Issue link: http://digital.copcomm.com/i/281716
March 2014 isea.org • ISEA Communiqué 2 NEWS bRiefS progress in teaching and learning, and finally, pledge to make continuous adjustments to improve teaching and learning for each and every student. So the first step is for policymakers to treat teachers as professionals and listen to what we know is needed. Give us the resources and time—time to learn the standards, collaborate with each other, develop curriculum that is aligned to the standards, and time to field-test the standards in classrooms to determine what works and what needs adjustment. we also need the financial resources for updated textbooks and fully aligned teaching and learning materials. Second, work with educators—not around us—to determine how to properly use assessments in classrooms across America. it's beyond me how anyone would ask teachers to administer tests that have no relation whatsoever to what they have been asked to teach. that's exactly what's happening in too many states. old tests are being given, but new and different standards are being taught. how on earth does that give any teacher, student, or parent information that is relevant to what they need to know or how they can improve? why would we waste valuable learning time for students? then, to make matters worse, many states are proceeding to use these invalid test results as the basis for accountability decisions. this is not 'accountability'—it's malpractice. in states that have made a commitment to involving teachers up front and providing teachers with the time, training, and resources they need to make the standards work, educator support for the standards is strong. So if better teaching and learning is our goal, then policymakers need to implement educators' common sense recommendations to get implementation on track: 1. Governors and chief state school officers should set up a process to work with the neA and our state education associations to review the appropriateness of the standards and recommend any improvements that may be needed. 2. common core implementation plans at the state and local levels must be collaboratively developed, adequately resourced, and overseen by community advisory committees that include the voices of students, parents and educators. 3. States and local school districts must place teachers at the center of efforts to develop aligned curriculum, assessments and professional development that are relevant to their students and local communities. 4. States must eliminate outdated nclb-mandated tests that are not aligned with the new standards and not based on what is being taught to students in the classroom. 5. States must actively engage educators in the field- testing of the new assessments and the process for improving them. 6. in any state that is field-testing and validating new assessments, there must be a moratorium on using the results of the new assessments for accountability purposes until at least the 2015-2016 school year. in the meantime, states still have other ways to measure student learning during this transition period—other assessments, report cards, and student portfolios. 7. Stakeholders must develop complete assessment and accountability systems. it takes more than one piece of evidence to paint a picture of what students are learning. testing should be one way to inform effective teaching and learning—not a way to drive it. i know that neA members are committed to seeing the promise of the standards fulfilled. but we can't do it alone. elected officials, school administrators, and other stakeholders are part of the accountability system, too, and that means stepping up and accepting more responsibility to get ccSS implementation right. there's too much at stake for our children and our country to risk getting this wrong. NEA President: We Need a Course Correction on Common Core Continued from page 1 the iSeA offers scholarships to help sons or daughters of Association members become educators. Applicants must be a member of the neA Student program and have completed 60 semester hours (or equivalent) or they must be considered a junior at the college or university in which they are enrolled. A statement of enrollment in the teacher education program is required. in addition, applicants must indicate by their transcript and a written statement their intent to become an educator. the deadline for applications is January 15. "we are pleased to be able to award these outstanding young men and women assistance in continuing their education in our profession," said iSeA president tammy wawro. "the iSeA scholarship is a great way to encourage young people who are entering a very rewarding and valuable career," wawro added. 2014 ISEA Scholarships announced Congratulations to the 2014 ISEA scholarship winners! isaac Ales—university of northern iowa (tammy Ales, Muscatine eA, Mbuu) Andrea bernard—iowa State university (Kathy bernard, Sioux city eA, Suu) Stacy clark—university of wisconsin- platteville (craig and Sandy clark, pleasant Valley eA, Mbuu) Riley Galvin—iowa State university (eric Galvin, des Moines eA) Ronda long-birdsall—buena Vista university (cindy long, Glenwood eA, Swuu) Kayla naber—luther college (Glen naber, pleasant Valley eA, Mbuu) Andrea nelson—university of northern iowa (deb nelson, clarinda eA, Swuu) Rebecca Rankin—iowa State university (carl Rankin, bedford community eA, Swuu) Megan Russell—iowa State university (Sue Russell, denison eA, Swuu)