Tag Archives: Magic Wand

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

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 have been featured over a two-week span on our blog. This final installment includes reflections from Bellwarians and our social media followers. 

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?

Lynne Graziano
Senior Analyst in the Policy and Evaluation practice area, Bellwether Education Partners

I would wave a magic wand and put a teacher in every elementary level classroom who understands the science of reading and learning, and is trained to teach young children the methods and magic of reading. Some of my earliest education sector work was researching proficiency rates and I still get depressed every time I pull numbers. With all the things we as a society get riled up about, why aren’t we angrier about how few students are prepared to read to learn by the fourth grade?”

Christine Wade
Associate Partner in the Strategic Advising practice area, Bellwether Education Partners

“I’d ensure every school has a strong school leader who can effectively support and inspire students and staff.”

Paul Beach
Senior Analyst in the Policy and Evaluation practice area, Bellwether Education Partners

“I would dramatically reframe the professional incentives for educational researchers, particularly those in academic settings. Researchers in academic settings are promoted through the ranks by publishing in peer-reviewed journals. Other criteria have to be met, to be sure, but rarely do professors achieve tenure without a strong publication record.

This ‘publish or perish’ culture creates very little incentive for researchers to a) translate key research findings into concrete steps for practitioners and policymakers or b) devote significant time to support quality implementation. This has led to a massive disconnect between researchers and the broader field. Countless wonderful programs and important research findings live in peer-reviewed journals that few people have actually read and even fewer people have done anything with.

We need more creative partnerships between researchers, practitioners, and policymakers. As just one example, researchers should be rewarded for not only designing and demonstrating the efficacy of a program, but also for supporting implementation and working with practitioners to continuously improve and sustain that program. The number of papers published on said program should not be the only marker of success. Rather, success should be measured primarily by the impact the program has on students. Universities need more complex, adaptable promotion systems that incentivize researchers to demonstrate impact to tenure committees rather than peer reviewers. In reality, the entire research enterprise must be transformed to reframe the professional incentives for academic researchers.”

Click here 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.)

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

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?

Hadley Bachman
Program Manager of Community Development, The Ohio Statewide Family Engagement Center at The Ohio State University

“If I could wave my magic wand and change one thing in education, I would change the ‘old way’ of thinking about family participation. We used to think about family engagement just as mom volunteering at a bake sale, or parents coming in when the principal calls them about a discipline problem. We still hang onto some of these old ideas when we assume families are hard to reach and need to be ‘fixed.’ I’d wave my wand and help school leaders and policymakers see the power of family voice in decision-making, leadership, and evaluation in schools. No one understands what motivates children better; no one sees the barriers in education more clearly; no one feels the effects of implicit bias more poignantly. Without family voice at the table, we stay stuck in outdated and misguided ideas about how to fix educational problems — doing ‘to’ instead of ‘with.’”

Mark Schneiderman
Senior Director, Future of Teaching & Learning

“I’d focus on resilience in schools, specifically on the thing that would radically change education but creates anxiety: the notion of schools addressing extendibility and redundancy. Viewing the classroom and teacher-student interaction as the only way teaching and learning can take place is by definition limiting both systemically and for individual students. Schools need enduring partnerships and to consider themselves a hub but not always the driver. For example, if an AP physics teacher retires, instead of a ‘now what’ moment, what if a school had an ongoing partnership with a non-traditional provider, or with a college physics department, or with an online provider? This is threatening to some, like unions, who view anything non-traditional as privatization of education. However, our colleges are learning that they must adjust or they will be out of business. As schools see families and FTE dollars leave and have to scramble to provide a digital academy option in the pandemic it begs the question: why not think outside the box and lean on those ensuring partnerships?”

Celine Coggins
Executive Director, Grantmakers for Education

“If I could wave a magic wand, I would require vaccine passports for all students over age 12 as well as the teachers and staff that interact with them. Our goal should be access to safe, in-person school for as many students as possible. The past two years have been incredibly disruptive. Students at the secondary level have very limited time left with access to free public education. We know masks, school cancellations due to positive COVID-19 cases, and general uncertainty can deter kids from school and toward other options. We know that the public system lost tens of thousands of older kids prematurely over the past 1.5 years. We cannot risk continuing to accelerate the dropout rate. We cannot risk another year of minimized learning and widening inequality of opportunity. We cannot risk people’s health unnecessarily. 

I recognize that some teachers unions have taken a stand against mandatory vaccinations. I hope they will shift their position and use their bully pulpit as a force for good in the service of public health. We as a society have a long history of supporting vaccination as a condition of school attendance in cases where the risk of spread greatly outweighs the risk of the vaccine. This should be no exception.”

Jared Bigham
Senior Advisor on Workforce & Rural Initiatives, Tennessee Chamber of Commerce; Board Chair, Tennessee Rural Education Association; Active Member, National Rural Education Association

“I always say there are no ‘silver bullets’ in education, but I do believe there is a silver buckshot that could significantly change student success: establishing universal pre-K for all students, with an emphasis on kindergarten readiness. We constantly play a game of catch-up with more than half of our students across the country, when we could change the dynamic significantly by starting students on their K-12 path ready to learn on Day One. Look at kindergarten readiness scores for any feeder pattern, and you’ll see that same percentage play out almost exactly at every milestone marker we track, all the way to postsecondary.”

