are going to improve our education system, but there is one piece that is missing that I think we need to respond to now and act upon now.
That is, do we have the capacity to meet the demands of the Common Core, to respond to the information we will receive from the new assessments? Do we have the capacity with the workforce that we have, especially when we are facing a teacher shortage in the future, and so we know that this is one important part that is critical and it’s missing. It’s the most important part.
We know that the most important part of a child’s academic success is the quality of the teacher in the classroom. World-class standards, quality assessments, high accountability are important and necessary but all of these things are secondary to having a highly effective teacher in every classroom.
Together, we must tackle the challenge of teacher quality and teacher preparation programs. We know that teachers are not the problem, they are the solution. The challenge we face today in teacher quality is a problem with preparing our teachers for the 21st Century Classroom.
Each year, we discuss the challenge of our students graduating from high school and going to postsecondary education and needing remediation once they get there. We are all working to solve this problem.
An equally large problem is the fact that far too many teachers are graduating from our Colleges of Education and going into the classroom and needing additional training once they get there. I have heard – and have often repeated – that our graduates of the Colleges of Education are the most knowledgeable but the least prepared. The fact is we are spending too much money every year training teachers on the skills they should have learned while in college.
This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes. We must address teacher quality before our teachers get into the classroom and begin teaching our students.
We know that the teacher is the MOST important factor in a student’s academic success. This is not debatable. Just look at the impact a teacher can have on a student’s academic success. I turn to the research of Dr. Robert Marzano. He is an expert in education research and teacher quality.
His study looked at millions of students, thousands of schools, and numerous years.
This shows what happens to the average student – a student in the 50th percentile – depending on his/her learning experience. If a student arrives at school with average academic achievement, has an average teacher and an average principal in the school, that student will leave school just as they came in – in the 50th percentile.
What if that same student arrived at school and had an effective principal and effective teacher? The student would excel significantly and leave in the 96th percentile. Now, consider if that same student arrives at a school with an ineffective teacher and an ineffective principal. That student will drop from the 50th percentile to around the 3rd percentile. This statistic is shocking and disturbing – but it’s real.
It’s clear: the effectiveness of a principal and a teacher has a huge impact on student achievement. We know that once a student falls behind academically, it is difficult and sometimes almost impossible for him to catch up in the current system. We cannot even risk one year in a student’s academic career.
Knowing this, why would we ever leave this to chance? As a father, grandfather, and as State Superintendent, I am not going to leave this to chance. I believe we must do everything we can to ensure a highly effective teacher is at the helm of every classroom.
It begins with our teacher preparation programs.
Secretary Duncan has called for the reform of Colleges of Education. He said: “The current system that prepares our nation's teachers offers no guarantees of quality for anyone – from the college students themselves who borrow thousands of dollars to attend teacher preparation programs, to the districts, schools, parents, and, mostly importantly, the children that depend on good teachers to provide a world-class education.
“It is stunning to me that, for decades, teacher preparation programs have had no feedback loop to identify where their programs prepare students well for the classroom and where they need to improve. Our teacher prep programs have operated largely in the dark, without access to meaningful data that tells them how effective their graduates are in the classroom.”
But Secretary Duncan has called for reform to these programs for more than two years now. That’s two years. To me, it’s clear then if change is going to occur and be sustained then states must take the lead. We would not have the world class standards we have today or the work on the next generation of assessments without the states taking the lead. We must lead in this most important area.
We do have places to look as we begin this conversation and embark on this process. CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) has developed Model Core Teaching Standards. The Administration recently published its Teacher Education Reform and Improvement plan. The National Council on Teacher Quality has conducted extensive research on what makes an effective teacher. I have heard positive examples of reforms to Colleges of Education in Louisiana, Michigan, Indiana, and other states.
If we want this reform and this change to be widespread and meaningful in every state across the country, we as state chiefs have to step up and make a concerted effort together just as we did with the Common Core. We have to move from conversation on teacher quality to make the change we know needs to happen. Through CCSSO, we can provide that focus, support and motivation necessary to move forward.
.
As state leaders, we have to find the answers to 3 major questions.
