# data[].attributes.body
I was guessing that the amount of teachers during Covid would decrease. I'm sure teaching on zoom isn't fun and is hard to connect with students and some teachers are older and can't risk getting something like Covid, or a teacher is living with someone that would be greatly impacted if they got Covid. I'd say you could look at it the same way for special education teachers and bus drivers. It would make sense for the other types of staff to decrease within a school too. The diversity within teachers and students is not very good, and there's a drastic difference between things like race, and ethnicity, or poverty lines. There seems to always be a majority rank in most schools.

# data[].attributes.body
This article talks about the struggles of public school and how it impacts each individual teacher and student. A very common problem in the public school system is the burnout teachers go through because of the continuous work that teachers have to deal with for 5 days a week, which weekends aren't always free time. A lot of the times the struggles aren't just the teachers and impact the students too. Some common struggles students face impacting their academic performance are poverty, chronic absenteeism, anxiety and depression, bullying, drug use, school fights, alcohol use, and gangs. Cell phone use and the student and teacher relationships have also greatly impacted the public school system.

# data[].attributes.attachment_link.title
What Teachers Want the Public to Know | NEA

# data[].attributes.attachment_link.description
In a new survey, K-12 teachers talk about the challenges they face every day in the classroom.

# data[].attributes.body
Teaching isn't always easy, especially your first year. Articles like these are made for first year teachers to learn tips to have a better classroom. Setting clear expectations with your students was the first tip. Write and create a plan book, make friends with your coworkers. Having a coworker you are close with can make the years breeze with lots of help. Especially if they are a teacher that has been teaching for years. Learn how to use google images, keep your space clean, ask questions, get organized digitally and traditionally. Teaching in modern day requires a lot of technology, understanding how to use it will help you in the long run. Use less paper, decorate your room, gather lots of helpful supplies before the year starts, find out different strategies to gather students attention, play music, create appropriate relations and bonds with your students, and lastly don't reinvent the wheel. Teachers work very hard to create fun and unique ideas, but going towards the safe side of creativity can save you a lot of unnecessary work.

# data[].attributes.attachment_link.readable_text
I entered the classroom as a first year teacher with an optimistic attitude, a love for kids, a belief in public school, and the FULL understanding that I had NO idea what I was doing. As a Teach for America corps member, I had gone through an intense summer training, but despite all the theory, methodology, and student teaching I absorbed, I knew that my biggest weakness was not knowing what I didn't know...

Oh, how quickly I realized the ever-dynamic aspect of classroom teaching. A couple of decades later, I'm still not convinced that any stellar teacher prep program can do the field of education justice. The sheer amount of variables that a classroom of unique individuals brings with them makes for an awe-inspiring journey, year over year. Explore essential tips and invaluable advice for new teachers embarking on their exciting journey in education!
Nearpod can support you in creating interactive lessons, accessing standards-aligned lessons, keeping students engaged, and tracking real-time insights into student learning. Sign up for Nearpod below for free!

Advice for new teachers: 22 First year teacher tips

I've listed twenty such tips of my own to get this valuable cheat sheet started for first year teachers:

1. Set clear expectations with students

Set clear expectations first thing and reinforce them often during the first month of school. Emphasize processes and routines, and follow through on expectations and consequences consistently. Remember, it's easier to pull back and be less strict than it is to become more strict when it comes to classroom management.

What's your signal to get your students' attention? I use the doorbell. Practice the routines and procedures all year long, not just at the beginning of the year. Teach your students ways to find a solution to their problems... I teach the students that there are kid problems and kid solutions and grownup problems and grownup solutions.
Elizabeth Torres Maldonado, PioNear

2. Write and create your planbook digitally

So many unexpected hiccups can derail your best-laid plans, so design with flexibility top of your mind and an eraser in hand. Writing plans on mini sticky notes is also helpful.

Consider making your planbook digital as well, so it's always easy to organize, edit, sort, and search for the resources you need.

3. Make #besties

Establish strong relationships early on with the front office assistants and the custodians, as you will need them in your court countless times week in and week out (if not daily). They have eyes and ears on all aspects of the school community, and they will be your go-to ally in many instances, promise.

Give yourself the gift of not having to know everything. Don't be afraid ask ask ask questions of veteran teachers you trust. PLUS, the office manager and the custodian can save you, make friends with them!
James Staton, PioNear

4. Google (image) it

Search online for "teacher hacks" when it comes to classroom organization and advice for new teachers and then click on the Images tab. You'll be surprised at the ingenious ways teachers use shoe bags for craft supplies and dish racks to organize technology.

5. Keep your space clean

A dustbuster, a Mr. Clean Eraser, and a fragrant plug-in will keep your classroom in tip-top shape on a day-to-day basis. However, please keep allergens in mind when it comes to fragrances! Remember to check school policies before introducing any scented products.

6. Ask questions!

Best PD might be right down the hallway. Don't be afraid to ask your fellow teachers for feedback or help when you need it or when you feel overwhelmed. They won't think less of you! And, all the teachers I've worked with have always bent over backward to help if I asked for it.
Brittanie Payne, PioNear

There are no stupid questions, only answers. No matter who asks, the teacher or the student.
Martina Matejas, PioNear

7. Get organized digitally andtraditionally

Organize one master copy of your printed materials - lessons, worksheets, and resources - in plastic sleeves. Put those sleeves in sequential order, pair them with lesson plans and notes, and group them thematically in labeled binders that can be on a shelf within reach.

8. Paper, please!

Consider ways to cut back on paper use and save that tree by using digital alternatives on Nearpod such as Draw It, Drag and Drop, and more to support classroom activities and collaboration.

You can also seek out local companies to donate, put in requests with DonorsChoose.org, or ask your classroom families to contribute, but you will go through a lot of paper in any given school year, and the worst is having plans but then running out of paper for copies.

9. Color counts

Regardless of your students' ages, go all out in decorating and covering classroom walls with colorful learning resources and rotating student work. You all spend hours in your room, so treat it like a second home that you all want to take care of.

10. Don't pick at it

A staple remover will save your fingers and fingernails! This handy dandy little plastic contraption will be your new best friend. Invest in more than one sense those little guys can easily be misplaced or lost.

11. Remember to hang tough

Invest in several rolls of blue or green painter's tape instead of masking tape to adhere student work to the walls. Regularly change out so kids can see their hard work appreciated. However, when true staying power is needed, especially on those concrete classroom walls, turn to ever-impressive duct tape.

12. Don't go red

Vary the colors of the pens you use when reviewing work so that kids don't associate being wrong with color. Create a robust feedback loop by considering other ways to provide feedback besides with a pen, like video feedback or a face-to-face conference. Cultivate the mindset of "failing forward," and remember that a sticker (for all ages) goes a long way when it comes to recognition!

13. Try out different ways to channel students' attention

Research ways to help channel children's attention - put a strip of velcro under desks for some tactile stimulation, add a red card to the corner of desks for focus, use exercise balls instead of chairs, and practice group breathing exercises to help kids embrace mindfulness.

14. Play music

15. Build meaningful relationships with students

Sounds simple enough, but do find the time to get to know your students on a personal level. Have them fill out a questionnaire, conduct mini-conferences, and reach out to their families continuously throughout the year to establish an authentic relationship. You can use Nearpod's Polls or Collaborate Board to conduct questionnaires and collect feedback. Weave in social and emotional learning (SEL) moments with your students in your daily instruction to reinforce relationship building.

Relationships matter! Get to know the ins and outs of your students and their families! Making those connections from the start will make for a successful school year and carry you through the thick and thin! It's as simple as knowing your student's favorite sports team or what they enjoy doing on the weekend. Those little things go a long way!
Caitlin Arakawa, PioNear

16. Stick to a routine

Your students will thrive with it, your families will appreciate it, your administration will expect it, and don't worry - there's enough good daily drama within classrooms that your day will never be boring!

17. Plan for the unexpected

Have a sub folder ready to go with the practical notes about your students and their schedules, plus a host of turnkey activities that a substitute teacher can use in your absence; especially for those unplanned ones.

We've compiled a list of tips to make sub teacher plans a smoother experience for classroom teachers, substitute teachers, and students.

18. Leave it behind

Don't bring (too much) work home with you. Teachers' prep and grading work is never done, so do try to set strict limits so that you have a balanced work-home life.

19. Design your own PD

In this day and age, seek out recommended ways to hone your craft. Consider reading the Wong's tried-and-true handbook, The First Days of School: How to Be An Effective Teacher. Discover the many free options such as listening to educator podcasts, subscribing to blogs, registering for webinars, or taking an online course.

Friendly reminder to register for Camp Engage, Nearpod's free virtual professional development for educators! Camp Engage happens several times a year - around February, July, and November.

20. Provide alternative ways to communicate

Giving out your phone number may be a controversial tip, but I relied on my phone both as a way for students to reach me so that they were never left with unanswered questions and so that I could simply connect with their caregivers to share a good story.

You can also use a parent communication app like Remind or ClassDojo. You can also create a Google Phone number that you can discontinue at any time.

I would suggest seeing if there's one that is commonly used in your building that the parents are used to, in addition to seeing which platform offers the best options that you'd like it to do.
Jennifer Wentworth, PioNear

21. Give yourself bathroom breaks

Another good tip would be "never give up an opportunity to go to the bathroom!" I can't tell you how helpful that has been.
Jennifer Wentworth, PioNear

22. Don't reinvent the wheel

And breathe!

Accept that you will make mistakes, veteran teachers do too. Learn from them and move on.
Anne Ruifrok Walker, PioNear

Start using Nearpod in your classroom

Take care of yourself and have patience as you learn and grow as a professional. I learned as much, if not more, in Year 2 than in Year 1, so stay open to being that lifelong learner that we're all trying to inspire in our students. Now, we're looking to you all to help this school year's cadre of first year teachers maintain their optimism, face challenges head-on, and rise to the ranks of "veteran teacher" (not sure I've made it yet!).
Nearpod can support you in creating interactive lessons, accessing standards-aligned lessons, keeping students engaged, and tracking real-time insights into student learning. Sign up for Nearpod below for free!

# data[].attributes.attachment_link.title
22 Tips I wish I'd known as a first year teacher

# data[].attributes.attachment_link.description
Experienced educators share what they wish they would have known as a first year teacher. Explore tips in this cheat sheet for new teachers.

