Illinois State Board of Education’s Post

--- **A Plea for Change: A Student's Struggle in the Midst of Educational Deception** Dear Reader, My name is Madhura, a 15-year-old 9th grader at SVM boarding school. It is with a heavy heart that I write to shed light on the troubling realities I have faced and to seek guidance. From the moment I arrived, I encountered disheartening experiences that question the foundation of this institution. Within two weeks, it’s clear the environment is not conducive to genuine learning and growth. The English teacher, in particular, lacks qualification and competence, making frequent grammatical errors and failing to provide meaningful instruction. This inadequacy is deeply troubling, fueling my frustration and raising questions about the employment of such teachers. The school’s structure prioritizes social activities and sports over academics, leaving insufficient time for self-study. This skewed focus feels like a betrayal of my educational journey. I have remained silent about these issues, doubting my voice will be heard in an environment where concerns are brushed aside. Voicing my concerns might draw unwanted attention, but my primary goal is to study and grow. I have been contemplating a transfer, but with most schools having closed admissions, I find myself in a quandary. I am a dedicated student, yearning for an environment that values education and fosters intellectual growth. I write to share my story and seek advice. How can I find a school that aligns with my values and aspirations when admissions are closed? How do I address these systemic issues without compromising my education? Thank you for reading my story. Your advice and support would mean the world to me. With heartfelt sincerity, Madhura ---

As I begin my dissertation work looking at foundational skills instruction in Tier I secondary classrooms after teachers have gone through state mandated training, this RAND Report is timely. Biggest take away for me: "Secondary ELA teachers in states with reading legislation were significantly more likely to report frequently engaging their students in these activities than secondary ELA teachers in states without such legislation, even though only one-quarter of states with these laws include requirements around secondary ELA instruction" We know students are entering secondary classrooms not being able to read. I think its time we start investing in content-area teachers and getting them trained in the science of teaching reading. https://lnkd.in/e8bDENM2

Here are the qualities that we look for in applicants for teacher training. 1 - Relevant experience or qualifications in the subject you are applying for. 2 - GCSE maths and English at grade C/4 or higher (or an equivalent qualification or equivalency test). 3 - awareness of what working with young people is really like, which can come through school experience or relevant roles. 4 - You are ready to learn. We train you be an impactful teacher and give you lots of classroom practice but you need to be ready to learn. 5 - subject knowledge What do you know about your subject? You need to be excited by it as this hooks the students in 6 - Know the realities of teaching Teaching is one of the most rewarding things we think you can do, but there are activities like marking, planning and meetings that we need to be ready for. If you want to find out more about training as a teacher, book onto an information event. https://lnkd.in/di-v4dY

PDF Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education Claire Wyatt-Smith, Lenore Adie digsell https://lnkd.in/ennStX6e This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who … Read More » https://lnkd.in/e2cSigwH

What if we added the word teacher in front of the two comparators? i.e. Gifted teacher vs bright teacher. Wouldn’t the answer for learners just mean that they are a reflection on whether the educator uses the gifted or bright approach to guide their learners. I’m not sure if I find much value in this vague comparison because every child is unique & different. I’ve seen underachieving gifted kids appear to be bright, - as well as average or bright kids who appear to be gifted if they were encouraged to develop the related skills growing up. It all depends on the learning environment, exposure & cultural norm. Hence why I believe in a more individualized needs-based & dynamic perspective/approach. After all, wouldn’t it be better if we could help ALL kids to develop skills/traits on both sides of the list (regardless of traits or label). Disclaimer: I also advocate strongly for gifted learners because they learn and experience things differently. The list on the left might be useful to give some examples of common traits of gifted children but it has to be more specific in terms of relativity (ie. More inquisitive than age peers, and give some examples as to the type of out-of-the box questions they would ask).

As a secondary educator, I’ve traditionally leaned on my elementary counterparts to teach reading skills to students because I always thought that learning how to read is a skill acquired in the early school years. I’ve never viewed my role as one centered on teaching reading, and honestly, I lack the expertise to effectively instruct students in this fundamental skill. However, more and more, I’ve seen students emerge in my secondary classroom who are reading below grade level, sometimes many grades below their current grade. This has posed a challenge because I’m expected to assist them in mastering the curriculum skills for their current grade, yet their reading proficiency doesn’t align with the expectations for that grade level. Amid the decline in reading scores observed in Canada and the United States, and with Ontario officially recognizing reading as a human right, it’s imperative for secondary teachers to foster environments where all students can actively participate in reading, regardless of their current proficiency level. This necessitates the creation of inclusive opportunities that cater to students reading below their grade level, ensuring equitable access to literacy resources and support. {Sunaina Sharma; Secondary Teacher, University Instructor, and Author} For 4 strategies that have been successful with her students, read this ... https://lnkd.in/gN3BsmE6 ~ #emotionintoart #motivation #motivational #motivationalspeaker #motivationalspeaking

