ASCD Releases 2014 Legislative Agenda
ASCD's 2014 Legislative Agenda urges a shift from the overreliance on high-stakes testing in determining student achievement, educator effectiveness, and school quality to a broader, more meaningful vision of success that supports each student from early childhood through graduation. Recently released during ASCD's Leadership Institute for Legislative Advocacy (LILA), the agenda is developed by AS
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. A recentASCD SmartBrief ED Pulse poll asked readers asked readers what they feel is most important in building educator morale at a school.
The topic of school morale is not new. Studies have been done for many years on the effect it has on teacher turnover, how it can be raised, its relationship to teacher effectiveness, and other aspects. But in this era of increased standards, one of the components of school morale—the level of teacher autonomy—has revived a heated examination of the issue.
A new report on teacher morale from the Center for American Progress claims that teacher dissatisfaction is not as low as most people think, but has come under some criticism for its lack of in-depth analysis. This report has sparked some lively debate on blogs and columns and the February 2014 issue of ASCD'sEducational Leadership magazine on the theme "Building School Morale" is very well-timed to add a variety of perspectives to the discussion.
With this in mind, this poll question sought the opinion of ASCD SmartBrief readers on what aspect of school morale was most important. These educators selected school leaders at my school know me as an
Mayor Bill De Blasio Focuses on Community Schools in New York City — Whole Child Education
Mayor Bill De Blasio Focuses on Community Schools in New York City — Whole Child Education: Mayor Bill De Blasio Focuses on Community Schools in New York CityFebruary 10, 2014 by ASCD Whole Child BloggersPost written by Martin J. Blank, Director and President, Coalition for Community Schools at the Institute for Educational Leadership; and Shama S. Jamal, National Policy Emerson Fellow, Coalition