# data[].attributes.body
I love that this article breaks down the concepts and rules of how the public school system works. This is especially helpful to parents that are new to the country as the article suggests it's for. The article starts off by ensuring that public school is free to attend, anyone can come to a public school no matter your immigration status. Then they show the steps of a public school system being Elementary school ages 5-10, Middle school ages 11-13, and High school ages 14-18. They break down the curriculum and the grading system, school expenses and school meals. A very important addition that they mentioned was the rights your child has as a student, which are your child cannot be treated differently because of their race, skin color, national origin, sexual orientation, disability, religion, or status, if your child does not speak English they are a right to free language assistance, they can express religious practices at school including wearing religious clothing, and your child has a right to privacy meaning teachers can not as about their immigration status. They lastly talk about extracurricular activities, college preparations, and other types of schooling such as private, charter, and homeschooling.

# data[].attributes.attachment_link.title
Learn about the public school system in the USA | USAHello

# data[].attributes.attachment_link.description
In the USA, public school is available to everyone. Learn about types of schools, parent responsibilities, free meals, school safety.

# data[].attributes.body
This article wonderfully explains five top social issues that students face in modern day society. Mental Health has increased significantly over time and I believe since Covid that increase has doubled. Students struggle with mental illnesses such as depression, anxiety, and bipolar disorder which makes it incredibly difficult for those students to learn. Bullying has always been active but now with technology coming into play in many students lives cyber bullying has made a very popular upbringing. Some students even use certain substances and it's becoming a trend to use them in schools. Social inequality and discrimination continues to stay in a schools and affects students consistently, and lastly environmental issues.

# data[].attributes.attachment_link.provider_name
Screentime Monitoring | Safes Parental Control App

# data[].attributes.attachment_link.title
Top 5 Social Issues Impacting Students Today

# data[].attributes.attachment_link.description
Die Schüler von heute stehen vor sozialen Problemen, die sich auf ihre Gesundheit und ihr Lernen auswirken können. Dieser Artikel beleuchtet die Top 5 Beispiele für soziale Probleme für Studenten heute.

# data[].attributes.body
Technology has become a huge part of modern day schools and this article provides three reasons why schools and teachers use technology in the classroom. Their first reason is it helps teachers with more tools to help students with learning. Each student learns in their own way and technology can accommodate each type of style. The younger generation of students learn best and pay more attention using electronics because that's what they grew up with. Their last reason was teachers that excel in technology can further their education to something technology related.

# data[].attributes.attachment_link.readable_text
A common purpose unites educators across cities, districts, schools, and grades: to help students learn. The school closures during the pandemic forced teachers to quickly adopt new methods of online instruction and learn how to use technology in the classroom.

While the process was often frustrating, 87% of educators surveyed by the EdWeek Research Center in 2020 reported that their ability to use educational technology (EdTech) effectively improved.

EdTech is not a fad; it's the direction in which education at nearly every level is going. Here are the top three reasons why teachers should use technology in the classroom.

1. Technology in the Classroom Provides Teachers With More Tools To Support Students.

In addition to resources like textbooks and worksheets, technology equips educators with various tools to help students develop a better understanding of the material.

Because students learn in unique ways, incorporating more learning methods increases the likelihood that all of your students will grasp the concepts you teach.

Technology Accommodates a Variety of Learning Methods.

Whether students learn best through lectures, reading, examples, or video, technology allows teachers to accommodate every learning style.

Students can learn via online videos, audiobooks, interactive online games, and more, all at their own pace. And because online content is easily updated, you and your students can immediately access the most recent information.

EdTech Statistics

Published in December 2019, the Organisation for Economic Cooperation and Development released the Information and Communications Technology Survey, taken by more than 340,000 15-year-olds across the world in 2018.

McKinsey & Company provided a recap of the findings related to technology in the classroom . Consider these statistics:

Students in the United States who achieved the highest outcomes for reading and science spent more than 60 minutes per week in the classroom on a device.

Students in the U.S. who achieved the highest outcomes on homework for reading, math, and science spent more than 60 minutes per week on a device for homework.

Students in the U.S. perform better in reading when both the teacher and students use devices in the classroom or when the teacher solely uses a device in the classroom.

Stream.io Inc. also published a list of EdTech statistics :

In the summer of 2020, 93% of U.S. educators reported that they conducted at least some teaching online from home.

As a result of the school closures because of the pandemic, 58% of education professionals have a more positive opinion of EdTech.

As opposed to the global average of 37% of students, 71% of U.S. students claim to use laptops in the classroom.

You can become a more effective educator by leveraging technology in the classroom.

2. Students Become Active Participants in the Learning Process by Using Technology in the Classroom.

The traditional teaching method is for an educator to stand at the front of the classroom and deliver information about a subject. In this classic lecture style, students are passive participants. In other words, they only receive information.

Technology in the classroom helps students engage with the material they're learning. From online educational games to immersive virtual reality, EdTech enables students to become active learners. For example, challenge-based gamification can improve students' performance by up to 89% .

Technological resources frequently used in education include:

Interactive online quizzes, such as Kahoots or Quizlet.

Virtual games or simulations where students put knowledge into action.

A smart board or interactive portable whiteboard, where students can diagram a sentence, solve a math equation, and more.

Access to computers for online research.

Online video series that dives deeper into subjects.

Presentation tools, such as PowerPoint, Canva, and Prezi.

Technological tools don't have to cost a lot. There are multiple free resources you can use to enhance your students' education.

3. Teachers Who Become Experts at Using Technology in the Classroom Can Advance Their Careers.

In addition to the standard knowledge and skills required, more institutions seek educators who have experience using technology in the classroom.

The EdTech field offers education professionals incredible opportunities to advance their careers. As more educational institutions adopt technology in the classroom and as technology rapidly expands, new job opportunities in EdTech continue to emerge.

Common EdTech roles include:

Academic Operations Manager

Chief Learning/Technology Officer

Classroom Teacher

Curriculum Design Manager

Director of Online Learning

Innovation Director

Instructional Designer

The most effective way to become competitive in EdTech is to advance your education. With a master's degree, you can access more leadership opportunities.

Concordia's Master of Education in Educational Technology & Innovation is designed for educational professionals seeking to enter and advance within the EdTech field.

CTX Master's Degree in Educational Technology

The Master of Education in Educational Technology and Innovation (MEd EdTech) at Concordia University Texas is a 16-month online program that will prepare you to become a leader of instructional technology within the fields of education and organizational development. The MEd EdTech interweaves the International Society for Technology in Education (ISTE) standards.

Concordia's MEd EdTech program equips you with the knowledge and skills to develop and implement innovative teaching practices that leverage cutting-edge technology to meet the needs of students, staff, and organizations.

Dr. Alex Herron, the associate vice president of Digital Learning and Operations, said:

Students in the MEd EdTech program look at digital learning and technologies from many different perspectives and think critically about the short and long-term effects on users. The MEd EdTech is about learning how to apply the right digital learning tool at the right time and in the right setting to maximize learning.

Who Can Apply?

The MEd EdTech program at Concordia is designed for anyone with teaching certification OR at least one year of experience in the technology field.

Why Earn a Master's Degree in EdTech?

In addition to expanding your knowledge, a master's degree sets you apart in the marketplace. You will become a more competitive job candidate able to leverage technology to optimize learning.

Why Choose Concordia?

Concordia developed the MEd EdTech program in partnership with the Texas Computer Education Association. The program equips you with the knowledge to identify current and emerging technologies and the leadership skills to implement innovative technology in the classroom.

Additionally, Concordia's MEd EdTech program offers:

A flexible online format.

Individualized attention from accessible professors.

Classes that are regularly evaluated for relevance.

An exclusive tuition discount for TCEA members.

# data[].attributes.attachment_link.title
3 Reasons Why Teachers Need To Use Technology in the Classroom

# data[].attributes.attachment_link.description
Technology provides educators with many advantages. Discover the top three reasons teachers should use technology in the classroom.

# data[].attributes.body
This article breaks down the legal and ethical ideas of the education system. First starting off with what the ethic code is and how it got brought into the education system. Then how the amendments specifically the 1st and 14th affect schools and students. The rights of teachers and students are listed, with a final note about the current issues that schools face today that are legally handled.

# data[].attributes.attachment_link.readable_text
A high school English teacher is planning to have his students read The Bluest Eye by Toni Morrison. Set during the Great Depression, the main character searches for her identity and sense of self. In addition, there are themes of race, class, exploitation, and sex. Can the teacher include this book in his reading list for the year even though it was banned by the Parent Teacher Association (PTA)?

Actually, there is no clear answer for this teacher. The National Education Association (NEA) Code of Ethics suggests a standard of reasonableness. When making decisions as a teacher, ethics oftentimes presents a 'gray area' and does not always provide a definitive resolution.

In this chapter, we review the roles and responsibilities of teachers in today's public schools as they relate to ethical and legal issues in education. We explore ethical teaching, along with legal parameters, established through case law and set up in the U.S. Constitution and its amendments. Rights for both teachers and students are examined, and current implications are discussed.

When you think of your favorite teacher, it is not often that you consider whether he or she was ethical. Yet professional ethics and dispositions, as well as the legal responsibilities of teachers, are central in defining how students view their favorite teacher. Ethics provides a foundation for what teachers should do in their roles and responsibilities as an educator. It is a framework that a teacher can use to help make decisions about what is right or wrong in a given situation.

​What is a Code of Ethics?

Most professions have a Code of Ethics that binds its members together through shared values and purpose. This professional Code of Ethics is a widely accepted standard of practice that outlines the accountability of its members to those they serve as well as to the profession itself (Benninga, 2013).

For educators, this shared Code of Ethics is outlined by various educational organizations, as shown in Table 5.1.
Table 5.1: Varying Codes of Ethics in Educational Organizations

National Educational Association (NEA)http://www.nea.org/

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct (NEA, Code of Ethics, 2019).

Association of American Educators (AAE)https://www.aaeteachers.org

The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity (AAE, Code of Ethics, Principle II, 2019).

The Interstate New Teacher Assessment and Support Consortium (InTASC)https://ccsso.org/

Standard 3, Learning Environments

Standard 9, Professional Learning and Ethical Practice

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation (CCSSO, InTASC Standard #3, 2013).

The teacher engages in ongoing professional learning and uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner (CCSSO, InTASC Standard #9, 2013).

Each of the statements on ethics from these teacher professional organizations complements the others, outlining expected behaviors and dispositions, identifying professional intent, and solidifying commitments that are expected from educators in their roles representing public schools throughout the state and nation.