First, what do our students need in a 21st Century teacher? We know we want every teacher to be highly effective. In order for our students to succeed in the 21st Century, what does the highly effective need to know and be able to do? I believe a highly effective teacher in the 21st Century Classroom must be able to gather and analyze data and adapt to the results. The 21st Century Teacher must be able to utilize distance learning and digital content to give students access to the opportunities they need and make lessons come alive. In the 21st Century Classroom, a teacher must be able to manage a roomful of learners versus a room full of students. In other words, if we want our students to be problem solvers and critical thinkers, we have to create an environment that allows them to explore, solve problems, and think critically. The 21st Century Teachers must be able to facilitate this.
Second, what standards should be in place for our teacher preparation programs? These standards should not be limited to our Colleges of Education. We need to set high standards for any entity that wants to train teachers – whether it is a College of Education, Teacher for America, or ABCTE. We will hold them accountable through a transparent evaluation process.
We must ask ourselves every year: How well is a teacher performing and where did that teacher attend pre-service? If an organization can meet the high standards and the high level of accountability we put in place, then they can teach our students.
Third, what should the certification process look like? We must move away from talking about traditional certification vs. alternate certification. Instead, let’s talk about certification. We should create the framework for a single certification process that all teachers can use – no matter where they were trained. It will ensure they have met the high standards we have set for them in content and in pedagogy. And it will hold the teacher preparation organization accountable for results.
As we work to answer each of these questions, here are some of the things we know must be part of our conversation going forward. First, selectivity. We all agree that teaching is a difficult profession and worthy profession. Therefore, we must raise the bar for those who want to go into teaching.
Second, a focus on elementary reading and mathematics. We know our students will need a strong foundation in reading and a strong foundation in math to be successful in the 21st Century. That foundation begins in elementary school. Once pre-service students are in our teacher preparation programs, we must ensure they are not only learning the academics of reading and mathematics, but the science behind teaching these subject areas.
Finally, student teaching. Student teaching programs must be rigorous and relevant.
They must prepare our future teachers for the classroom they will manage as soon as they graduate. We have to ensure every student teacher is placed in the classroom of a highly effective teacher. Just as we did with the Common Core, we must develop set of common performance standards and then measure the effectiveness of the student teaching program against the standards.
These are all challenges we face and challenges we must address if we expect to improve our public education systems across the country. We have to look at pockets of excellence and find answers to our questions:
- What do our students need in a 21st Century teacher?
- What standards should be in place for our teacher preparation programs?
- What should the certification process look like?
If we do this, then our Colleges of Education and teacher preparation organizations will be able to truly prepare our teachers to be successful in the 21st Century Classroom – without needing remediation once they get there. In the coming weeks, we will be engaging you in talks to move from discussion to action, and I am confident that like the Common Core success we as states can develop common standards for certification and licensure. This is how we can truly ensure a highly effective teacher in every classroom for every student.
In closing, I attended a meeting awhile back where the keynote speaker said if you want to get access to somebody’s mind, you start with the heart. So let me share with you a piece of my heart, and what motivates me to do this. When I ran for the local school board in Nampa, I had a successful business. We were a happy young family with six children in school. I didn’t run for the school board to reform education. I ran for the school board because they told me it would only be one night a month, and I believed them.
But as I got more and more involved in education, I began to realize that access to the American Dream was tied more today to a quality education than ever before. You see, I was one of those kids who came to school a little hungry and a little tired. I lived in a tent for awhile. There were some teachers that were wonderful individuals with big hearts and a lot of compassion, but they knew my family situation and made excuses for me. They didn’t expect as much from me. Then, there were other teachers who knew my family circumstances yet they expected just as much from me as they did any child. They convinced me that regardless of where I came from, regardless of the spelling of my last name, I was just as smart, just as capable, and I had just as much hope or opportunity in America as anyone. You know what? I believed them.
Because of them, because of these great teachers, my brothers and sisters and I now live a version of the American Dream that my parents could not have even imagined. I honor teachers. I respect them and the work that they do, and I realize on a personal level the important role they will play in giving hope to those who feel like there is no hope and providing opportunity to those who feel like opportunity may have passed them by.
