Tag Archives: IDEA

Back to School: What’s Your “Magic Wand” Education Solution? (Part Three)

Photo courtesy of Pixabay for Pexels

Join Ahead of the Heard for a lively back-to-school series expanding on Andy Rotherham’s original Eduwonk post, What’s Your Magic Wand?, featuring reflections on wish-list education solutions heading into the fall from teachers, school leaders, academics, media types, parents, private sector funders, advocates, Bellwarians…you name it.

At Bellwether, we’re focused on the 2021-22 school year ahead but also on what we’ve collectively endured since the start of the COVID-19 pandemic. It’s a gross understatement to say that it has been a lot, that mistakes have been made, that many rose to the occasion achieving amazing things for students (while others did not), and that countless lessons were (re)learned. It has been a season where optimism was sometimes elusive and where challenges often seemed insurmountable.

So we thought we’d do something a little different…and try to have some fun.

We turned to contacts across the country in the education sector and asked them this simple, hopeful question. Answers vary as widely as each participant’s background and will be featured over a two-week span.

Teachers, students, and families will enter into a 2021-22 school year unlike any other. If you could wave a magic wand, what’s the one education issue you’d address or solve right now, and why?

Diane D’Costa
Current Washington, D.C. Teacher

“If I had a magic wand, the one education issue I’d solve right now is reinstating the moratorium on evictions* and providing families impacted with financial hardship during the pandemic adequate resources to catch up on rent payments. After a year of instability and uncertainty, students returning to school are facing the reality of being kicked out of their homes because of the financial hardships caused by the pandemic. Restrictions being lifted and expectations that we are ‘back to normal’ at the same time as the start of the school year are a perfect storm to create another year of instability and distress for students that will inevitably impact if and how they are able to show up in the classroom. We will not be able to adequately heal from this last year and move on to the next one successfully unless we truly allow folks to recover before we simply pull the rug out from under them again.”

(*Editor’s note: Submission received prior to the Biden administration’s Aug. 3, 2021 eviction moratorium reinstatement, in effect through Oct. 3, 2021.)

Bart Epstein
CEO, EdTech Evidence Exchange; Research Associate Professor, University of Virginia School of Education & Human Development

“We need two things urgently:

First, we need an immediate and dramatic expansion of federal funding dedicated to studying thousands of edtech products. Why? Because our schools collectively spend tens of billions of dollars each year on edtech products with no clue about which products work, or how to effectively implement them. The needed research simply does not exist. As a result, a majority of edtech is barely used, used improperly, or not used at all. If the feds spend more than $40 billion annually on medical research and development, the budget for the entire federal Institute of Education Sciences should be much more than $00.6 billion per year

Second, we need a national online tutoring and homework help service to provide 24/7 on-demand academic support to every student in the country who needs help. It is shameful that such a program does not exist right now. The U.S. Military has provided a program of this type to children of servicemembers for more than a decade, and it has been a huge hit. Encouraging 13,000+ school districts to develop their own local tutoring programs is a mistake of epic proportions.”

Anne Mahle
Senior Vice President of Public Partnerships, Teach For America; Parent

“I’d wave my magic wand so that every school in the United States, no matter where it is located, is led by a well-supported transformational leader: one that is highly effective, culturally competent, and infused with creativity and courage. Effective school leaders are transformational — for students, for teachers, and for the broader school community of families and community members. We need school leaders who are compassionate and skilled in coaching and developing their teams to excel in drawing out the best in their students — inspiring curiosity, conviction, and engagement — while ensuring that students learn and grow academically and socio-emotionally. My magic wand would also ensure that these school leaders are compassionate and courageous enough to coach out teachers who do not create classrooms full of belonging, academic rigor, and joy. We have an opportunity to transform our schools into places of intellectual rigor and deep belonging for all students, enabling them to learn, lead, and thrive as we move into a future filled with both uncertainty and tremendous possibility.

And as a bonus, here’s my daughter Esther’s response (age 10) with no prompting from me: ‘I would have teachers respect all of their students, care for all of their students, and actually teach them all of the things well.’”

Laura McKenna
Education Writer, The Atlantic, Edutopia, The 74, and HuffPost

“I would love to fix many, many things with a magic wand, but if I had to pick one thing for kids and schools, it would be to fully fund the Individuals with Disabilities Education Act as originally promised by Congress, so that children with disabilities can get an education that they deserve.”

