Archive | December, 2014

The Common Core and States’ Rights

Tuesday, December 30, 2014


by Dr. Charles W. Bindig – Editor of Edutrends

In the continuing education debate relative to student achievement, the constitutionality of an increased federal intrusion into K-12 education funding has been overlooked. It should be noted that the Constitution does not grant the Federal Government authority over education. The Founding Fathers understood that in order to maintain a healthy democracy, the population would need to be educated, but left that authority to the local state level.

Educators Must Keep in Step with their Digital Footprint

Friday, December 19, 2014


By Dr. Susan Foster Ebbs
Associate Professor at American Public University

Educators must be keenly aware of issues and considerations related to how their online presence is perceived. Hengstler (2011) shared that an educator’s reputation is often held and scrutinized to a much higher standard than other professionals. So it is very important that educators understand and manage their digital footprint.

Compassion Fatigue: Helping the School Counselor Cope

Friday, December 19, 2014


By Dr. Kimberlee Ratliff
Program Director, M.Ed. School Counseling at American Public University

Crisis management and intervention has become a common occurrence in a school counselor’s day. When the school counselor takes care of the emotional needs of students and staff during and after a crisis, it can take an emotional toll.

Teach For America Could Miss Recruitment Mark by More Than 25 percent

Tuesday, December 16, 2014


Growing criticism about Teach For America and a polarized education reform debate is affecting recruitment of new corps members and the organization “could fall short of our partners’ overall needs by more than 25 percent” next year, TFA officials say.

A note that co-Chief Executive Officers Matt Kramer and Elisa Villanueva Beard are sending out to the organization’s partner organizations (see text below) cites several reasons for the decline, including “polarization around TFA” as well less interest in teaching and public service by college graduates.

Creating Common Ground: Using Collaborative Problem Solving to Improve School Climate

Monday, December 15, 2014


By Susan J. Foster Ebbs
Associate Professor, M.Ed. School Counseling at American Public University

A positive school climate can foster the academic, emotional, social, career, and civic development of students. Ideally members of a school community work together to communicate and develop a set of values and expectations that ensures the growth and safety of every member and that everyone has a voice, responsibility, and accountability. Failure to ensure that this type of collaborative environment exists can cause a school community to fail to thrive, resulting in academic deficits, increased discipline concerns, lack of trust, and decreased communication.

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