Brad Allan
K-12 Director, Hanover Research

“I want to address and solve the problem of measuring so-called non-cognitive skills and outcomes. I’ve always been on Team Non-Cogs in the imaginary competition between hard and soft skills, but the availability of measurable outcomes renders the competition moot (as well as imaginary). If we could magically get up and running on non-cognitive skills’ measurement, we could reverse-engineer ways to build them, and thereby equip students with skills that underlie success in life beyond the classroom.”

Leslye A. Arsht
Co-Founder and Board Chair, StandardsWork; Former Senior Advisor to the Ministry of Education in Iraq

“I would have all high schools offer 10th graders* the opportunity to take the Armed Services Vocational Aptitude Battery to help students identify career areas of interest. Then, expand their Career Exploration programs (including dual enrollment arrangements with colleges and universities) with two goals in mind: 1) helping students identify career opportunities they are interested in and good at, and 2) introducing a wide array of mastery-based instructional approaches to keep 12th graders engaged in learning, especially for high-demand careers that don’t require a 4-year degree. 

*The U.S. Department of Defense would have to agree they ‘own’ the tests, and they can’t recruit students in 10th grade (they can identify high-performing students for recruiting in 11th and 12th grades). Currently, the test is offered by guidance counselors to students they think should (or want to) consider the military. But many students (especially ones who have little exposure in life to the countless kinds of career options that exist) would be so much better prepared to make education and life choices with access to these tools.”

Meredith Olson
President, VELA Education Fund

“The magic wand I would wave would allow students freedom to combine the settings, methods, and social arrangements (people) for their learning in novel ways. That would mean greater flexibility of time and place, and more opportunities for solo learning (getting lost in a book!), mixed-age learning, engagement with adults and family members, participation in community organizations, and enrichment opportunities. Less homework, less stress and deeper, more meaningful experiences and family time.”

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.)

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
CEO, TNTP

“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.)

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

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?

Laura LoGerfo
Assistant Director, National Assessment Governing Board (submitted as a parent and not on behalf of the Board)

“In order to address massive and unknown variations in learning, my magic wand would have schools and teachers implement universal diagnostic testing, with frequent assessment updates and teaching aimed at attaining fundamental skills and knowledge as swiftly as possible.  

The first step would be to get kids situated in the classroom by establishing a warm and welcoming environment for students to thrive socially, emotionally, and academically. Almost immediately, kids would be given diagnostic assessments to determine their skills and knowledge in reading, math, science, and social studies. There would be no ceiling, no floor, no false constraints of what we mistakenly call ‘grade level,’ and no assumptions of what kids did or did not learn for the last 18 months. 

As a next step, teachers would immediately figure out plans for each kid. Group them by similarity (with flexibility built in as the weeks progress and diagnostic assessments are updated, enabling kids to move up, out, in, or over skill levels/topics) and by skills/knowledge, not age. Assign teachers by strength. Group size matters less than the effectiveness of the instructor. Use technology wisely and strategically.  

I’d incorporate this within my pet idea of ditching twelfth grade completely, except for those who need that year for final refinement of skills and knowledge. Instead, for that ‘senior year,’ 17-year-olds would spend their mornings working on life skills and reflecting on what they do in the afternoons, which would be working, volunteering, or interning (depending on family circumstances) with the elderly, with the young, or in nature. The 17-year-olds who qualify to work with youth would be assigned to assist teachers with tutoring so that differentiated instruction can be a real thing, rather than a myth.”

Mike Goldstein
Parent; School Founder; International Education Leader; General Education Polymath

“With a magic wand, I’d like to give students the choice to consume less K-12 public school, on an individual kid basis, with a very short leash/prove-it approach that’s easily revoked.    

Students would still attend school but less of it, possibly just three days each week. In exchange, individuals (not the school system) would take full accountability for their learning.  

At the elementary levels, students would attend school until lunchtime and then go home every day.  

High schoolers would unobtrusively come and go during class (no need to fake desire to use the bathroom). They could skip a whole class without penalty, while remaining accountable for the learning, and giving the teacher a timely heads-up.  

During these school breaks, high school students would have three choices. First, go to a school-designated lounge. Second, leave campus, go out for walks, or get coffee with a friend (many schools have had open campuses for seniors for a long time). Third, participate in anything fitness-related if a gym class isn’t already using the space/equipment.  

This idea starts with older students but works younger steadily, beginning with the uber-responsible kids and working toward the moderately responsible. It would require parent permission and freedoms would grow if students hit certain milestones.”

Joel Rose
Co-Founder and CEO, New Classrooms

“The pandemic laid bare the profound implications of reforms that were aimed exclusively at optimizing an approach to schooling born in the industrial era. It is time to redesign the way in which we do schooling in ways that by design are mindful of breakthroughs in brain science, that leverage advanced technological tools, that enable learning both within and outside the classroom, that meet the unique strengths and needs of each student, and that systemically support the development of the whole child.”