Let's see how a Code of Ethics could impact the scenario that opened this chapter. Recall that the high school English teacher wanted to include a controversial book on his reading list for the school year that has been banned from use. He believes this book will provide a rich experience for his students and provide stimulating class discussion and debate around identity and race. In determining whether or not to incorporate the text, the teacher must ask himself if he is truly presenting different points of view. In so doing, the teacher is adhering to the National Education Association (NEA) Code of Ethics, specifically Principle I, Item 2:

Principle I: Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.
Item 2:

In fulfillment of the obligation to the student, the educator s hall not unreasonably deny the student access to varying points of view (National Education Association, 2019, para. 8).

With this Code of Ethics in mind, this teacher could argue that reading this book stimulates the spirit of inquiry and knowledge acquisition, and not reading the book would unreasonably deny the students access to varying points of view.

Code of Ethics in Action

As you consider the following scenario, think about the ethical dilemmas that are present and the ethical decisions that this teacher must make. Consider how each decision that this teacher makes impacts the functioning of the school, the well-being of the students, and the personal goals of the teacher in pursuit of the profession of teaching and supporting student learning. (Note: If you are using a downloaded version of this text and cannot load the interactive activity below, please turn to Appendix A to participate.)

As you gathered from this activity, there is not always one right "answer" to any given situation. A Code of Ethics provides moral standards to help guide your decision making and teaching practice. It helps with what you should do. It does not provide specific directions on what to do or even how to do it.

In the above scenario, the teacher is questioning her beliefs about academic integrity and whether the repercussions of reporting the act of cheating will cause this student unreasonable harm. The NEA Code of Ethics under Principle I, Item 4 states that part of a teacher's responsibility is to make a reasonable effort to protect the student from conditions that could be harmful to learning (National Education Association, 2019, para. 10).

Depending on the teacher's interpretation, she might believe that she should not report the student for cheating because it would impact his grade point average and cause more stress for his mother. Another teacher might interpret this situation differently, believing instead that this student would be harmed if she were to ignore the transgression by not being held accountable and not having an opportunity to learn an important lesson about cheating.

Ethical decisions take place every day in our classrooms. Oftentimes, you may believe that treating students equally is an ethical approach. But if you go into a classroom, you may notice a teacher calling on a shy student and not calling on another student who usually dominates the discussion. Is this equal? The teacher is clearly treating the two students differently. This is what we refer to in education as good teaching practice. The NEA Code of Ethics guides your teaching behaviors by placing your students central to your practice. Always consider that you must treat all students equitably, not necessarily equally.

A professional Code of Ethics governs a teacher's relationships, roles, conduct, interactions, and communication with students, as well as families, administrators and the larger community. It provides educators with a way to regulate personal conduct and ethical decision making. It does not tell a teacher why he or she should do something. Having an informed awareness of statutes, laws, and other legal influences will assist you in defining your role as an ethical teacher who is also fair and responsible.

Pause and Ponder

What are your own personal ethical beliefs? What situations could you envision in teaching that would require ethical decision-making?

Significant, ground-breaking court cases have influenced the practice of public schools throughout history and many have come from the U.S. Supreme Court. The majority of these cases focus on the First and Fourteenth Amendments.

The First Amendment addresses the freedom of speech, religion, press, and the right to petition the government, and assemble peaceably (U.S. Constitution, First Amendment).

It states:
Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. -First Amendment of the U.S. Constitution ratified in 1791
Courts have been called to answer questions about the freedoms outlined in the First Amendment as they relate to teachers and students (American Library Association, 2006). From wearing religious or political symbols to speaking profanity at a school assembly, the consequence of dismissal or suspension has been petitioned to the courts questioning the reasonableness or fairness of the accusation or offense.

For the first time in U.S. history in Bartels v. Iowa (1923), the Supreme Court affirmed that a teacher has First Amendment rights and provided teachers a degree of protection for in-class curricular speech. In Board of Education, Island Trees Union Free School District No. 26 v. Pico by Pico (1982), the Supreme Court found that the school board could not restrict certain books in the school system's libraries because school board members disagreed with the content. This was found to be a violation of the First Amendment and our protection with regards to freedom of speech.

These rulings have come into conflict over the years due to school systems also having the right to set the curriculum. This school system precedent was upheld in Krizek v. Board of Education (1989) when a non-tenured English teacher showed an "R"-rated film to high school students and her contract was not renewed. The district court found that the teacher's First Amendment rights were not violated, rather the school board acted reasonably in determining that the film was inappropriate. (We'll discuss tenure in more depth later in this chapter.)

The Fourteenth Amendment of the U.S. Constitution guarantees equal opportunity for due process and equal protection to all who live within the jurisdiction of the United States. This amendment was ratified in 1868 and written specifically to protect the rights of recently freed enslaved people.

Ensuring that this opportunity applies to all persons, it reads:
All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. -Fourteenth Amendment of the U.S. Constitution ratified in 1868, Section 1
The Fourteenth Amendment provides a guarantee that a state cannot take away constitutional rights or privileges as identified in the U.S. Constitution (National Constitution Center, 2020). It has three primary clauses:

Citizenship Clause, which grants citizenship to those born or naturalized in the United States;

Due Process Clause, which affirms that states may not deny any person "life liberty, or property, without due process of law"; and

Equal Protection Clause, which establishes that states may not "deny to any person within its jurisdiction the equal protection of the laws".

Both the Due Process and the Equal Protection Clauses of the Fourteenth Amendment significantly impact education. The Equal Protection Clause is examined throughout this chapter as it relates to foundational legal cases, racial issues, and LGBTQ+ rights and discrimination. Next, we will consider how the Due Process Clause affects educators and students.

Due Process

For educators and students, due process requires considering whether a constitutional right has been infringed upon, and then affords the accused student, teacher, school district or state the right to a fair and impartial trial. If an individual believes an action is unfair or unjust, the Due Process Clause of the Fourteenth Amendment allows the accused to have an unbiased trial or hearing.

All members of the school community have the right to due process with the purpose of providing a fair trial. The central premise of due process is fairness. A school district can be sued if it is believed that it was unfair or unreasonable. This legal argument can be brought by a teacher, student, parent, or community member. Anyone who believes that they were unfairly or unreasonably impacted by a policy or procedure of the school can bring a legal case against the school.

In the Supreme Court case Hortonville Independent School District No. 1 v. Hortonville Education Association (1976), the Justices ruled that the school board was able to deliver due process in a reasonable manner when it fired teachers who went on strike after contract negotiations failed. The teachers were asked to return to work but refused. They were then terminated. The teachers argued that their dismissal violated their due process and should be reviewed by an impartial decision maker. The court did not agree, citing instead that the school board was viewed as the impartial decision maker, and they did not need to be independent from the issue.
Table 5.2: Examples of Foundational Legal Cases in Education
Throughout U.S. history, there have been many notable court cases heard by the Supreme Court related to public education in the United States (National Constitution Center, 2015). Select foundational legal cases are highlighted in Table 5.2.

Racial segregation was upheld, allowing states to segregate schools under the "separate but equal" doctrine: equal but separate accommodations did not violate the Equal Protection Clause of the Fourteenth Amendment.

Brown v. Board of Education (1954)
This landmark Supreme Court case overturned Plessy v. Ferguson (1896) and addressed segregation of public schools on the basis of race. African American students who were denied admittance to public schools argued that the Equal Protection Clause of the Fourteenth Amendment was violated. The Justices agreed stating that "separate but equal educational facilities for racial minorities is inherently unequal".

San Antonio Independent School District v. Rodriguez (1973)
The Justices ruled that education is not afforded protection under the Constitution. The Supreme Court also held that a school district is responsible for providing only a "minimum educational threshold" for students within their jurisdiction, as defined by the state, and which adheres to federal law.

The Supreme Court held that education is not a "fundamental right" because it is not mentioned in the U.S. Constitution nor the Bill of Rights, but reinforced that public education does have "a pivotal role in maintaining the fabric of... society and in sustaining ... political and cultural heritage" of society. The Justices then went on to state that, "deprivation of education takes an inestimable toll on the social, economic, intellectual, and psychological wellbeing of the individual, and poses an obstacle to individual achievement" and because of this a public education system cannot "deny to any person within its jurisdiction the equal protection of the laws". This ruling underscored the importance of public schools throughout the United States and held that all children within a state's jurisdiction, whether legal or illegal, have the right to a public education, if a public education is provided by the state.

Throughout U.S. history, courts have become more involved in helping school districts make decisions that affect how localities and states conduct schooling (Thomas, 2019). As diversity increases throughout the United States, school policies and procedures continue to be challenged in our court systems. When pursuing legal action, the goal is to ensure that schools provide a fair and reasonable system of education for all students.

Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA) was signed into law in 2015 (Every Student Succeeds Act, 2015). It replaces the No Child Left Behind (NCLB) Act that was enacted in 2002. ESSA requires states to be more accountable for the achievement of students within their public schools. Its purpose is to provide equitable opportunity for students with diverse backgrounds to include those living in poverty, minorities, special needs, and English language learners.

ESSA provides school districts more control in how they set education standards and determine consequences for low-achieving schools in their districts. States provide an accountability framework to the federal government that assures that all students receive a high-quality education. States are responsible for having an accountability plan and specifying the accountability measures that they and their school districts will follow (Lee, n.d.).

The state educational plan must include how each school within the state will:

maintain academic standards;

provide annual testing in grades 3-8 in reading and math;

identify accountability measures that look at academic achievement, progress, English language proficiency, and high school graduation rates; and

measure school success by kindergarten readiness, advanced placement coursework, college readiness, and chronic absenteeism or discipline rates (Every Student Succeeds Act, 2015).

Schools must provide to the federal government a plan that outlines how they will ensure that students learn and achieve in their schools. If underperforming in any of the above areas, schools must additionally present a plan for improvement.

Just as laws regulate society, they also standardize the teaching practice and schools throughout the United States. The U.S. judicial system is designed to address challenges to laws or policies within education in an impartial manner and one based on fairness.

When considering your teaching practice and the role of schools within your local community, be aware of the influence of state and federal laws. As you review case law in one state or across the United States, you will notice that there are several defensible decisions for one single issue. This makes the role and responsibility of schools less clear and more open to ambiguity.

Schools in the United States accept responsibility for children as they enter through their doors, and teachers have responsibilities that relate to educating students as well as providing physical, social, and emotional safety to all children, beyond teaching the required curriculum. Because of the diverse nature of schools, the U.S. court system helps to balance teachers' and students' responsibilities and rights.

Legal arguments can be heard in state or federal courts depending on the allegations from the plaintiff, the person or entity that has a complaint. Before hearing a case related to education, state policies prefer that the plaintiff follow procedures set forth by the local school board. The issue is discussed in the school and if not settled equitably, it is then taken to the school board for an impartial hearing.