Empowering Teachers with Evidence-Based Reading Practices 📚 What if all teachers were skilled in implementing evidence-based reading practices? At Hartwell The Educators University, we ensure our graduates have practical experience with these essential practices, earning certification for early childhood, elementary, and secondary English teaching. 🔍 Key Strategies for Evidence-Based Reading Instruction: Diagnostic Assessments: Tailor instruction based on individual reading levels and needs. Engaging Materials: Use relevant and interesting content to boost motivation. Foundational Skills: Explicit instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension. Evidence-Based Programs: Adopt proven instructional programs and strategies. Differentiated Instruction: Customize interventions and enrichment based on assessment data. Professional Development: Ongoing training and coaching for teachers. Progress Monitoring: Regularly assess and adjust instruction as needed. By implementing these practices, educators can provide high-quality reading instruction grounded in scientific research, improving literacy outcomes for all students. About Hartwell Hartwell empowers K-12 education leaders with affordable, online education degrees, emphasizing excellence and empathy from a biblical worldview. 📚 Discover more: https://zurl.co/I86I

Empowering Teachers with Evidence-Based Reading Practices 📚 What if all teachers were skilled in implementing evidence-based reading practices? At Hartwell The Educators University, we ensure our graduates have practical experience with these essential practices, earning certification for early childhood, elementary, and secondary English teaching. 🔍 Key Strategies for Evidence-Based Reading Instruction: Diagnostic Assessments: Tailor instruction based on individual reading levels and needs. Engaging Materials: Use relevant and interesting content to boost motivation. Foundational Skills: Explicit instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension. Evidence-Based Programs: Adopt proven instructional programs and strategies. Differentiated Instruction: Customize interventions and enrichment based on assessment data. Professional Development: Ongoing training and coaching for teachers. Progress Monitoring: Regularly assess and adjust instruction as needed. By implementing these practices, educators can provide high-quality reading instruction grounded in scientific research, improving literacy outcomes for all students. About Hartwell Hartwell empowers K-12 education leaders with affordable, online education degrees, emphasizing excellence and empathy from a biblical worldview. 📚 Discover more: https://zurl.co/I86I

Education faculties sometimes get a bad rap. Do Education programs focus too much theory and not enough on the practical “how to?” I don’t think so. We need to know the Why before we act. I will soon complete teaching two sections of “Literacy Across the Curriculum” for teacher candidates. The conflict of theory and practice I’m hearing about regards some teacher candidates not seeing practices identified in curriculum frameworks in their mentor classrooms. Teacher candidates feel the need to “fit in,” at least for their practicum. I fear this fitting in to a traditional culture of teaching practices will simply continue. Administrators (and others), what do you want faculties of education to communicate to future teachers? How can I encourage teacher candidates to embrace new literacy practices, even if they have to learn them first by doing them?

🎓If you've been spectating this year's 8th graders near the final stretch of their secondary school applications, you've likely seen some good and not so good examples of what to do when it's your family's turn. "What should I be doing for my middle schooler?" is one of the most common questions we get. Below are 5 essentials that will protect you from tough times down the line. Of course, we have a lot more to offer than these 5, but putting them into practice will enhance our ability to support you. 1️⃣ Start preparing in 7th grade. Preview the process and required application materials beforehand. Take your time to explore schools. Feel free to give us a call.📞 2️⃣ Take an SSAT or ISEE baseline. Most independent schools are not test optional, but, fortunately, we've cracked the code to maximizing students' performances. ✏️ 3️⃣ Be realistic about your student for the sake of your student. The “best” school and what’s best for your student’s education, development, and confidence are not the same thing. 🤔 4️⃣ Get help as soon as you realize you need it. After all the time you’ll be investing, you’ll want assurance that you’re on the right track.🤝 5️⃣ Celebrate and leverage the process itself. Taking it seriously will give your student a strong identity and set of personal values to rely on ahead of next year’s transition to high school. 🎉 Contact The Lyceum Institute to learn more about the secondary school admissions process: https://loom.ly/ymN3EdY #secondaryschool #planning&patience