Shanker Blog

Smart Education Technology: How It Might Transform Teaching (and Learning)

A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute on July 13, 2022. This is the third of these essays.

In “Smart Education Technology: How It Might Transform Teaching (and Learning),” Stephan Vincent-Lancrin takes us on a journey showcasing the transformative potential already being implemented in the classroom, while also taking a deep dive into how teachers can and will be affected by smart technology.

The First Fifteen Days: Building Community Through Civic Experiences

In the third post of Shanker Institute Constitution Day 2022 series, guest author Shawn Fisch, a UFT Teacher Center Instructional Coach at Long Island City High School and a Shanker Institute Civics Fellow, asserts that the skills practiced by the Founding Fathers in building a consensus for a new model of government is the same thing teachers repeat each year with classroom culture and norms.

There is no other feeling quite like the first day of school. A bunch of strangers come together from different places with different ideas and have to create a classroom/school where everyone can work together. In a sense, it is similar to the issue facing our new nation with the Constitution. How do we ensure that the values of the country are reflected in our curriculum? The answer is civics. The way we feel on the first day of school (for students and staff alike) can impact how we feel about our classrooms, our schools, and our communities. This year back to school was a statement of fact. Many students were literally returning back to a physical school building for the first time in years. It has been fifteen days since the start of the school year at Long Island City High School (LICHS). I’d like to take you on a journey with me looking at those 15 days through the lens of civics.

Education for Democracy

From 2005, Unionism and Democracy, sponsored by the Albert Shanker Institute in cooperation with the AFT International Affairs Department (edited). Given the fight for democracy today—given the assault on universal suffrage, on workers’ rights, on a free media, and an independent judiciary—it is worth revisiting this piece.

Within the AFT’s motto—“Education for Democracy, Democracy in Education”—are several important ideas. One is that the common good is served by the creation, through a public education system, of an informed and knowledgeable citizenry. That is why post-colonial Americans first agreed to pay for the education of other people’s children. Second is the idea that, beyond the democratic content of such an education, the public school system—as a common place for educating all children equally—transmits and promotes a democratic sensibility and culture. And third is the idea that if education is for democracy, then education system should be democratic itself and that free teachers unions can play a unique role promoting democracy, not only in the classroom but in the workplace. Teachers and other educational employees should, therefore, be fully empowered through the unions of their choice and that they control.

Proactive Union and Teacher Strategies for Shaping Technology in Education

A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute on July 13, 2022. This is the second of these essays.

The future is already here. Educational technologies and artificial intelligence are being utilized by schools and governments across the planet, and the frontiers are constantly expanding.

I Don’t Like History... But I Love Civics

In the second post of the Shanker Institute's Constitution Day 2022 Blog Series, guest author James Dawson, a UFT Teacher Center Instructional Coach at Paul L. Dunbar Middle School in the Bronx and Shanker Civics Fellow, contends that by infusing the concept of civic readiness into lessons, we are able to impart civic knowledge while encouraging civic engagement.

When I first started coaching my school's social studies team, I was excited and naive. Excited by the chance to share my enthusiasm for (and, if I flatter myself, my considerable knowledge of) history Old World and New, ancient and modern. I was surprised to discover that my retention of the latter was considerably less than I had envisaged; I was surprised and dismayed that only a few students shared my enthusiasm. The narratives of the human experience that had drawn me to my history classes, my teachers’ descriptions of the earthier and less celebrated sides of well-known historical figures, their ponderings on the “could-have-beens” that would changed the course of the river of time, enthralled me.

9/11 from New York to Jerusalem

Guest Author Sam Shube is the CEO of Hagar -- Jewish Arab Education for Equality, which operates the only bilingual, Arab Jewish school in the southern Israel. He also established Scout Troop Adam, Israel's first integrated scout troop. Originally published in The Times of Israel, September 12, 2022..

It’s been 21 years, but the Manhattan skyline remains tragically orphaned. Visiting New York on 9/11 brings back echoes of the panic and the fear that changed something, deep down, in the collective consciousness, the angst that stripped away our certitudes in the permanence of democratic life. I remember trying, desperately, to call the continental United States from my office in Jerusalem, eager for the slightest piece of news about my older brother who worked on the 66th floor of 2 World Trade Center. Communications, of course, were down, and it took several hours until I heard that he had surfaced, covered in soot, in lower Manhattan.

A.I.’s Impact on Jobs, Skills and the Future of Work: the UNESCO Perspective on Key Policy Issues and the Ethical Debate

A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute on July 13, 2022. This is the first of these essays.

In “A.I.’s Impact on Jobs, Skills and the Future of Work: the UNESCO Perspective on Key Policy Issues and the Ethical Debate,” Gabriela Ramos, Assistant Director-General at UNESCO, discusses how artificial intelligence does not necessarily need to be a boogeyman. If AI is developed with people in mind, then the inclusive possibilities of AI are infinite. Ramos discusses these possibilities, and the path to get there, while focusing on the key issues of gender and discrimination.

The Constitution Holds the Government Accountable

In this first Constitution Day 2022 Blog Series post, Guest author Sean Thomas, a Shanker Institute Civics Fellow and National Board Certified Teacher, encourages his students to develop a deep personal relationship with the U.S. Constitution because when students become aware of how to exercise their democratic liberties, they can accomplish amazing things.

Democracies work best when the citizens of a nation hold their government accountable. In democracies, the people must take responsibility for their government, its actions, and its laws, because we are the people who put our political leaders in power. The personal responsibility to hold the government accountable is a benefit to all of society. John Locke said, “…by consenting with others to make one body politic under one government, puts himself [people] under the obligation to everyone in that society.” In order to do this, the people must be aware of the role of government and the job it’s supposed to fulfill. The citizenry must also be aware of when the government is overstepping, so it can check the government’s power. For the United States, the rule of law that establishes the role and limitations of government can be found in the seven articles and twenty-seven amendments contained in the U.S. Constitution.

As a teacher, I encourage my students to not only read the U.S. Constitution, but also to have a deep, personal relationship to it. If students develop this relationship, they have the ability to understand the debate around what the different clauses in the Constitution mean. They can develop an informed position on the rights that are ensured to the people and they can challenge and discuss the variety of interpretations presented to them by politicians, media pundits, and other parts of society. It also helps my students realize that interpretations change over time and allows them to advocate for issues and causes they are passionate about through constitutional arguments. Most importantly, it teaches my students not to be controlled or overly influenced by people who provide interpretations of the Constitution to support a specific political agenda.

Painting a Portrait of Professional Learning for the Science of Reading

Assumptions about homogeneity are baked into schools and schooling; grade levels are sorted by student age, classrooms by numbers of desks, and sets of standards specifying what to teach and when students will reach proficiency. While most people understand and would agree that students’ needs and rate of learning vary greatly, we seem to forget this when it comes to adult learning. Based upon this, we emphasize not all teachers need the same learning experiences and environments to develop expertise.

Teachers differ in the nature of their personal and professional experiences, in the assets and dispositions they bring to the job, in the role they play in their particular schools, and in their specific goals as educators. Thus, the professional learning opportunities available to them should not be one size fits all. This is easier said than done. Differentiating professional learning in any domain is complex, and reading is no exception. It is easier to book a speaker and order some materials than it is to design opportunities for professional learning that meet each educator where they are. Yet, for Science of Reading (SOR) based reforms to be implemented in ways that make a difference for students, coherent, contextualized, and engaging professional development on the SOR is crucial.  

As a wave of reading reform, legislation related to the SOR represents an attempt to focus instruction on the explicit teaching of foundational skills, based on research that affirms the importance of phonemic awareness and phonics in beginning reading. Many SOR reforms aim to boost the knowledge and skills of individual teachers, with less attention to the ecosystem of schooling where these teachers are embedded, or to how leaders and teachers collaborate to improve instruction. SOR reforms often mandate that districts adopt new curricula and teachers teach with these materials. But implementing SoR reforms is complex, as it simultaneously involves individual learning and organizational change. Therefore, as we have described here, here, and in this podcast, it is crucial to align professional development, curriculum, and leadership – the three pillars of the reading infrastructure. These pillars enable instructional improvement by creating organizational conditions for systemic change. In this post, we concentrate on the professional development pillar.  

NEJPP Editor's Introduction to the Future of Work Series

A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute on July 13, 2022. Each week for the next nine weeks the Shanker Blog will feature one of these essays. This is the introduction to the series by NEJPP's founding editor, Padraig O'Malley.