If the decision is not agreed upon, the complaint can be taken to the school superintendent for review. If the accused is still not satisfied with the decision issued, they can take their complaint to the state board of education or state superintendent. In addition, at any time the complaint can be taken to the lower court in the jurisdiction of the school. A teacher or a student can also take their complaint to the U.S. Department of Education's Office of Civil Rights (OCR) which investigates the complaint to determine if a civil rights law has been violated (U.S. Department of Education, 2020c).

State Oversight

States have a responsibility to provide a minimum public education to each child in their respective jurisdiction. Thus, each state has a compulsory attendance statute, which is a law requiring children to attend school based on specific age ranges. For example, in Virginia, students are required to attend school between the ages of 5 and 18 (Compulsory Attendance, 2020).

Each state must follow its respective State Constitution as well as the U.S. Constitution when defining the role and responsibilities of public schools within their state. Although education is a responsibility of the state, school districts have authority over their individual schools as it relates to curriculum and discipline. Rights are afforded to teachers in normal day-to-day functioning and when appealing grievances as it relates to such things as contracts, policies, denial of tenure, or suspension. Students must also adhere to this authority, unless it overrides a student's constitutional rights.

States provide a wide range of oversight. They identify the minimum licensure requirements for educators. States also dictate what educators must do within that state to maintain their teaching license. State laws provide guidelines regarding how schools are organized based on funding. The legislature and Governor of each state allocate a certain amount of funding to school districts throughout their state. School districts then decide how those funds are spent. State legislatures and courts have intervened to help reduce funding disparities among poorer and wealthier school districts to better ensure that all students have equal access to education. States also create a state board of education, set-up school districts throughout the state, and establish school boards for each district. State laws also help to define student discipline and due process policies.

Examples of state involvement within public schools include:

Creating school districts

Allocating a budget to school districts

Regulating schools throughout those districts

Establishing the organizational structure for schools

Defining policies and functions of the school

Setting minimum curriculum requirements for schools

Defining licensure requirements for educators, and

Determining working conditions (National Conference of State Legislatures, 2020).

Within a state, courts serve a certain geographical area or jurisdiction. When a state court makes a decision, it does not necessarily become state law. It is also important to note that with multiple decisions being made in multiple courts across a state, decisions will sometimes conflict between the different lower circuit courts. As such, judges tend to review case law from previous cases to find precedents that align to their interpretation of the law when making a ruling on a specific case.

Laws influence the functioning of public schools in the United States. This includes the role and responsibilities of teachers and students and the policies and procedures outlined in the teacher and student handbooks as it relates to schooling. Because state courts are different and each follow their own State Constitution, there tends to be a multitude of state laws to choose from on an issue or topic when making a ruling. Only the federal Supreme Court opinion influences national statutory precedent.

Cases in State courts:

Involve state laws

Concern school board policies

Are impacted by the State Constitution

Cases in Federal courts:

Involve federal laws

Deal with national regulations

Concern U.S. Constitutional issues

Neither the state nor the school district's power is unlimited. The judicial system provides the necessary checks and balances. Because of this balance of power, a school has limits on its control, operations, and functioning. It must also provide evidence of effectiveness and document adherence to state and federal laws.

Stop & Investigate

Look up legislation in your state. What kinds of cases are being brought, and what decisions are being made?

As a teacher, you have certain protected rights related to your legal employment, membership in unions and other professional organizations, academic freedom, freedom of speech and expression, liability, privacy, and religion. It is important to be aware of the rights you do have, as well as the limits of your legal protection.

Teaching License, Contract, and Tenure

As discussed in Chapter 1, the first step in becoming a legally-recognized teacher is to earn a teaching license. Each state has different requirements for earning a teaching license, as they define the specific dispositions, knowledge, and skills needed to obtain and maintain employment within a school in that state. If you choose to complete an educator preparation program (like an education major in college), you will be working toward fulfilling the requirements of a teaching license in the state where your institution is located. Many states have reciprocity with other states' teaching licenses, meaning that you can earn a teaching license in one state and still go teach in another one, as long as you also complete the requirements for earning a teaching license in that new state. Oftentimes, reciprocity means getting a second teaching license is as simple as taking a test, or it may require a few additional classes or trainings. In most states, you will need a valid teaching license to teach in public schools; private schools may or may not require a teaching license, depending on the state.

Stop & Investigate

Look up your state's licensure requirements. What do you notice? What kinds of knowledge, training, and experience are you required to have? How is your understanding assessed before you are granted licensure?
Table 5.3: Comparison of Teaching Contracts
Once a teacher applies for and receives a job at a school, they receive a teaching contract. A teaching contract is a written agreement between the school system and the teacher and serves as a legal document identifying the roles and responsibilities for the teaching position. If the school board negotiated with a teacher's union, then the policies and regulations of the union will also be identified in the contract. The teaching contract must be signed by the teacher, school, and ratified by the school board to be binding. The teaching contract is binding unless it is breached, should either party fail to perform as agreed during the time frame specified in the teaching contract. Each state has a different definition of the types of teaching contracts that are presented to teachers within the state, but some traditional types of teaching contracts are explained in Table 5.3.

Probationary or Provisional

Short (usually 1-2 years)

Issued early in a teacher's career; may not carry tenure; may vary based on hours worked per day, amount of teaching experience, emergency need for teachers, etc.

Specified Term

Varies (usually 1-5 years)

After the specified term expires, the teacher must complete specified tasks (such as professional development) to apply for re-certification

Continuing or Tenured

Longer term; often lasts until a teacher resigns or retires

Typically offered after a teacher has met the probationary or provisional requirements; awarded once teachers have met specific criteria defined by the state and the local school district as necessary to continue employment

You may have heard of the word "tenure" in discussions about teaching contracts. protects teachers from arbitrary dismissal by school officials. Tenure derived from the Pendleton Civil Service Act of 1883, which was originally established as a merit system for government workers. Tenure rights for teachers in the United States date back to 1909, when the lobbied for these rights. States define tenure laws for teachers in public schools, including elements like probationary periods and termination procedures. A school district can dismiss a tenured teacher for justifiable reasons such as noncompliance, immoral conduct, committing a crime, and insubordination. A teacher can also be dismissed for financial reasons, such as when a school district has a deficiency of funds.

Tenure does not guarantee a teacher a job for life, nor does it offer lifetime employment security (Hart, 2010). The focus of tenure is on supporting and protecting good teachers. It is an earned process that mandates due process. The benefits of a continuing contract or tenure are that a school must show cause in order to dismiss you because you, as the teacher, have due process rights. Advocates for tenure see its benefits for teachers in that it "significantly strengthens legal protections embodied in civil service, civil rights, and labor laws" and "protects a range of discriminatory firings not covered under race and gender antidiscrimination laws" (Kahlenberg, 2015, p. 7). In addition, teacher tenure has been shown to increase morale and overall teacher involvement within a school and collaboration among colleagues. Tenure affords teachers the ability to question and engage with school leadership as it relates to the functioning of a school and in building a strong school culture, which has been linked to increased academic achievement for students (Lee & Smith, 1996).

Presently, some states are changing their legislation as it relates to teacher tenure. The Every Student Succeeds Act (ESSA) and Race to the Top grants through the U.S. Department of Education both require states to evaluate student achievement and teacher effectiveness. Certain state legislatures view teacher tenure as a barrier to these initiatives because it is more difficult for school districts to dismiss tenured teachers for poor performance, and as a result, relatively few tenured teachers are fired (Goldhaber & Hansen, 2010). Therefore, some states have begun to change tenure laws to adhere to the accountability requirements stipulated by the U.S. Department of Education as it relates to teacher evaluation and student achievement. As a result, some tenure systems have been removed or revamped with annual contracts requiring satisfactory performance. Florida, Indiana, North Carolina, and Kansas have eliminated tenure completely (Underwood, 2018). Additional states are also currently contemplating limiting or removing tenure for teachers.

Unions and Participation in Professional Organizations

The National Education Association (NEA) and American Federation of Teachers (AFT) are two of the largest teacher labor unions and professional organizations in the United States at present. Both have been in existence for more than 100 years and support teachers, along with other school personnel. As unions, both organizations support their members with collective bargaining, whereby they work alongside teachers as they negotiate with their respective school districts to resolve disputes, as well as to lobby Congress for state and federal legislation that would impact educational related issues, including teacher rights and responsibilities.

You can join either organization, but since not all states recognize unions, the NEA or AFT may not be able to assist you with collective bargaining or school board negotiations, depending on your state of employment. Collective bargaining is illegal in Virginia, North Carolina, South Carolina, Georgia, Alabama, Texas, and Arizona. You may hear this referenced as a " right to work state," which means that employees have a right to work without being forced to join a union. Even so, each professional organization provides support, a rich network of educators, and professional development around issues and opportunities that can be beneficial for your teaching practice.

It is not often that educators are permitted to strike because they are employed by the state and are considered vital to public service. Still, some teachers do strike regardless of state laws that may prevent them from striking, such as we saw in 2018 in West Virginia, Kentucky, and Oklahoma. When teachers go on strike, the impacted school board can obtain a court injunction to order teachers back to the school and teachers can lose pay for each day on strike. In many states, they can also be dismissed from their teaching positions for striking.

Stop & Investigate

You may have heard of the #RedforEd movement, which involves teachers striking or protesting in many different states as a way to advocate for students. Watch this video to learn more about this movement from the National Education Association (NEA).

Academic Freedom

Many teachers consider academic freedom to be a constitutional freedom outlined by the First Amendment. Because a teacher is a state employee and has signed a legally binding teaching contract, the teacher has a legal obligation to adhere to the rules and regulations identified by the school board and the laws of the state and federal government. A teacher represents the school and cannot do whatever he or she wants in the classroom. Likewise, a teacher does not have complete freedom of speech to say whatever he or say wishes either. All teachers must follow guidelines represented in their teacher contract and the policies and procedures of the school board.

While the legal system has afforded teachers the right to select appropriate class materials, the educational purpose, the age and sophistication of students, and the context and length of time to complete assignments must all be considered. For example, if you wanted to teach the muscular system in human anatomy in your sixth grade science curriculum, but this content is not taught until tenth grade, you would not be able to change the curriculum framework set by the school district per your teaching contract.

If an activity aligns to your curriculum framework and you have followed the guidelines set forth by the school board, you could, for example, have a speaker come into your classroom to talk about an aspect of your curriculum or use an article published in the newspaper. This would not be in breach of your contract. As you prepare for class instruction, consider your assigned curriculum, review school policies, and ask your school principal or other mentor teachers for guidance.

