Looking to learn more about what’s trending in education?!? Here’s a recap of this week’s news.
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Gallup: Majority of Teachers ‘Not Engaged’ With Their Jobs (Education Week)
A recent study by Gallup shows that just 30 percent of teachers are “actively engaged” in their jobs. The study also estimates that teachers who aren’t engaged account for 2.3 million missed workdays every year. Based on a phone survey of 6,711 full-time teachers from across the U.S., Gallup finds that 57 percent of teachers say that they are “not engaged” at work, with an additional 13 percent saying that they are “actively disengaged”—that is, they “act out their unhappiness in ways that undermine what their coworkers accomplish.”
Report Summary: Do Principals Have an Impossible Job? (Education Week)
The principal’s job is often called the loneliest in K-12 education, but it’s just as fitting to call it the toughest.
Hours are long. Demands come from every direction: the central office, teachers, students, parents, and the community. And no one else in a school has the same responsibilities.
Ten Digital Literacy Resources for Teachers (Education World)
It is never too late to teach students about digital literacy. As technology continues to advance in society, there will be plenty of new social media sites and other tools students will use in and out of the classroom. As educators it is crucial to share with students how to be safe with what they say on the Internet, and what they select as sources.
School Districts Turn to Teachers to Lead (Education Week)
The teacher-leadership concept is not entirely new: In a sense, teachers have been leading for as long as they have been teaching. But the movement was infused with new vigor last year with the announcement of the Teach-to-Lead Initiative, a partnership between the U.S. Department of Education and the National Board for Professional Teaching Standards. The nation’s two largest teachers’ unions and the associations representing principals and administrators have also signed on to the program, which is aimed at training and guiding teachers to take on leadership roles in both policy and practice.
The Surprising Amount of Time Kids Spend Looking at Screens (The Atlantic)
Slouching posture, carpal-tunnel, neck strain, eye problems. The negative effects that technology use is having on humans’ bodies are surprising. Kids who spend much of their days in and out of school, their faces glued to digital screens, may be establishing bad habits early. And according to a recent study by a group of Australian education and psychology experts, kids are spending more time with technology than researchers previously thought, far surpassing the American Academy of Pediatrics’ recommendation that screen time should be limited to two hours per day.
Preparing for the future: Summits to help schools make smart technology choices (The Hechinger Report)
As more schools move to incorporate technology into classrooms, local leaders often face tough questions about how to make it effective.
Over the next six months, national experts will hop-scotch to a dozen cities to collaborate with school leaders in workshops on those questions. If all goes as planned, the superintendents who attend will walk away with solid technology plans that fit their communities’ needs.
Debunking a Myth about US Teachers (US News and World Report)
Back in 2010, McKinsey & Company issued a report that made a powerful argument: The world’s top performing school systems draw teachers from the best and brightest in their societies, but in the United States, almost half of new teachers come from the bottom third, as measured by SAT scores. It’s been cited by a New York Times columnist and by officials at the Organization for Economic Cooperation and Development to suggest what the United States might do differently to improve its education system.
High school classes increasingly blend in technology (The Washington Times)
The Academy, which blends one-on-one instruction with online lessons tailored to each student, is helping the district with students who otherwise would be at risk of dropping out of a regular class. With the laptops, students at different grade levels and taking different courses work independently, then can break into groups or talk to teachers about their work.