As a professional educator and aspiring administrator committed to life long learning and a firm believer in growth mindset, it is necessary to remain constantly aware of the changing climate of education on a national, state, and local level, so as to ensure all students have access to quality educational experiences. Below are a few topics and issues that already have had, or could have, a far reaching impact on teaching and learning.
New programs expanding Career & Technical Education (CTE) in response to a bill passed by the House in 2017 that focuses on improving CTE programming upon the realization that not all programs are equally funded or supported. It is imperative to balance early career opportunities in such fields with program features that will enable students to be successful even as these fields evolve over time.
There is continual need to develop and/or improve induction programs with mentoring and support throughout the beginning years for both new teachers and administrators as means to support new teacher retention. With the recent budget cuts in education, the Kentucky Teaching Internship Program (KTIP) and its funding is currently undetermined making it a larger priority of schools and districts to establish a plan to assist new teachers and/or administrators to reduce turnover and increase quality. Programs that provide opportunities for intense reflection and quality trained mentors are very effective. As cost may usually hinder the development of such programs in schools and districts, many local universities are beginning to offer partnerships with districts to help in this endeavor.
Paraprofessionals are often an untapped resource, but are essential to ensuring quality educational experiences for all students. As such, it is becoming necessary to find creative ways to embed professional development, or professional learning opportunities throughout the school day and year as a means to build skills to aid in working with those students who are of the most marginalized populations.
Professional Development or Learning is changing its focus and many districts are beginning to rely on the professionals within their district rather than opting to spend lavish amounts on speakers whose message may or may not align with each school's (and/or teacher's) current need. More districts are allowing schools, and teachers to focus on individual development of each teacher which has proven to be more effective for the most part.
As technology integration initiatives progress across the state, continued evaluation of the impact of these initiatives is essential to ensure pedagogy and content are not replaced by technology. While the implementation of Technology Integration Specialists is beneficial in helping teachers find solutions to effectively use technology in the classroom, school leaders must also be able to mentor teachers during this time of transition by demonstrating the ability to effectively model appropriate use of technology as a tool to enhance learning and as an instrument to replace teaching.
As more and more students experience trauma in their lives, many teachers and educators are looking for information on trauma-informed practices in order to help those students impacted to learn to thrive in the classroom. Current studies indicate that 25% of children under the age of 16 will have experienced some sort of trauma in their lives. Students bring their lives to school with them, no longer do children have the capacity to check their home life at the door and as such it is imperative for schools and teachers to implement and adapt classroom management strategies and instructional supports, as well as develop a supportive school climate for those who have experienced trauma as a way to help build their resilience. Programs such as Positive Behavioral Interventions Support (PBIS) can aide in this endeavor as it is designed to prevent rather than punish, therefore helping to teach students social skills and communication, which is essential in dealing with trauma.
Accountability changes are currently underway in order for the state to be in compliance with the federal Every Student Succeeds Act (ESSA). The new system is designed to allow more transparency and more parent/public friendly rating system to gauge progress in areas of achievement for all students including graduation rates and the closing of the achievement gap in all identified student groups. As with any new accountability measures, it is imperative for leaders to be on the forefront of any changes and to quickly and easily disseminate the information to all shareholders in the educational community.