Freedom of Speech and Expression

Pause & Ponder

Imagine a teacher publishes an opinion piece in the local newspaper. In the editorial, they were very critical of a policy that the school board had just passed. They also included many allegations that were not accurate. The community reacted very strongly on both sides of the issue. What rights does this teacher have for freedom of expression outside of their position as a teacher in this school district?

Freedom of expression for a teacher outside of the classroom has been challenged in the court system if it was felt that the speech or behavior was disruptive to the effectiveness or efficiency of a school. Because a teacher has a professional responsibility to their school, educators must be careful about what they say, both at school and outside of school.

In the Pickering v. Board of Education (1968) case, the Supreme Court reversed a lower court ruling and found that the teacher's First Amendment right to free speech had been violated after he was dismissed by the school board for writing and publishing a letter in the local newspaper criticizing the board. The court held that teachers were able to voice concerns, even if those concerns were unfavorable to the school, as long as the regular school operations were not disrupted. In the case, the court's opinion was that the plaintiff's First Amendment rights to free speech were not lost because a school district believes the speech is not in its "best interest." After this ruling, the teacher in this case was reinstated to his position.

This influential case regarding First Amendment rights and freedom of speech for public school teachers established precedent that public employees have the ability to speak out on issues of public concern, even as state or government employees. Even so, the rights of public employees continue to be challenged in the U.S. court system.

In Connick v. Myers (1983), the Supreme Court again reversed a lower court decision and ruled that speech of public employees is protected only when they speak on matters of public concern. The case results here showed that the rights of public service employees must be balanced between matters of public importance and an employer's interest to maintain a disruptive free workplace.

Similar to freedom of speech, a teacher's freedom of expression can also be called into question as it relates to personal presentation and dress. Court cases surrounding dress code requirements established by school boards and imposed on teachers in their local schools have established some legal precedent, but this also continues to be a hotly debated topic. As a public school teacher, can you exercise your own 'personal liberty' in how you dress?

In East Hartford Education Association v. Board of Education (1977), a public school teacher was reprimanded for failing to wear a necktie while teaching an English class. Joined by his teachers union, he sued the board of education on the basis that the admonishment for the dress code violated his rights to free speech and privacy. This case was heard in the U.S. Court of Appeals who found that the school board was justified in imposing the dress code. As a teacher and public servant in a position of trust, the court felt that this professional requirement and overall governance by the school board on the appearance of its teachers was warranted.

For many teachers and students alike, dress and personal appearance is considered a freedom of expression. Geographic diversity and individual school culture can also be a factor in what is allowed or not allowed as it relates to dress codes in schools across the United States (Sternberg, n.d.). What is acceptable in southern California may or may not be in West Virginia or Vermont.

School principals often become the main authority for ensuring compliance (Waggoner, 2008). A standard of reasonableness is useful when crafting a successful dress code, along with clarity of language and flexibility dependent on the situation to determine appropriate dress and professional presentation. Review the dress code for your school and district to ensure that you are in compliance.

Critical Lens: In the News

In the fall of 2020, a teacher at a charter school in Texas says she was fired after wearing a mask with "Black Lives Matter" written on it ( Pygas, 2020). The school told her the mask was a violation of the dress code and asked her to avoid wearing the mask due to the "current political climate." When she stated in an email that she would not stop wearing the mask, the school said she had "effectively resigned her position," since she did not intend to follow the established policy. Dress codes are one part of the professional behavior you may be expected to follow once you sign a teaching contract, so it is important to know exactly what your dress code policy says and what your rights are.

Liability and Teachers

Now, imagine an elementary school teacher is outside with their students on the playground. Two children ask if they can climb on the climbing wall. The teacher agrees and begins to walk over so they can monitor their play. At that very moment, a child falls off the monkey bars she was playing on and begins to cry. The teacher quickly walks over to the fallen child and notices that she has a cut on her arm. Can this teacher be sued for negligence?

When at school, educators have a responsibility that is referred to by the courts as "in loco parentis" or "in place of parents". This means that while in school it is the responsibility of educators to make similar judgements as it relates to the safety of children that a parent might make. Because an educator is legally responsible for the safety of children under their supervision, a teacher is considered negligent if they fail to protect a child from injury or harm.

Accidents happen, and there are multiple ways that a child could be injured, such as in the playground scenario described above, in the lab of a science classroom, or even running down the hallway. However, if it is determined that negligence did occur, or even if a parent believes that negligence took place, a liability suit can be brought against the teacher or the school. The person who was harmed can bring civil or criminal charges against the student or teacher who threatened harm. In addition, a teacher can be dismissed and lose his or her teaching license as well as be criminally or civilly charged.

Protections exist for teachers that limit liability. These include:

A reasonable attempt was made to anticipate a dangerous condition;

Proper precautions were instituted to include establishing rules and procedures to prevent injury;

Students were warned of possible danger; and

The teacher provided proper supervision (Legal Information Institute, n.d.).

The Supreme Court of Wyoming held in Fagen v. Summers (1972) that the teacher did everything possible to keep students safe following a playground accident, citing that "a teacher cannot anticipate the varied and unexpected acts which occur daily in and about the school premises." Schools and/or teachers are generally not held responsible for accidents occurring on school property under these types of circumstances.

In another playground accident in Louisiana several years later, Partin v. Vernon Parish School Board (1977), the judge reiterated the importance of a teacher demonstrating a "high degree of care" for students under his or her supervision, while confirming the earlier decision and citing that "the teacher is not the absolute insurer of the safety of the children she supervises." In both of these cases, the teacher was not found guilty of any negligence based on the above criteria.

Teachers can have a lawsuit brought against them for civil liability or civil statutes if it is believed that:

a student has been mistreated or abused either verbally, physically, emotionally, or sexually.

a teacher discriminated against a child due to his or her gender, race, or a special need(s).

a teacher treated certain children unfairly, such as through grading practices.

offensive material was assigned by the teacher for homework (Legal Information Institute, n.d.).

Once you begin teaching, your school and state will have specific policies regarding liability protection for teachers.

Critical Lens: Who Gets to Define "Offensive"?

What happens if what some families deem offensive is the lived experience of others? For example, a teacher in Texas was placed on administrative leave when some families complained about posters on the "walls" of her virtual Bitmoji classroom ( Fitzsimons, 2020). These virtual "posters" depicted affirmations of LGBTQ+ communities and the Black Lives Matter Movement. But what about the students who see themselves in these LGBTQ+ and Black Lives Matter posters? How do we create classroom communities that are inclusive of various cultures and perspectives, while also acknowledging that some groups deem certain cultures and perspectives as "offensive"?

Teacher Privacy
The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. -Fourth Amendment of the United States Constitution ratified in 1789, revised 1992
Privacy is considered to be a protection in the U.S. Constitution under the Fourth Amendment as it relates to unreasonable searches and seizures (U.S. Constitution, Fourth Amendment).

In the Supreme Court case, O'Connor v. Ortega (1987), the court ruled that public employees retain their Fourth Amendment rights with regard to administrative searches in the workplace. The Court held that a standard of reasonableness was sufficient for work-related intrusions by public employers, citing that an employee's expectation of privacy may be unreasonable when the intrusion into the office is by a supervisor rather than a law enforcement official in conducting normal business functions.

For teachers, the school is considered a public place and therefore there are minimal limitations placed on search and seizure. All places in a school building and on school grounds are considered public space. This means all classrooms, teacher desks, offices, even student lockers are considered a part of the workplace and can be searched, and items seized. Personal belongings are separate from this public workspace. This means your personal effects, such as a phone or bag, do not belong to the workplace and if searched, require a warrant. For your own protection, use care when deciding what to bring into the school.

Religion and Schools

The First Amendment separates religion from the business of the state. Government is prohibited from imposing religious beliefs on any person. Public school serves as a state government service and therefore it must be neutral and not promote religious beliefs on anyone in the school. Religion in schools has been challenged from prayer in schools, to religion in the curriculum, religious clubs and access to public school facilities, to artifacts and clothing.
Table 5.4: Supreme Court Cases on Religion in Schools
The Supreme Court has continuously upheld the separation of religion from the school environment (ACLU Legal Bulletin, 2020), as shown in Table 5.4.

1962

In Engel v. Vitale, the Supreme Court upheld that nondenominational prayers were unconstitutional because it promoted religion and schools could not officially encourage student prayer as it would interfere with the function of school.

1963

In Abington School District v. Schempp, the Supreme Court ruled that the state legislation passing a law requiring all schools to read the Bible daily was unconstitutional.

1971

In Lemon v. Kurtzman, the Supreme Court held that prayers or blessings by clergy at the opening or closing of a public ceremony in a school violates the free exercise clause. From this case there was a test that courts use to determine if religion in schools is constitutional. The questions are:

Is the policy or the act for a secular purpose?

Does the primary effect either advance or inhibit religion?

Does the law or policy result in excessive entanglement of government and religion?

1981

The Supreme Court ruled in Stone v. Graham that a Kentucky state law requiring the Ten Commandments be posted in school classrooms was illegal.

The courts have upheld that there is a separation between church and state even to the extent of your own personal beliefs. In 1980, a teacher refused to teach a city-designed curriculum that she said violated her own religious beliefs. In the Palmer v. Board of Education of the City of Chicago (1980) decision, the court recognized that a teacher can have personal views that might be different from the curriculum, but upheld that the mandate of the school district to provide an education requires that teachers "cannot be left to teach the way they please."

Students share many of the same constitutional rights to ensure protection as adults. Several sections outlined below follow those shown above under Teacher Rights, but with additional emphasis on the students themselves.

Courts have mandated that for a school to operate safely it needs to have broad authority to establish rules and regulations as it relates to student conduct within the school. This means that parents agree to give some level of control to schools when they enroll their child in the public school system. The courts have also insisted that students do not lose all of their constitutional rights and a school's influence is not absolute. Within the U.S. legal and educational systems, control is defined as a standard of reasonableness which was similarly stated in multiple examples above.

Freedom of Speech and Expression

Schools have an obligation to provide a safe and orderly learning environment. Reasonable limits are put in place regarding language, such as banning offensive language, to assure appropriateness and respect. Forms of expression that are protected in schools include:

the right to wear religious clothing and talk about religion,

to be free from bullying and harassment, and

to be free from racial or national origin discrimination (United States Courts, n.d.).

Protecting students' rights to political speech was explored in Tinker v. Des Moines Independent School District (1969). It served as a landmark Supreme Court case and the decision upheld that free speech was permitted in schools.

