By Carolyn Lieberg and Christine Mason. We are hearing more and more about state level concerns regarding the Common Core State Standards (CCSS).  States are beginning to suggest that they want to maintain their own state identity (and expectations for schools), that what is relevant in one state may not be of the utmost importance in their own state.  States are concerned about whether the new tests that are being designed are valid, about whether schools are prepared for th

What have we learned about principals and the CCSS? Over the past few years I have worked with NAESP to help understand the role of principals in implementing high academic standards.  NAESP’s research tells us that principals, while they are supportive of the broad intent and implications of the high standards such as CCSS, are concerned about all the practicalities involved in implementing the standards in schools. Many principals have felt under prepared for their specific

By Kevin Manning, Astronomer and CEI Trainer and Christine Mason, CEI Executive Director What do your students and teachers know about “dark energy” and “dark matter?”  Do they know how much of the universe is composed of dark energy? Have they had opportunities to explore the vastness of space?  Do they know anything about the accelerated expansion of the universe? Have they investigated the big bang theory? Do they understand supernovae, exploding stars, and energy vacuums?

By Christine Mason. I have long considered ‘rigor’ to be the sweet spot of the Common Core State Standards.  In fact, by implementing the Common Core and other high academic standards, schools begin to focus more on deep conceptual understanding, problem solving, and critical thinking, then we may in fact be achieving some worthwhile ends.  However, as I talk with schools and districts, I am wondering ‘where is the focus?’ Here are a few focus questions for principals and oth

In today’s technological age, many students already use and own devices of their own, and incorporating these already familiar tools into the classroom in new and innovative ways can increase access to a 21st century climate in your school. We are truly encouraged by the variety of innovative apps that are available today and realize that it is quite the task for schools to stay updated, which is one of the reasons we are providing you with these guidelines.  With the guideli

by Victoria Zelvin. Is your school tech savvy?  Do you have a lead technology teacher?  How are technologies found and promoted?  Is there a regular ‘technology fair’ at your school?  In this technological age where many students already own and operate various (and often multiple) mobile devices of their own, it makes sense for educators and innovators to incorporate innovative apps and other technologies in their classrooms. Here are a few (free) technological resources for

As the 2014-15 school year rapidly approaches, many schools in the country must make instructional shifts to move students toward rigorous independent thinking and learning under the Common Core State Standards (CCSS). According to two recent National Association of Elementary School Principals (NAESP) briefs co-authored by Center for Educational Improvement (CEI) Executive Director Christine Mason, the majority of the nation’s elementary and middle-level principals are conce

CM:  Dr. Green, when and why did you become interested in engineering? Were there any teachers or classes during your K-12 years that pointed you in this direction? KG:I have been interested in mathematics nearly all my life. I fell in love with learning math back in elementary school. I really wanting to learn the times table and asked my mom to work with me using Flash cards. I learned that I could learn math if I put in the necessary time. My early interest in math, and th

So in this high-tech era, with robo-dogs, 24/7 communication at our fingertips, entertainment on demand, quantum computers, and an ever evolving global awareness as we are able to get sound bites from distant lands, where does nature fit?  Does it make a difference?  Is global warming something to “simple observe” or could we become more active in halting the damage to our ozone?  Is there a role for schools? Given our world with the kaleidoscope of needs and CEI’s mission, w