I am honored to serve as your President this coming year. I think the work that we can do and accomplish on teacher preparation is the capstone to the work that we have been focused on these past few years as CCSSO has become a leader in setting policy and direction and priority for education across the country.
Thank you.
Saturday, November 19, 2011
Superintendent Luna Sworn in as President of Chief State School Officers
Idaho Superintendent of Public Instruction Tom Luna became President of the Council of Chief State School Officers (CCSSO) this morning at the 2011 Annual Policy Forum in Phoenix.
“It is an honor to be elected by my peers to serve in this leadership role,” Superintendent Luna said. “As state chiefs, we must identify the problems we face, find the solutions to these problems, and define the federal government’s role, if any, in helping us solve these problems.”
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability.
Superintendent Luna praised CCSSO and Past President Chris Koch of Illinois for the accomplishments made over the past year, including the development of Common Core State Standards, the next generation of assessments, and principles for increased accountability systems.
In his opening address as President, Superintendent Luna challenged the members of CCSSO to address the challenge states now face in preparing teachers for the 21st century.
“We know the most important factor in a student’s academic success is the quality of the teacher in the classroom. Still, the fact is we are spending too much money every year training teachers on the skills they should have learned while in college. This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes,” Superintendent Luna said. “Collectively, we as state chiefs must address teacher quality and preparation across the country before our teachers get into the classroom and begin teaching our students.”
The CCSSO Board of Directors will work with states and organizations to address this issue in the coming year.
“It is an honor to be elected by my peers to serve in this leadership role,” Superintendent Luna said. “As state chiefs, we must identify the problems we face, find the solutions to these problems, and define the federal government’s role, if any, in helping us solve these problems.”
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability.
Superintendent Luna praised CCSSO and Past President Chris Koch of Illinois for the accomplishments made over the past year, including the development of Common Core State Standards, the next generation of assessments, and principles for increased accountability systems.
In his opening address as President, Superintendent Luna challenged the members of CCSSO to address the challenge states now face in preparing teachers for the 21st century.
“We know the most important factor in a student’s academic success is the quality of the teacher in the classroom. Still, the fact is we are spending too much money every year training teachers on the skills they should have learned while in college. This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes,” Superintendent Luna said. “Collectively, we as state chiefs must address teacher quality and preparation across the country before our teachers get into the classroom and begin teaching our students.”
The CCSSO Board of Directors will work with states and organizations to address this issue in the coming year.
Friday, November 18, 2011
SUPT. LUNA TO BE SWORN IN AS PRESIDENT OF COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Superintendent of Public Instruction Tom Luna will be sworn in at 9 a.m. tomorrow morning, Saturday, November 19, as the President of the Council of Chief State School Officers (CCSSO) at the 2011 Annual Policy Forum in Phoenix, Arizona.
Elected by his peers, Superintendent Luna has served as President-Elect of CCSSO over the past year. Tomorrow he assumes his role as President of CCSSO.
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability. More information on CCSSO is online at http://www.ccsso.org/.
Elected by his peers, Superintendent Luna has served as President-Elect of CCSSO over the past year. Tomorrow he assumes his role as President of CCSSO.
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability. More information on CCSSO is online at http://www.ccsso.org/.
Wednesday, November 16, 2011
BOARD SELECTS ST. ANTHONY NATIVE TO LEAD EITC
An eastern Idaho native, graduate of the University of Idaho and a thirty-year employee of the institution will be the next president of Eastern Idaho Technical College (EITC).
Dr. Steven Albiston, PhD., the current Vice-President for Instruction and Student Affairs will assume the duties of president starting January 1, 2012. “I am truly thrilled to have been given this opportunity,” said Albiston. “I’m looking forward to working with everyone; all the students, faculty, staff and supporters who do so much in helping our students succeed.”
Albiston, who was born and raised in St. Anthony, graduated from South Fremont High School, holds a bachelor’s, masters and doctorate from the University of Idaho. He came to EITC in October of 1981 as an Admissions/Vocational Counselor. He has held a number of positions including Student Services Coordinator, Student Services Manager, Dean of Students, and most recently Vice-President for Instruction and Student Affairs.
“Steve impressed us,” said Emma Atchley of Ashton, member of the Idaho State Board of Education and chair of the EITC Presidential Search Committee. “We had a very strong pool of applicants and Steve consistently rose to the top of the list. We’re thrilled to have him leading this campus.”
The position became open when current EITC President Burton Waite announced his retirement in June 2011, effective December 31, 2011.
To learn more about the Idaho State Board of Education, please visit http://www.boardofed.idaho.gov/.
Dr. Steven Albiston, PhD., the current Vice-President for Instruction and Student Affairs will assume the duties of president starting January 1, 2012. “I am truly thrilled to have been given this opportunity,” said Albiston. “I’m looking forward to working with everyone; all the students, faculty, staff and supporters who do so much in helping our students succeed.”
Albiston, who was born and raised in St. Anthony, graduated from South Fremont High School, holds a bachelor’s, masters and doctorate from the University of Idaho. He came to EITC in October of 1981 as an Admissions/Vocational Counselor. He has held a number of positions including Student Services Coordinator, Student Services Manager, Dean of Students, and most recently Vice-President for Instruction and Student Affairs.
“Steve impressed us,” said Emma Atchley of Ashton, member of the Idaho State Board of Education and chair of the EITC Presidential Search Committee. “We had a very strong pool of applicants and Steve consistently rose to the top of the list. We’re thrilled to have him leading this campus.”
The position became open when current EITC President Burton Waite announced his retirement in June 2011, effective December 31, 2011.
To learn more about the Idaho State Board of Education, please visit http://www.boardofed.idaho.gov/.
Thursday, November 10, 2011
SUPERINTENDENT LUNA ANNOUNCES IDAHO TEACHER OF THE YEAR
Superintendent of Public Instruction Tom Luna announced Thursday that a Coeur d’Alene teacher has been honored as the 2012 Idaho Teacher of the Year.
Erin Lenz, a classroom teacher at Winton Elementary School in Coeur d’Alene, was named the 2012 Idaho Teacher of the Year in a surprise announcement at her school Thursday afternoon. Lenz has taught for 10 years. As Idaho Teacher of the Year, she will receive $1,000 from the Idaho State Department of Education, $16,000 in technology from the SMARTer Kids Foundation, and an all-expense-paid trip to Washington, D.C. to represent Idaho as a nominee for the National Teacher of the Year.
“Erin Lenz is a great example of the high-quality teachers we have across Idaho. She was selected as Idaho’s Teacher of the Year for her passion, vision, and continued commitment to make sure every child learns and succeeds,” Superintendent Luna said. “By focusing on every student, analyzing assessment data, and getting parents more involved, Lenz has consistently raised student achievement in her classroom and school.”
In accepting the award, Lenz said, “I am so humbled.” She said she could not have earned this recognition without the great teachers, librarians, office staff, custodians, and other school staff at Winton Elementary. “We have a great school.”
“I can think of no one better able to represent Idaho teachers than Erin Lenz. She embodies what all parents would want for their child’s teacher,” said Kristin Gorringe, principal of Winton Elementary School. “Teaching is not what Erin does but rather who she is. Her commitment, modeling, skills, and ability to relate to people, both old and young, raises the capacity and performance of all who are lucky enough to work with her. I consider myself blessed to be one of those people.”
The Idaho Teacher of the Year program began in 1959 and has become one of the most prestigious honors in the state for teachers. The program focuses public attention on excellence in teaching that has a real impact on the students of Idaho. Every year, school districts and charter schools across Idaho have the opportunity to nominate one teacher for the Idaho Teacher of the Year. A state selection committee representing teachers, education leaders, parents and legislators from across the state choose the Idaho Teacher of the Year from among the nominations.
To learn more about the Idaho Teacher of the Year program, visit http://www.sde.idaho.gov/site/teacher_of_year/.
Erin Lenz, a classroom teacher at Winton Elementary School in Coeur d’Alene, was named the 2012 Idaho Teacher of the Year in a surprise announcement at her school Thursday afternoon. Lenz has taught for 10 years. As Idaho Teacher of the Year, she will receive $1,000 from the Idaho State Department of Education, $16,000 in technology from the SMARTer Kids Foundation, and an all-expense-paid trip to Washington, D.C. to represent Idaho as a nominee for the National Teacher of the Year.
