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Two kindergarten classes are speaking Spanish throughout most of their days in a successful opt-in, dual-language program in the Tigard-Tualatin (Ore.) School District.

A principal’s job is only getting harder, according to the latest MetLife Survey of the American Teacher. A whopping 75 percent of principals feel the job has become too complex, and job satisfaction rates decreased nine percentage points in less than five years, to just 59 percent. And seven in 10 principals say their job responsibilities are very different from what they were five years ago.

With the Next Generation Science Standards coming soon, elementary school teachers need more preparation to effectively teach complex STEM subjects, according to the fifth National Survey of Science and Mathematics Education, released in February. While about 80 percent of elementary teachers feel very well prepared to teach reading/language arts and math, less than half feel very well prepared to teach science, and only 4 percent are prepared for engineering, the nearly 7,800 respondents nationwide reported.

A month after the Sandy Hook massacre, educators across the nation were asked: “Do you feel safe?” Most of them did.

A Griegos Elementary School student in Albuquerque uses an iPad in the library, which has a portable cart of about 30 iPads—known as Computers on Wheels.

For years, there’s been an ongoing discussion about the digital divide between the “haves” and the “have nots.” As technology has advanced, so has that gap, which is driving fundamental changes in how we work, learn, and live.

Administrators, educators, and nonprofit entities nationwide have been trying to lessen that gap over the past decade. With newer, lighter technologies like tablets and ultra-light laptops like the MacBook Air, some schools are considering getting rid of textbooks altogether and going digital.

Mary T. BarraSTEM AWARD

Mary T. Barra, General Motors’ senior vice president of global product development and an active supporter of STEM, will be the first woman to receive the 2013 Industry Leadership Award from the SAE Foundation, a global charity supporting STEM learning.

District of Columbia Public Schools in Washington, D.C. are retaining far more higher-performing teachers than lower-performing ones due to recent reforms, making it the first urban district in the nation to demonstrate this effect, according to research by The New Teacher Project (TNTP).

Improving special education teacher training is a priority in many U.S. districts, especially considering shrinking school budgets. This fall, 22 states received a total of $24 million in grants from the U.S. Department of Education to invest in the teachers who have the biggest effect on the outcomes of students with disabilities.

Though the Chicago Teachers Union approved a new contract in September, the aftermath of their eight-day strike has led to debate over the role of teacher unions in education reform; specifically, whether unions should be allowed expansive collective bargaining and striking rights under state law, or if these rights impede reform.

The second annual Follett Challenge encourages educators to align their curriculum to teach 21st century learning skills—and is offering double the prize money as last year to those who do. Educators from all departments in schools can enter to demonstrate how their programs develop critical thinking, communication, creativity, and collaboration between students and among educators in a 21st century setting, no matter the resources available.

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