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In Garrison, N.Y., along the banks of the Hudson River, lies a renovated monastery that is home to the Garrison Institute, a nonprofit organization dedicated to contemplative teaching, which focuses on inner healing and awareness. Over 150 teachers from around the U.S. gathered in early November at this scenic retreat for a symposium, “Advancing the Science and Practice of Contemplative Learning.”

The lack of stem [science, technology, engineering and mathematics] educators is a national crisis, according to education leaders such as Martha Cyr, executive director of the newly created STEM Education Center at Worcester Polytechnic Institute (WPI) in Massachusetts. So WPI is one of many higher education institutions nationwide focusing on preparing its undergraduates to teach STEM topics inside the classroom and, ultimately, prepare students for careers in science or math.

Teachers are more likely to stay in a school run by a principal of the same race as they, according to a new study released by the University of Missouri (UM). The study also reports that when teachers share the same race as their principal, they experience higher job satisfaction in terms of compensation and intangible benefits such as administrative support and encouragement. The study, published in the Journal of Policy Analysis and Management in September, used data from the National Center for Education Statistics.

This article is a republication with permission of "Effective Teaching as a Civil Right: 
How Building Instructional Capacity Can Help Close the Achievement Gap," by Linda Darling-Hammond, Voices in Urban Education no. 31 (Fall 2011), published by the Annenberg Institute for School Reform at Brown University in collaboration with the Chief Justice Earl Warren Institute on Law and Social Policy, University of California Berkeley School of Law.

Nancy Diana Jones has not seen irregularities in administering the state’s standardized tests in the Encinitas (Calif.) Union School District, which consists of seven elementary schools in San Diego County. Jones, as administrator of support services, has been in charge of standardized testing for seven years. She credits her office’s vigilance and a strong message from Superintendent Timothy Baird that “puts high-stakes testing into perspective and emphasizes that these tests are only one measure of student achievement.”

Last July, the Atlanta Public Schools became the poster district for teachers and principals behaving badly. State investigators found that, in 44 schools across the city, 178 teachers and administrators had systematically cheated on the state standardized tests taken by their students in 2009.

"Yeah, but I don't have enough time."

"Yeah, but I can't do that and cover my content."

"Yeah, but what if it doesn't work?"

"Yeah, but that's not how it was when I went to school."

What do you hear when people say, "Yeah, but?" Resistance? If you listen differently, you can hear opportunity.

The tornado struck the small southern town three weeks before schools were to end for the year. Eighteen people were killed, and the damage to property was extensive. All three schools were affected, and the high school was nearly destroyed. Numerous staff members at the high school lost their homes and needed time to put their lives back in order. School leaders initially considered ending the year early for the high school. Would that have been the best decision for students?

A recent survey of teachers reveals that classroom management, differentiating instruction and delivering effective intervention strategies are among new teachers' greatest concerns, according to Staff Development for Educators, which conducted the "New Teacher Survey."

SDE, which provides professional development training, seminars and conferences, and educator resources, polled more than 450 new and experienced teachers and administrators to learn more about the challenges new teachers face.

The Turnaround Mindset: Aligning Leadership for Student Success

Rowman & Littlefield Education $34.95

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