“Erin Lenz is a great example of the high-quality teachers we have across Idaho. She was selected as Idaho’s Teacher of the Year for her passion, vision, and continued commitment to make sure every child learns and succeeds,” Superintendent Luna said. “By focusing on every student, analyzing assessment data, and getting parents more involved, Lenz has consistently raised student achievement in her classroom and school.”
In accepting the award, Lenz said, “I am so humbled.” She said she could not have earned this recognition without the great teachers, librarians, office staff, custodians, and other school staff at Winton Elementary. “We have a great school.”
“I can think of no one better able to represent Idaho teachers than Erin Lenz. She embodies what all parents would want for their child’s teacher,” said Kristin Gorringe, principal of Winton Elementary School. “Teaching is not what Erin does but rather who she is. Her commitment, modeling, skills, and ability to relate to people, both old and young, raises the capacity and performance of all who are lucky enough to work with her. I consider myself blessed to be one of those people.”
The Idaho Teacher of the Year program began in 1959 and has become one of the most prestigious honors in the state for teachers. The program focuses public attention on excellence in teaching that has a real impact on the students of Idaho. Every year, school districts and charter schools across Idaho have the opportunity to nominate one teacher for the Idaho Teacher of the Year. A state selection committee representing teachers, education leaders, parents and legislators from across the state choose the Idaho Teacher of the Year from among the nominations.
To learn more about the Idaho Teacher of the Year program, visit http://www.sde.idaho.gov/site/teacher_of_year/.
SDE's CARINA DAVIO RECEIVES LEADERSHIP IN CAREER DEVELOPMENT AWARD
Carina is being recognized for her part in creating career and college readiness cultures in Idaho's schools. She is the GEAR UP Idaho Program Director here at the State Department of Education.
GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a national discretionary grant program started in 1999. The program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. National GEAR UP provides six-year grants to states and partnerships to provide services at high-poverty middle and high schools.
The Leadership in Career Development awards are annually sponsored by the Idaho Career Information System division at the Idaho Department of Labor. Additional details on these awards and on this year’s recipients are available at http://goo.gl/6mwTE.
Thanks, Carina, for your hard work and congratulations on your award!
DEPARTMENT SEEKS PUBLIC COMMENT ON NO CHILD LEFT BEHIND WAIVER
The Idaho State Department of Education is seeking comments from the public as it works to apply for a waiver under the No Child Left Behind Act of 2001.
The waiver application is different from reauthorization. Currently, the U.S. Senate is considering legislation that would reauthorize No Child Left Behind. Superintendent of Public Instruction Tom Luna has strongly encouraged Congress and the Administration to take action and reauthorize No Child Left Behind, since it is four years overdue. He testified earlier this week before the Senate Health, Education, Labor and Pensions (HELP) Committee in support of the proposed legislation. (See the blog posts below for more information on Superintendent Luna’s testimony.)
However, until the federal law is reauthorized with necessary changes, Idaho is moving forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools and districts.
With a waiver, Idaho will create a new system of increased accountability that focuses on academic growth and college and career readiness. Idaho is well positioned to apply for a waiver because the state passed the Students Come First education reform laws, which raised academic standards, implemented statewide pay-for-performance to reward teachers, and tied a portion of educator performance evaluations to student achievement.
Superintendent Luna and staff from the State Department of Education already have reached out to the leaders of educational stakeholder groups about the waiver application. Now, the public has an opportunity to comment on what Idaho’s new accountability system should look like. Parents, teachers, school administrators, students, taxpayers, business representatives, and others are strongly encouraged to comment.
To submit your comments, please visit http://www.sde.idaho.gov/site/forms/ESEA_Flexibility.asp. Learn more about the waiver process before commenting online at http://www.sde.idaho.gov/site/assessment/FederalReq/.
The Idaho State Department of Education will submit its waiver application to the U.S. Department of Education in February 2012.
