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First, there are fewer of them, with 156 standards for grades 9-12. In addition, 38 of those standards are identified as "advanced" standards, which leaves us with 118 standards for all students spread out over four years of high school, or just under 30 per year.

(My not-so-modest proposal is that no state legislature is allowed to require standards that they couldn't demonstrate proficiency on themselves. Since they are clearly successful adults and they are saying that these standards are necessary for all students to be successful, surely they'd be able to demonstrate proficiency by taking the same tests our students do. But I digress.

I'm still not sure whether teaching algebra as a separate course is the best way to accomplish it -- even for that small subset of our student population that is passionate about math and science.

In order to create a universal set of educational standards, a few old requirements had to be replaced, according to the National Governors Association Center for Best Practices and the Council of Chief State School Officers. One of which includes the requirement to teach cursive. Under that standard, states are no longer required to teach their students cursive. Instead of spending time teaching cursive, the standard requires states to spend more time teaching K-12 students how to type.

Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students parents, and the community

Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas

Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources

Top priorities include promoting a greater emphasis on depth over breadth in understanding science and getting young people to continually engage in the practices of both scientific inquiry and engineering design as part of the learning process.

core scientific concepts revisited at multiple grade levels to build on prior learning and help facilitate a deeper understanding.

“next generation”

When the school was created, a research and design studio known as Mission Lab was integrated into the design of the school by founding partner Institute of Play. The goal of Mission Lab is to help teachers teach the way they wish they could — the way they dream of engaging their students, were it not for the lack of support and other obstacles that often get in the way. Mission Lab supports teachers by pairing them with a game designer and a curriculum designer (staffed by the Institute of Play) who help make the teacher’s vision a reality, providing support throughout the process of design and implementation.

Teachers in their first year at the school have two weekly curriculum meetings built into their schedule, and meetings for returning teachers are scheduled on an as-needed basis, usually once a week.

he mission narrative, or context, is developed once the teacher, game designer, and curriculum designer have identified the big ideas, learning goals, and standards for the trimester.

Working with teachers to affect a deliberate culture and practice shift from teacher-directed instruction to inquiry-based learning Alternative pedagogical development Resource identification

Before approaching systemic change, we first considered the most prevalent instructional models. What we saw over and over again were relatively autonomous and singular teachers working with discrete groups of students. They were using directive instruction modes designed to impart information and learning within a specific topic area, often in isolation from other topic areas, and they were having inconsistent student achievement results with inner-city middle school populations.

Critically, pushing around symbols on paper is just a symbolic representation of the real math taking place within one’s head. When one does a calculation, whether it is by hand or by machine, an important feature of whether or not one can be said to be doing the calculation is whether or not one can predict the potential output from the algorithm, or if one understands the process they are using.

We also require, as a system, much more flexibility in the mathematics taught at the K-to-12 level. I’d like to see a system where many different types of mathematics are taught besides just the standard hierarchy leading to calculus.

The Google model relies on rapid experimentation and data. The company constantly refines its search, advertising marketplace, e-mail and other services, depending on how people use its online offerings. It takes a bottom-up approach: customers are participants, essentially becoming partners in product design.

The Apple model is more edited, intuitive and top-down.

Steve Jobs had a standard answer: none. “It’s not the consumers’ job to know what they want,” he would add.

Social Justice Teacher Preparation Technology Integration Networked Learning Twitter Parents as Partners – Building Learning Networks Posted by Shannon Smith on 2/20/12 • Categorized as Best Educational Practices,Distributed Leadership,Parental Involvement,Twitter 5 "fist bump" cc by Mark H. Anbinder on flickr Many schools are beginning to use social media to send out information to parents. Examples include twitter feeds and facebook pages. These initial forays into social media are a first step. They provide parents and the community with greater access to information regarding the school and the learning happening within its walls. A key facet of school leadership is developing relationships, both within staff and also with families and the community. This relationship building must include seeking feedback and listening. Most of this work is done face to face, through school events or outreach programs and even through informal conversations in the hallways or at drop off or pick up time. We live in a time w

First, it is consistent with other findings that the more discussions students have to pay attention to, the less satisfied they were with the learning environment.

so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis.