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What changes next? TEACHER EVALUATION Dr. Eileen Schwalbach, Arts ’72* President of Mount Mary College

Photo by Ben Smidt

“One change that will affect K–12 urban education in the future is the anticipated revision of the teacher evaluation process. Though the details have not been finalized, one can predict that even greater accountability will be expected of teachers to ensure that all children are learning at high levels. Teachers in urban schools, educating the most challenging students, will need to pool their knowledge, share lessons, examine classroom data and relentlessly work together to do whatever it takes to ensure that all children will achieve.”

BLENDED SCHOOLING Dr. Howard Fuller, Grad ’95* Director of the Institute for the Transformation of Learning “There will be a continuing move toward blended schooling. Students will continue to come to a facility for instruction but will spend a considerable amount of time using online programs. The quality of these tools will continue to improve over time. This, coupled with a continued push for ensuring that every student has a quality teacher, will have an impact on how teachers are developed and how they are used in the building. Two examples that are currently in use will become much more common: (1) The high-performing teachers will be videotaped, and their lessons will be made available

to other classes; and (2) These same teachers will develop modules of their lesson plan preparation and their instructional practices, which will be used by their colleagues to improve their teaching preparation and their interaction with their own students. “In addition to blended schooling, there will continue to be a focus on evaluating teacher performance based on the academic results of their students. This will force teacher preparation programs to evaluate the effectiveness of their programs based on the academic results of their graduates’ students.”

24–7 STUDENT FOCUS Dr. Arnold Mitchem, Grad ’81* President of the Council for Opportunity in Education “One thing that will change with respect to K–12 education? The number and percentage of low-income students will continue to increase. Public, parochial and charter schools will increasingly recognize that they can’t be expected to do it alone and will look to other partners — colleges and universities, community groups, businesses — ­ to provide networks to support students and their families. There will be increasing recognition that accountability doesn’t begin and end with schools but that the whole experience of children and youth — in school, after school, Saturdays and summers — must be viewed as time to be used in assuring that all America’s children are college- and career-ready.”

Photo by Ben Smidt

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