This ruling was later challenged in 1986 when a student used what was considered 'vulgar' language by the school in a speech at an assembly. The student was reprimanded by the school and the student sued the school claiming that his constitutional right to freedom of speech had been violated. The case went to the U.S. Supreme Court where the court decided in Bethel School District No. 403 v. Fraser (1986) that a school is not required to permit offensive or disruptive speech on school grounds at a school sanctioned event because offensive speech or language disrupts the educational mission of the school and is inappropriate for a school setting.

Freedom is also limited as it relates to a student newspaper. In Hazelwood School District v. Kuhlmeier (1988), the U.S. Supreme Court decided that a student newspaper can be regulated for "legitimate pedagogical concerns" allowing a school to remove articles that school officials deemed inappropriate for the school community. The decision went further, allowing a school to determine if the speech was written in a reasonable manner for members of the school community and ensuring that it did not contain language that was "ungrammatical, poorly written, inadequately researched, biased, prejudiced, vulgar or profane, or unsuitable for immature audiences." The court found that because a school newspaper is not intended to have a public forum, a school can limit speech by imposing reasonable constraints if it is determined the speech would disrupt a classroom and the normal functioning of a school.

In the present day, free speech as it relates to the Internet is the same for teachers as it is for students. If it is found that the speech posted online 'substantially disrupts' the functioning and purpose of a school, disciplinary actions can be taken against either cohort.

In , a student's derogatory comments posted online were found to make a substantial disruption to the school. A blog post contained language that would be prohibited within the school and was disruptive to the work and discipline of the school. A Court of Appeals held that even though the online comments were made off campus, the speech could be restricted to promote school related goals on campus. This case relates to disruptive speech and cyberbullying. It underscores school responsibility in maintaining a safe environment for students.

The speech of students and teachers is constitutionally protected, but the extent of the speech, as it relates to the mission and goals of a school, must always have a legitimate pedagogical focus and direction. This holds true whether it is in print in a school newspaper, in the local newspaper, or in electronic format. It is true if it is part of the curriculum or in a theater production on school grounds. Speech is influenced both on and off campus and can come under the school's authority both in-person and online.

Dress Code

Dress codes have been challenged by students and teachers alike as a form of freedom of speech and expression. Courts have upheld that school boards can impose student dress codes to include symbols, clothing, and jewelry if it is believed to have the potential to disrupt a school's functioning.

In addition to supporting free speech as discussed above, the Tinker v. Des Moines (1969) case also weighed in regarding dress code. During the Vietnam War, students planned to wear armbands to protest the War. The principal tried to limit these protests by banning armbands. The court ruled against the school, holding that there was no evidence that students wearing armbands would disrupt school functioning.

In 2006, a student wore a shirt to school that other students found offensive and which depicted a particular political viewpoint. He was asked to cover the shirt based on the off-putting image and speech. He refused and was given a disciplinary referral. In , the student then sued the school administrators to have the disciplinary referral expunged from his record and to disallow the school from enforcing the dress code policy against him. The District court held that the school was entitled to enforce its dress code policy, but upon appeal, the U.S. Court of Appeals ruled that the shirt was protected speech under the First and Fourteenth Amendments.

In another case, B.H. and K.M. v. Easton Area School District (2013), students were suspended for wearing bracelets that showed support for breast cancer awareness. In this case, the judge ruled in favor of the students. The school district then elevated the case to the Supreme Court, but the court refused to hear the case, stating that the message on the bracelet did not use lewd language and was not disruptive to the purpose of education. The First Amendment requires schools to see all student views equally, as long as they are not obscene or disruptive, irrespective of the message expressed (Sherwin, 2017).

The purpose of a dress code is to provide an optimal learning environment. It can also do the opposite with gender-biased language that results in stricter enforcement of rules for female minority students rather than other sub-groups. A gender-neutral dress code is recommended, along with gathering student input when revising the school dress code and ensuring that female students are not 'victim-blamed' (Barrett, 2018).

Critical Lens: In the News

Pay attention to the news-you are likely to hear many examples of dress code violations that systematically oppress certain groups. For example, a school in Houston made the news in early 2020 for their dress code policy that required male students to keep their hair "ear-length or shorter," thus banning dreadlocks. One male student, De'Andre Arnold was told he would have to cut his dreadlocks in order to walk at graduation. Despite complaints, the school district stood by its policy. In August, a federal court ruled this policy was discriminatory.

The American Civil Liberties Union also provides guidance on student rights as they relate to school dress codes, gender, and self-expression:

Views are protected by the First Amendment and therefore schools cannot ban symbols or slogans or messages that they disagree with on student shirts, buttons, wristbands, or other garments or accessories.

While public schools can establish dress codes, they cannot treat boys and girls differently, censor viewpoints, or force students to conform to gender stereotypes under federal law.

Students are allowed to wear clothing that aligns with their gender identity and expression (ACLU Fact Sheet, 2016).

Schools administrators must be aware of the constitutional rights of students and protect these freedoms. Schools can assert certain restrictions as they relate to freedom of speech and expression, but at the same time they also need to be cognizant of student diversity and cultural differences, as well as gender distinctions, and economic disparities.

Pause and Ponder

Think about some of your experiences with dress codes. Which cultures were normalized and which were marginalized? Here are a few ideas to get you started.

Gender and sexuality: Were males and females held to different standards? (For example, were females expected to wear skirts or not to wear strappy shirts? See the #Iamnotadistraction movement or the Let Her Learn report advocating for female bodies not to be hyper-regulated and sexualized in dress codes.)

Race: Were certain hairstyles or traditions allowed or not? (For example, Black hair styles are frequently at risk of marginalization, along with Black and Brown bodies in general.) Or, are certain racial groups punished more frequently for dress code violations?

Religion: Are head coverings and facial hair regulated? (For example, the Air Force updated their policy in February 2020.)

Socioeconomic: Were certain types of clothing allowed or not? (For example, some dress codes limit cheap plastic flip flops but allow more expensive leather ones.)

Search and Seizure

Imagine that a teacher suspects a student has illegal drugs in her backpack. They noticed the student at her locker placing a small bag in the front pocket. The teacher immediately reports their suspicions to the principal. What should be the next step? The school administrator must have a "reasonable suspicion" based on facts specific to the student or the situation. A "hunch" is not sufficient. Rather, the principal must believe that searching the student will turn up evidence of violating a school rule or law. "Reasonable" is based on what is being searched for and the age of the student.

The Fourth Amendment of the Constitution protects U.S. citizens from unlawful search and seizure of possessions. If there is probable cause for a search, a warrant is required from the court system before a person can be searched. Because of the nature and purpose of school, courts have allowed schools to both search and seize possessions if there is probable cause.

In New Jersey v. T.L.O. (1985), the Supreme Court established a standard of reasonableness for student searches conducted at school and by public school personnel. While the Fourth Amendment of disallowing unreasonable search and seizure still applies, if school administrators have a reasonable suspicion that a student has either broken the law or violated a school rule, the search is justified. In this case, the student was found smoking in the bathroom, a violation of school rules, and taken to the principal's office where her purse was searched based on a reasonable assumption that the student had cigarettes in her purse.

Random drug tests have historically been permissible for both teachers and students. In the Supreme Court case Board of Education of Independent School District No. 92 of Pottawatomie County v. Earls (2002), the court held that athletes can be randomly tested for drugs to protect the safety of the school and to ensure a drug free school. The safety and knowledge of the drug free school outweighed the privacy rights of students who were voluntarily participating in the sporting events. The Court concluded that while the students participating in extracurricular activities have limited Fourth Amendment rights, within the school setting there is a lesser expectation of privacy, and the students' rights must be balanced against the school's interest in keeping illegal drug use to a minimum (Staros & Williams, 2007).

In 2005, a 13-year old special education student was called out of class and questioned by police officers with school officials present regarding neighborhood burglaries. His parents were not contacted, nor was he read his Miranda rights, such as the right to remain silent, leave the room, or have access to a lawyer. The child confessed to the crime but later sought to suppress his confession based on not receiving any indications of his rights while he was in police custody in the school conference room. This case, J.D.B. v. North Carolina (2011), was later heard by the Supreme Court where they ruled that age should have been considered in deciding whether the student was in police custody within the school grounds. The Justices went on to state that there are psychological differences between an adult and a child, and when police are involved in questioning students, they must use "common sense" due to the developmental differences of children. The Miranda warnings should have been applied in this case in a manner appropriate for the student prior to his questioning.

Search has also been controversial with the use of video surveillance and metal detectors in schools. Currently, courts have held that if school safety has been threatened, means of surveillance can be introduced into the school, but that extensive surveillance using video or metal detectors can hinder reasonableness of the surveillances and violate Fourth Amendment protections. The intent of school policies and procedures are consistently to provide and maintain "a safe, secure, healthy, and disruption-free learning environment" that is conducive and supportive to teaching and learning (Vacca, 2014, p. 5).

Privacy of Records

In 1974, Congress passed the Family Educational Rights and Privacy Act (FERPA), also called the Buckley Amendment. This was an Amendment to the Elementary and Secondary Education Act (ESEA) of 1965. FERPA is a federal law that protects the privacy of student educational records. FERPA requires schools to allow parents and students access to official school records. It also requires schools to provide procedures for parents to challenge the accuracy or completeness of information in their child's record. Parents retain the rights of access to their child's school record until the child reaches the age of eighteen or is enrolled in a postsecondary institution.

The intent of FERPA is to improve parental access to their child's information within the school. It does not guarantee access to all school records on a child, such as personal teacher notes, letters of reference, grade books, or correspondence with a principal. These items are exempted from view. There may also be files or information that is kept separate from a student's file to protect the privacy rights of other students in the school.

Passed in 1978, the General Education Provisions Act is an amendment to FERPA. It additionally provides access to parents, guardians, and the students themselves on research collected on students. The Act also states that no student is required to participate in testing nor can students be questioned about their personal beliefs, such as sexual attitudes or behaviors, political affiliations, or income. It also limits asking about feelings or behaviors, such as psychological or mental issues.

In total, the FERPA guidelines require schools to:

Inform parents annually of their rights regarding their child's records.

Provide parents access to their child's records.

Maintain procedures that allow parents to challenge and if needed, amend inaccurate information.

Protect parents from disclosure of confidential information to third parties without their consent (Family Educational Rights and Privacy Act, 1974).

As a teacher, you want to consider information and data collected on students carefully. Any information collected must serve a legitimate goal for both instruction and the school. The privacy of student educational records must be protected, and official records and confidential documents securely stored.