Dan Weisberg

“My magic wand would fix the fact that too many kids — particularly students of color — never even get the chance to do work that’s on their grade level. This is partly about instructional materials and teaching techniques, but our research has shown it’s just as much about belief in students’ potential. Teachers are usually trained to ‘protect’ students from grade-level work if they’re struggling academically — which only causes them to fall even farther behind. Underestimating what students are capable of is usually a self-fulfilling prophecy.

But when given the chance and the right support, most students can succeed on grade-level work regardless of concepts they might have missed in previous grades. We could provide dramatically better and more equitable opportunities to millions of kids if we just started assuming every one of them can do grade-level work. Heading into a year when schools will need to accelerate more students than ever back to grade level after the disruption of the past 18 months, it’s never been more important to make this shift.”

Becca Bracy Knight
Former Executive Director, The Broad Center

“If I had a magic wand, I’d make all non-public school options disappear, requiring all families to enroll their children in the public school system. With a second wave of the wand, I’d make the student assignment to schools random so that families don’t have different options based on where they live. (I’d also provide teleportation services so that every student, caregiver, staff member, etc., could still easily get to and from their schools, regardless of distance.) A magical world in which everyone is personally invested in ensuring that all public schools provide an excellent education to all children — where no one can simply opt out based on their individual resources and options — might provide the funding and political will we need to actually deliver on the promise of public education.”

Stay tuned for more in our “Magic Wand” series and join the conversation on Twitter @bellwethered.

(Editorial note: Some organizations listed in this series may include past or present clients or funders of Bellwether.)

Three Takeaways from the Arizona Correctional Educators’ Symposium

Last week, I spent a day with hundreds of teachers who work in Arizona’s prisons, jails, and juvenile justice facilities talking about the ways they can best support their students and continue to improve the ways that their systems operate. After presenting at the Arizona Correctional Educators’ Symposium, an annual convening and professional development event for teachers in secure schools from across the state, I found myself thinking about three key takeaways:

As in all education systems, needlessly complex bureaucracy interferes with effective teaching

Like conventional public education, most correctional education is managed by state agencies and sometimes delegated or contracted to other providers. Correctional education, however, has no consistent governance framework. Where most states have a state office of education that oversees local education agencies (LEAs), education in secure facilities is managed in nearly every conceivable way. For example, a state justice agency might have its own education division that is a complete system unto itself. Or the justice agency might have a state statutory obligation to delegate the education programming to an LEA. Or the state may determine that the geographic school district is obligated to provide education services to all secure facilities within its boundaries.

The most complicated systems to navigate are the ones in which kids cross agency lines as they move through the adjudication process. Arizona is one of those states. As kids move from arrest to confinement to reentry, they’ll likely attend several different schools managed by different agencies or offices. This means that education programming is often imperfectly aligned over the long term and that kids risk missing essential skills instruction or losing out on accrued credit hours. For teachers, they’re doing their best to meet the needs of the kids who show up each day in their classrooms, but they often don’t know who that will be (or how long they’ll stay).

The people who work in these schools are hungry for relevant professional development

I lost track of how many times a teacher told me how grateful they were to have the opportunity to get professional development from people who understand the constraints that they work within. These aren’t the kinds of restrictions that you might assume: teachers are far more frustrated by the loss of instructional time from frequent interruptions than they are about student misbehavior.

Today, most education training is focused on conventional community-based schools, and it doesn’t feel relevant for teachers in secure facilities. And most of the training that’s designed with them in mind is safety and compliance-focused; there’s very little offered to help them improve their practice as educators.

Teachers everywhere do the best they can in the circumstances that they’re in

I am always so incredibly impressed with the commitment and resilience of teachers who work in justice facilities. I spoke with a group over lunch who laughed that the response “But that doesn’t make sense!” should be the unofficial guiding theme of the policies that regulate their work. For example, Dante’s The Inferno is banned in school libraries, but the collective work of The Divine Comedy isn’t; Teachers hold statutory special education responsibilities under federal law for students disabilities but often only find out about a change in a student’s education program after a student has been moved out of their classroom; and teachers run their classrooms at the mercy of the secure care staff who have full discretion to pull students out of class or even to close school for the entire day.

But you know what I never heard at the symposium? I never heard a group of teachers complain about their students. Teachers that I talked to hold so much hope and optimism for the potential of their students, and despite many institutional incentives to become complacent, they still bring their best effort to their classrooms every day.