Yonatan Doron
Chief Partnership Officer, Branching Minds

“The pandemic shined a spotlight on a gross inequity with which most educators were already quite familiar: Many students (particularly students of color and students from rural communities and low-income families) still lack access to consistent, high-speed internet and devices at home. As more and more educational assessments, assignments, programming, and school-home communications have moved online, it’s even more important for policymakers and educational leaders to address the disparity so that all students can succeed.”

Daniel T. Willingham
Professor of Psychology, University of Virginia; Author of Why Don’t Students Like School?

“Modern physical plant for every school.”

Tim Daly
CEO, EdNavigator

“Unfunded teacher pension obligations. They are absorbing increasing amounts of education funding in some of our largest states and preventing badly needed investment and innovation.”

Michael J. Petrilli
President, Thomas B. Fordham Institute

“My magic wand would be teaching dramatically more history, geography, and science in grades K-3 when the kiddos return this fall. That’s because it solves three problems for the price of one! First, alongside teaching foundational reading skills like phonics and phonemic awareness, beefing up kids’ content knowledge (and thus vocabulary) is the best way to boost their reading comprehension. Second, teaching little kids about the wonders of faraway places and faraway times, and the mysteries of the natural world, is the perfect way to avoid the temptation to do terrible, boring, ‘remedial’ education in the wake of the pandemic. And third, the early years are the ideal time to give kids a solid grounding in these subjects, without all of the controversy surrounding topics like Critical Race Theory, given that almost nobody thinks 6-year-olds are ready for all of that.”

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.)

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

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?

Lauren M. Rhim
Executive Director and Co-Founder, The Center for Learner Equity

“If I had a magic wand, I would leverage this unique moment to 1) assess where students are and develop robust personalized learning plans for all students, 2) train teachers to effectively differentiate their instruction, and 3) leverage dramatic gains in utilizing technology to bring students back to schools that are actually designed to enable all students, including those with disabilities, to reach their full potential.”

Noelle Ellerson Ng
Associate Executive Director, Advocacy & Governance, AASA, The School Superintendents Association

“I’d fully fund the Individuals With Disabilities Education Act. A fully funded IDEA returns hundreds of millions of dollars back to local district budgets — funds that can be used on general education. Special education students are general education students first, so it would truly be a win-win-win.

I’d also love a magic wand solution to reliable, accurate poverty indicators for education programs as well as increased efficiency in data collection, where federal, state, and local databases could aggregate and share, while also adhering to best practices around student data/privacy and Personally Identifiable Information.”

Chris Minnich
CEO, NWEA

“We have to take this massive infusion of federal cash to reshape how schools are funded. Most schools are driven by the amount of resources they have. Obviously, there are outliers that do more with less, but with more money in the system, it’d be a great chance to hold higher-spending districts harmless, and plus-up the other districts to allow them to compete for talent, among other things.”

Raymond C. Pierce
President and CEO, Southern Education Foundation

“If I could wave a magic wand, the education issue that I would address right now is stability in the governance of our schools and examining ways to improve how our schools are governed. Our public schools cannot improve if they are not governed effectively and efficiently. We need to find, develop, and replicate successful models of school governance that promote local control and community involvement. The instability that is common among school district superintendents and other leadership is highly disruptive to students’ education.

As we look at this opportunity to reset public education following the pandemic, any strategies that states and other jurisdictions implement for improving education ought to include an examination and development of models of governance that address that goal. Despite numerous changes and innovations in education over the last century, the model of school governance has not changed. How do we preserve local governance while increasing the stability that has proven elusive given the political nature of school governance in our system of elected school boards?”

Vanessa Steinkamp
Texas Educator; Parent

“As an educator, my biggest concern for the upcoming year deals with the exacerbation of structural inequities caused by disparate COVID-19 restrictions in schools. The baseline will be harder to navigate as some students learned remotely, some learned through homeschooling, some learned in hybrid models, and some learned in person. It creates another set of variables for teachers to remedy, and I worry about the psychological effects of students’ learning taking a back seat to disease abatement. I want learning to be fun, engaging, and multifaceted. The pandemic really stifled creativity and student engagement. 

As a parent, my primary concern will be pivoting back to a student-centered classroom focused on skill-based engagement versus teacher-driven content. With 3-foot masking rules, collaboration and interpersonal skills were all but forgotten. Lastly, I want to see less technology (no more Zooms or computer scoring) and more student-to-student interaction.”

Christian Taylor
Two-Time Olympic Gold Medalist; Four-Time World Champion in the Triple Jump; Classroom Champions Mentor

“I would encourage educators to push the importance of students having greater awareness of current affairs. There is a lot going on at the moment and many opinions flying around but very few facts to highlight and move situations forward. I believe students and teachers should be able to discuss current affairs, voice findings, and, for certain ages, propose solutions. This could help students process the things they are taking in around them but also give educators an idea of how these issues are affecting the student body. Some issues may be distant and the student may not have any connection to it, while others reflect real-time situations they are faced with in their lives/communities.”

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.)