Discipline

Classroom discipline has been presented in the courts to assist in decisions regarding the reasonableness of discipline procedures from both teachers and schools. While the U.S. court system upholds that a school has the authority to enforce standards, it also recognizes that this authority is not without restrictions. For example, suspensions and time outs cannot limit students and their right to a public education.

The purpose of discipline is to modify the behavior of a student who is disrupting learning and the functioning of the school. The school has the right to preserve the rights of other students by enforcing disciplinary actions if it is determined that the enforcement is fair and reasonable and supports the education process.

Students who have disciplinary actions brought against them have the right to procedural due process. This was upheld in . The Supreme Court ruled that any suspension of a student requires procedural due process that provides the student both oral and written notice, as well as an explanation and evidence of the charges. The student then has the right to explain their side of the argument and provide evidence. It is important that all students be afforded due process. The student and parent or guardian must be provided all of the evidence that makes the school's case and have an opportunity to speak in their defense.

Students with Special Needs

All students have a right to a Free Appropriate Public Education (FAPE) as part of their educational entitlement in the United States. This is supported through the Rehabilitation Act of 1973, Section 504 which addresses protection for students with disabilities (U.S. Department of Education, 2010). In 1975, the Education for All Handicapped Children Act was signed into law to support states in protecting the rights and meeting the needs of students with disabilities. This law was amended in 1997 and is currently the Individuals with Disabilities Education Improvement Act (IDEIA) (2004).

This law guarantees every child with a disability access to a free appropriate public education. The IDEIA Act requires schools to make accommodations for students with disabilities and to create individual education programs in the least restrictive way for each student that has a special need (Individuals with Disabilities Education Act, 2003). Public schools must provide reasonable and safe accommodations for students with disabilities, and at the same time provide them with an equitable education. You read about the specific disability categories listed in this act in Chapter 2.

The intent of IDEIA is to provide equal educational opportunity and protection for students. This basic access includes consistent specialized instruction and services that are individually designed for students to provide similar educational benefits to a child with special needs (U.S. Department of Education, 2020a). Individual states and local educational systems can choose services and programs in cooperation with a parent or guardian.

Throughout the history of schools in the United States, ethics and the function of laws have evolved as society has changed. To date, current issues continue to be addressed in our nation's public schools and within our court systems. While others exist as well, below are three current issues within education and society as a whole.

Racial Issues

Today, racial concerns remain a key issue for schools and society at large. In T.B. et al. v. Independent School District 112 (2019), African American students filed a complaint against white students in Minnesota. They claimed they had been harassed and the school did not intervene to remove racism, harassment, and discrimination nor did it protect their rights to safe and equal access to education within the school environment. This is required as part of the Equal Protection Clause under the Fourteenth Amendment of the U.S. Constitution and Title VI of the Civil Rights Act of 1964. As of this writing, the case remains open in the court of appeals.

Title VI of the Civil Rights Act of 1964 states, " No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance" (Civil Rights Act, 1964).

Racial harassment continues to occur in schools to the present day. As a teacher, you are responsible for enforcing policies and procedures that are appropriate within the classroom to maintain a safe environment for all students. Immediate action is required to respond to bullying and intimidation, such as speaking up and talking with the offending students and reporting the action to your principal when you hear or see questionable behavior or actions within your school. Regular professional development and training can additionally help inform and support teachers. A culture of inclusion and acceptance is required by school leadership that permeates throughout the school and community.

Freedom of Speech

Freedom of speech continues to be challenged in our schools. In B.L. v. Mahanoy Area School District (2019), a court of appeals in Pennsylvania held that a school district violated a student's First Amendment rights when they removed her from a school event for a Snapchat message. The message was sent by the student on a weekend and away from the school. The case made it to the U.S. Supreme Court, and the final ruling on Mahanoy Area School District v. B.L. (2021) found that the student had First Amendment rights to free speech and that the school's decision to suspend her was wrong. The court used the ruling of Tinker v. Des Moines Independent Community School District (1969) in its opinion stating that the student's message was posted off campus and was not controlled by the school. Therefore, the First Amendment protected the student when she engaged in off-campus speech similar to a community citizen.

In another case, Ali v. Woodbridge Township School District (2020), a high school history teacher in New Jersey was terminated in 2016 from his teaching position for altering curriculum and teaching what the school believed were "conspiracy theories." The teacher appealed to the courts, stating that his dismissal was discriminatory, and he was wrongfully terminated on the basis of his race, ethnicity, and religion. The case was resolved in 2020 after the court of appeals upheld the lower court's decision in favor of the school and the teacher's dismissal, stating that the teacher does not have the right to decide what is taught in the classroom; rather, that is the public school's responsibility.

LGBTQ+ Rights and Discrimination

Discrimination based on sexual orientation and gender identity are important issues in today's schools. For LGBTQ+ teachers, of the Civil Rights Act of 1964 prohibits employers from discriminating against individuals because of race, color, religion, sex, or national origin (Civil Rights Act, 1964). For students, under the Office of Civil Rights of the U.S. Department of Education bans sex discrimination in schools and reads " No person shall, on the basis of sex, be denied admission, or be subjected to discrimination in admission, by any recipient to which this subpart applies" (U.S. Department of Education, 2015).

Students or teachers who believe they have been discriminated against can bring litigation under the Equal Protection Clause of the Fourteenth Amendment. The Equal Protection Clause in Section 1 of the Fourteenth Amendment states:

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws (U.S. Constitution, Fourteenth Amendment).

In addition, in 1984 Congress passed the Equal Access Act requiring federally-funded secondary schools to uphold students' First Amendment rights to conduct meetings and hold an open forum with equal access to extracurricular student groups or clubs (Equal Access Act, 1984).

In Davis v. Monroe County Board of Education (1999), the mother sued the school system on behalf of her fifth-grade daughter for failing to prevent sexual harassment by another student. The Supreme Court upheld that there is an implied right to education under Title IX and found that the school board acted with deliberate indifference, ignoring the mother's complaints of harassment that were serious and systematic.

In , the Court of Appeals ruled that public schools and their officials could be held liable for failing to protect homosexual students from antigay harassment and harm. Since signed into law in 2009, schools must follow the Matthew Shepard Hate Crimes Prevention Act (2009). This law expanded the federal hate crime law, to include crimes motivated by the victim's actual or perceived gender, sexual orientation, gender identity or disability.

On the basis of sexual orientation and/or gender identity, students receive protection from bullying by other students, teachers, and school staff and cannot be discriminated against in school by being unfairly denied access to facilities, sports teams, or clubs. Both anti-bullying and school nondiscrimination laws support and protect LGBTQ+ students. In addition, sexual harassment guidelines are provided through the Office for Civil Rights at the U.S. Department of Education (2020b). It is the responsibility of a school to take meaningful steps to support and protect all students.

Pause & Ponder

What cases have you heard in the news recently related to legal and ethical issues in schools? Did the decisions align with the ones you read about in this chapter or differ? Why do you think the outcomes were what they were?

During this chapter, you have learned about how ethical and legal issues impact education. A professional Code of Ethics influences a teacher's practice by outlining standards that ensure that all teachers demonstrate integrity, impartiality, and ethical behavior to assure that students receive a fair and equitable education. Teachers and students do not give up their constitutional rights when entering into public schools in the United States; however, the courts have declared that there is a difference between teacher and student rights outside of a school and those inside the school. Rights and responsibilities must align to state and federal law, as well as the safety of students, and the mission of the public school. Case law has provided guidance for schools on procedures and regulations as well as the roles and responsibilities of teachers and students. The legal cases highlighted in this chapter are significant to the purpose and goals of public schooling throughout the United States. There continue to be challenges over time, especially as society changes and the United States becomes more diverse. A robust legal system is needed to maintain a fair and responsible system of education that supports all students. Understanding ethical and legal issues related to education will help you make informed decisions as an educator in our public school system within the United States.

# data[].attributes.attachment_link.title
Foundations of American Education: A Critical Lens

# data[].attributes.attachment_link.description
A high school English teacher is planning to have his students read The Bluest Eye by Toni Morrison. Set during the Great Depression, the main character searches for her identity and sense of self. In addition, there are themes of race, class, exploitation, and sex.

# data[].attributes.body
This paper explains the four types of educational philosophies very well and highlights the importance within a school system. The first being perennialism a subject-centered philosophy is to teach students to open their mind and have creativity. The importance of this skill was described as mastering development and reasoning skills. The second philosophy is essentialism also a subject-centered philosophy and is teaching basic skills for everyday life. The importance is promoting students to a higher and new level of education and ready them for the future. Romanticism is the next philosophy which is more student-centered and focuses on differentiation, meeting the students learning readiness needs. The importance of romanticism is opening bigger opportunities of imagination, intuition, individuality, idealism, and inspiration. The last philosophy is progressivism which is believing in individualism and the process of success. This philosophy can help build cooperative learning strategies and active experimentation.

# data[].attributes.body
This article was very inclusive of the different types of schools that are provided for students and not just public schools. The first school talked about is how charter schools are governed. Charter schools usually have their governing boards responsible for making important decisions regarding curriculum, budget allocation, hiring, and overall school policies. They can consist of parents, teachers, and community members. Charter schools receive public funding depending on the state. The second type is traditional public schooling. Local, state, and federal government entities establish and fund traditional public schools. This is usually run by administration usually. Traditional public schools primarily rely on public funds allocated by the government. The last type is private school, private schools have greater autonomy in determining their educational philosophies, curriculum, and policies. Private schools rely on various funding sources, primarily tuition fees paid by parents or guardians.

# data[].attributes.attachment_link.readable_text
As the education landscape evolves, it is essential to examine different schooling options and understand their strengths, weaknesses, and overall impact on students' educational experiences. In this article, we will compare three primary education models: charter schools, traditional public schools, and private K-12 schools, concerning governance and funding.

Charter schools are publicly funded schools that operate under a charter or contract, which grants them increased autonomy and flexibility compared to traditional public schools. Individuals, organizations, or groups typically establish charter schools with a specific educational vision or focus.