The waiver application is different from reauthorization. Currently, the U.S. Senate is considering legislation that would reauthorize No Child Left Behind. Superintendent of Public Instruction Tom Luna has strongly encouraged Congress and the Administration to take action and reauthorize No Child Left Behind, since it is four years overdue. He testified earlier this week before the Senate Health, Education, Labor and Pensions (HELP) Committee in support of the proposed legislation. (See the blog posts below for more information on Superintendent Luna’s testimony.)
However, until the federal law is reauthorized with necessary changes, Idaho is moving forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools and districts.
With a waiver, Idaho will create a new system of increased accountability that focuses on academic growth and college and career readiness. Idaho is well positioned to apply for a waiver because the state passed the Students Come First education reform laws, which raised academic standards, implemented statewide pay-for-performance to reward teachers, and tied a portion of educator performance evaluations to student achievement.
Superintendent Luna and staff from the State Department of Education already have reached out to the leaders of educational stakeholder groups about the waiver application. Now, the public has an opportunity to comment on what Idaho’s new accountability system should look like. Parents, teachers, school administrators, students, taxpayers, business representatives, and others are strongly encouraged to comment.
To submit your comments, please visit http://www.sde.idaho.gov/site/forms/ESEA_Flexibility.asp. Learn more about the waiver process before commenting online at http://www.sde.idaho.gov/site/assessment/FederalReq/.
The Idaho State Department of Education will submit its waiver application to the U.S. Department of Education in February 2012.
Tuesday, November 8, 2011
SUPERINTENDENT LUNA SHOWS SUPPORT FOR NO CHILD LEFT BEHIND REAUTHORIZATION
Idaho Superintendent of Public Instruction Tom Luna told members of the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee on Tuesday that he supports the current legislation to reauthorize No Child Left Behind because it finds the right balance between the state’s responsibility and the federal government’s role.
Superintendent Luna, who also serves as President Elect of the Council of Chief State School Officers, was one of 10 individuals – and the only state chief – to testify before the committee on Tuesday.
“I applaud the bipartisan effort in the Senate to bring forth a comprehensive reauthorization bill that maintains a meaningful commitment to accountability while promoting greater state and local leadership in K-12 education,” Superintendent Luna said. “As Idaho’s State Superintendent, I have strongly encouraged reauthorization to transform this law away from a prescriptive one-size-fits-all federal model, to an approach that promotes state and local decision making, while maintaining an unwavering commitment to accountability for all students. Idaho has already moved in this direction by passing comprehensive education reform known as Students Come First that raises academic standards, creates the next generation of assessments, implements a growth model for increased accountability, ties educator evaluations to student achievement, and rewards excellence in the classroom. The Senate HELP Committee now has found the right balance to reauthorize the federal law and give states the higher levels of accountability and flexibility they need to raise student achievement.”
The No Child Left Behind Act was initially passed in 2001. It was supposed to be reauthorized four years ago; however, neither Congress nor the Administration had taken action until now. This summer, Idaho became one of the first states to tell U.S. Secretary of Education Arne Duncan it would no longer abide by the outdated provisions in No Child Left Behind and instead move toward a new system of increased accountability based on academic growth, rather than just proficiency – or how many students can pass the test.
Idaho had already taken steps in this direction through Students Come First because these laws put in place a growth model and a system for rewarding Idaho’s great teachers, among other changes.
Under the proposed legislation before the U.S. Senate to reauthorize No Child Left Behind, states could move away from an outdated accountability system where 100 percent of schools must meet certain proficiency targets. Instead, every state could develop and implement a high level of accountability that measures academic growth as well as proficiency.
“The current No Child Left Behind law reminds me of the old Clint Eastwood movie, The Good, the Bad, and the Ugly. The good is that it created a standards-based system where schools are accountable for every child. The bad is it is a one-size-fits-all model that is difficult to implement in rural states like Idaho. The ugly is the federal government now sets the goal and prescribes the programs we must use to meet that goal. If those programs don’t work, we are held accountable,” Superintendent Luna said to the Senate HELP Committee today. “The new piece of legislation to reauthorize No Child Left Behind keeps the good parts of the law and improves the bad and ugly parts. It moves to a growth model where we can focus on those students who are not on grade level as well as those students who are above grade level.”
Until the law is reauthorized by Congress, Idaho will move forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools as early as next year.
The full Senate HELP Committee hearing, Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, is available online at: http://help.senate.gov/hearings/hearing/?id=5e9041da-5056-9502-5d90-8361a1908701.
Superintendent Luna, who also serves as President Elect of the Council of Chief State School Officers, was one of 10 individuals – and the only state chief – to testify before the committee on Tuesday.
“I applaud the bipartisan effort in the Senate to bring forth a comprehensive reauthorization bill that maintains a meaningful commitment to accountability while promoting greater state and local leadership in K-12 education,” Superintendent Luna said. “As Idaho’s State Superintendent, I have strongly encouraged reauthorization to transform this law away from a prescriptive one-size-fits-all federal model, to an approach that promotes state and local decision making, while maintaining an unwavering commitment to accountability for all students. Idaho has already moved in this direction by passing comprehensive education reform known as Students Come First that raises academic standards, creates the next generation of assessments, implements a growth model for increased accountability, ties educator evaluations to student achievement, and rewards excellence in the classroom. The Senate HELP Committee now has found the right balance to reauthorize the federal law and give states the higher levels of accountability and flexibility they need to raise student achievement.”
The No Child Left Behind Act was initially passed in 2001. It was supposed to be reauthorized four years ago; however, neither Congress nor the Administration had taken action until now. This summer, Idaho became one of the first states to tell U.S. Secretary of Education Arne Duncan it would no longer abide by the outdated provisions in No Child Left Behind and instead move toward a new system of increased accountability based on academic growth, rather than just proficiency – or how many students can pass the test.
Idaho had already taken steps in this direction through Students Come First because these laws put in place a growth model and a system for rewarding Idaho’s great teachers, among other changes.
Under the proposed legislation before the U.S. Senate to reauthorize No Child Left Behind, states could move away from an outdated accountability system where 100 percent of schools must meet certain proficiency targets. Instead, every state could develop and implement a high level of accountability that measures academic growth as well as proficiency.
“The current No Child Left Behind law reminds me of the old Clint Eastwood movie, The Good, the Bad, and the Ugly. The good is that it created a standards-based system where schools are accountable for every child. The bad is it is a one-size-fits-all model that is difficult to implement in rural states like Idaho. The ugly is the federal government now sets the goal and prescribes the programs we must use to meet that goal. If those programs don’t work, we are held accountable,” Superintendent Luna said to the Senate HELP Committee today. “The new piece of legislation to reauthorize No Child Left Behind keeps the good parts of the law and improves the bad and ugly parts. It moves to a growth model where we can focus on those students who are not on grade level as well as those students who are above grade level.”
Until the law is reauthorized by Congress, Idaho will move forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools as early as next year.
The full Senate HELP Committee hearing, Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, is available online at: http://help.senate.gov/hearings/hearing/?id=5e9041da-5056-9502-5d90-8361a1908701.
Monday, November 7, 2011
Superintendent Luna to Testify Before Congress on Tuesday
Idaho Superintendent of Public Instruction Tom Luna will testify before the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee hearing on the reauthorization of the Elementary and Secondary Education Act (ESEA) Tuesday, November 8, 2011.
The Senate HELP Committee is currently considering legislation to reauthorize ESEA, more commonly referred to as the No Child Left Behind Act of 2001. As Idaho’s State Superintendent and the President Elect of the Council of Chief State School Officers, Superintendent Luna has played a critical role in encouraging Congress to reauthorize No Child Left Behind and in shaping reauthorization legislation.
The hearing, titled Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, will be held at 10 a.m. ET (8 a.m. MT) on Tuesday, November 8, 2011 in the Dirksen Senate Office Building.
The Senate HELP Committee is currently considering legislation to reauthorize ESEA, more commonly referred to as the No Child Left Behind Act of 2001. As Idaho’s State Superintendent and the President Elect of the Council of Chief State School Officers, Superintendent Luna has played a critical role in encouraging Congress to reauthorize No Child Left Behind and in shaping reauthorization legislation.
The hearing, titled Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, will be held at 10 a.m. ET (8 a.m. MT) on Tuesday, November 8, 2011 in the Dirksen Senate Office Building.
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