Charter schools are independent public schools free to innovate while being held accountable for improved student achievement. They foster a culture of creativity, flexibility, and autonomy that allows teachers and school leaders to design and implement effective educational models tailored to the needs of their students. - National Alliance for Public Charter Schools

Governance Structure
Charter schools usually have their governing boards responsible for making important decisions regarding curriculum, budget allocation, hiring, and overall school policies. These boards can include parents, community members, educators, and experts from various fields. The thin governance structure allows for more localized decision-making. It promotes flexibility in responding to the needs of students and the community than is possible in an administration with more layers of management.
Flexibility in Curriculum and Management
One of the key features of charter schools is their flexibility in designing their curriculum and educational approach. Charter schools can develop specialized programs, such as STEM-focused, arts-integrated, or Montessori-inspired curricula, tailored to their students' needs and interests. This flexibility allows for innovation and experimentation in teaching methods and educational practices.
Funding Mechanisms
Charter schools receive public funding, but the specific funding mechanisms can vary depending on the state and district. In some cases, charter schools receive per-pupil funding from the government, similar to traditional public schools. However, they may also rely on additional funding sources such as grants, donations, or partnerships with private organizations. It's worth noting that the funding for charter schools is often tied to enrollment, which means that fluctuations in student numbers can impact their financial stability.
Implications
Charter schools' governance and funding structure provides opportunities for increased autonomy, innovation, and tailored educational programs. However, the variability in funding and potential reliance on external sources can introduce financial uncertainties. Additionally, the autonomy of charter schools can raise concerns about accountability, transparency, and potential disparities in resource distribution.

This video explains charter schools.
Traditional Public Schools
Local, state, and federal government entities establish and fund traditional public schools. They operate within a framework of regulations, policies, and guidelines set by governmental authorities.

Public schools play a critical role in providing an accessible and equitable education to all students. They serve as the cornerstone of our democratic society, fostering social integration and promoting equal opportunities for learners of diverse backgrounds. Public schools aim to provide a quality education that prepares students for college, career, and civic engagement while upholding the values of inclusivity, diversity, and community engagement. - National Education Association (NEA)

Governance Structure
Local school boards or district administrations typically govern traditional public schools. These boards consist of elected or appointed officials who make decisions on behalf of the community. The decision-making process in public schools is often influenced by bureaucratic structures and administrative hierarchies, which can impact the speed and flexibility of implementing changes.
Bureaucracy and Regulations
Due to their public nature, traditional public schools must adhere to various regulations and policies mandated by governmental entities. While these regulations ensure specific standards and accountability, they can also create challenges and limitations regarding curriculum development, instructional approaches, and decision-making processes. Due to bureaucratic procedures, public schools may need more support in implementing innovative teaching methods or tailored programs.
Funding Sources
Traditional public schools primarily rely on public funds allocated by the government. The funding is usually based on student enrollment, district demographics, and state-level funding formulas. However, the funding for public schools can vary significantly between districts and states, leading to potential disparities in resource allocation and educational opportunities.
Challenges
Traditional public schools' governance structure and reliance on public funding can present advantages and challenges. The democratic governance model allows for community representation and input but can lead to slower decision-making processes and potential conflicts of interest. Additionally, budget constraints and unequal funding distribution can affect the availability of resources and programs, impacting the quality of education in certain areas.

This TEDTalk explains public schools.
Private K-12 Schools
Private K-12 schools are independently operated educational institutions funded through private means, such as tuition fees, donations, and endowments. They are not subject to government regulations and have more autonomy in decision-making.

Private schools offer families an educational choice that often emphasizes strong academics, character development, and individualized attention. They provide an environment where parents and educators work together to create a personalized learning experience that meets the unique needs of each student. Private schools strive to cultivate a sense of community, foster a love of learning, and prepare students for future success. - National Association of Independent Schools (NAIS)

Autonomy and Governance Structure
Private schools have greater autonomy in determining their educational philosophies, curriculum, and policies. They are often governed by boards of trustees, including educators, parents, alumni, and community members. This governance structure allows private schools to make decisions more efficiently and align their educational approach with their specific mission and values.
Role of Private Funding and Tuition Fees
Private schools rely on various funding sources, primarily tuition fees paid by parents or guardians. The amount of tuition varies depending on factors like the school's reputation, location, facilities, and extracurricular offerings. In addition to tuition income, private schools also receive financial support through donations, grants, and endowments. Private funding grants these schools financial independence, enabling them to invest in resources, facilities, and specialized programs.
Implications
The autonomy granted by private funding allows private schools to offer unique educational experiences. Smaller class sizes, specialized programs, and a focus on individual attention are often cited as advantages of private schools. However, the reliance on tuition fees and private funding can create financial barriers and limit access to students from lower-income backgrounds. The lack of government oversight also raises questions about accountability and equity in terms of admissions and educational opportunities.
Conclusion
Examining the governance and funding structures of charter schools, traditional public schools, and private K-12 schools highlights the varying levels of autonomy, decision-making processes, and financial considerations associated with each model. Understanding these aspects is crucial for stakeholders to evaluate the strengths and challenges of each educational system and work towards creating inclusive, high-quality learning environments for all students.

This video explains private schools.

Questions? Contact us on Facebook. @publicschoolreview

#EducationGovernance #SchoolFunding #ComparingSchoolModels

# data[].attributes.attachment_link.title
How Schools are Governed and Funded - PublicSchoolReview.com

# data[].attributes.attachment_link.description
Explore the differences in governance and funding models between charter schools, traditional public schools, and private K-12 schools. Gain insights into how these factors shape educational experiences and outcomes for students.

# data[].attributes.body
This article talks about 10 ways to reform schools and the education system. the first couple ways are long term vision, sustained leadership, ambitious standards, commitment to equity, and high-quality teachers and school leaders. Having these kinds of reforms can give your school strength and learn a lot more this way. Next reforms are alignment and coherence, intelligent accountability, effective use of resources, student motivation and engagement, and global and future orientation.

# data[].attributes.attachment_link.readable_text
What enables some countries' education systems to succeed in the global knowledge economy? Vivien Stewart, senior advisor to Asia Society, offers advice to districts and states based on the lessons in her new book, A World-Class Education: Lessons from International Models of Excellence and Innovation (ASCD 2012). -The Editors
by Vivien Stewart
Hundreds of reforms are introduced into school systems around the country every year in curriculum pedagogy, governance, technology, and so on. Unfortunately, most fail to achieve the substantial improvements in student achievement that their advocates hoped for and, overall, U.S. educational performance has been flat for the past twenty years.

We now know that a number of other countries have gotten a lot better than us, accelerating educational improvement in a short time and on a large scale. Their success in improving hundreds of schools is inspiring. But what exactly has enabled them to raise their game and become global high performers? And are there lessons for U.S. schools?

My new book tells the stories of five very different systems-Australia, Canada, China (Shanghai), Finland, and Singapore. Despite differences in the details of policies and practices, as well as in the cultural contexts and political systems in these countries, there are clearly some common drivers of success.

Here are the ten big lessons from the world's top-performing and rapidly improving systems:
1. Long-Term Vision
The leaders of countries with high-performing education systems share a palpable conviction about the centrality of education to their dreams for their society-to raise people from poverty, achieve greater equality, develop a well-functioning multi-cultural society and, certainly, create a thriving economy and a growing number of good jobs. Each of these systems has a long-term vision for how education can achieve this, which is widely shared inside and outside the education system. In Singapore, for example, the vision helped to propel their economy from third world to first; China's 2020 vision was developed with online input from millions of people and includes universal high school graduation and world-class universities; Alberta asked all its citizens to contribute to a dialog on what the educated Albertan of 2030 should look like. Finland's vision was to become a modern society and economy, free from domination by larger powers.
2. Sustained Leadership
Major reforms are often triggered by an economic, social, or political crisis and may be led by a single strong leader. Such reform efforts can bring about significant improvement within a three- to five-year period, but substantial changes in performance or closing achievement gaps on a large scale require a longer time frame than most political cycles. Therefore high leadership turnover is a fundamental barrier to sustaining change.

Understanding this, the premier of Ontario regularly brought together all the key stakeholders-teachers, parents, business, students-to get buy in, iron out problems as they arose, and maintain sustained support for Ontario's reforms over a period of many years.

U.S. states and districts could likewise bring together a group of key stakeholders to define a vision for what the educated American should look like in 2030 and to build momentum towards this vision through political cycles and leadership turnover.
3. Ambitious Standards
Countries that excel set ambitious, universal, and clear standards for all their students, typically at the national or state/provincial level. The fundamental problem with locally set standards is that they lead to wildly varying expectations of performance and lower achievement overall.

Countries that have historically set standards at the local or state level are therefore increasingly coming together to create common standards across all jurisdictions. In Australia, for example, states have come together for the first time to create a national curriculum. In Alberta, Canada, standards are set at the provincial level and province-wide curricula and examination systems ensure those in both rural and urban areas have consistent opportunity to pursue these standards. In the United States, the Common Core State Standards are following international best practice in establishing fewer, clearer, and higher standards in some areas, but high-performing systems have standards in all subjects to avoid narrowing the curriculum.
4. Commitment to Equity
Leaders in every country proclaim their commitment to equity, but successful education systems focus on achieving equity in a strong and deliberate way.

Our mediocre performance on international assessments is due in part to the large percentage of students scoring at or below basic levels.

High-performing systems use a variety of approaches to minimize the impact of social background on student achievement. These include system wide policies like equitable funding, having common high expectations for all students, and ensuring high-quality teachers in every school. They also include classroom-level interventions like focused early literacy and math support and a variety of family and community supports outside of school.

These policies don't eliminate the gap between the children of parents with widely varying education levels, but they do significantly level the playing field to create a society that is open to talent from wherever it may come.
5. High-Quality Teachers and School Leaders
Vision, leadership, high standards, and commitment to equity are crucial starting points, but unless they affect teaching and learning in the classroom, they won't bring about significant change.

There is broad agreement among high-performing and improving countries that no matter what reform strategy they are pursuing, the quality of an education system rests on the quality of its teachers. These systems adopt policies to attract, prepare, support, reward, retain, and advance high-quality teachers.

As systems devolve more authority to schools, they need stronger leadership at the school level. School leaders focused on results are able to create the conditions that make effective teaching and learning possible. Many systems-Australia, Ontario, and Singapore among them-have created new frameworks and processes for training school leaders.

In general, high-performing systems put the energy up front in recruiting and supporting high-quality teachers rather than on the back end of reducing attrition and firing weak teachers.
6. Alignment and Coherence
Lower performing systems have large "implementation gaps" between the policies enacted at the national, state, or even district level, and what actually happens in classrooms.

There are frequent inconsistencies between, for example, the stated policy goals of higher-order skills and the lower-level tests that are used to assess them, or between the goals of schools and the conflicting orientation of the higher education system that produces teachers.

Policies are also frequently enacted without the support to schools needed to carry them out. Common Core State Standards are a good first step towards higher performance but won't become the real standards in classrooms unless curriculum, teacher preparation, professional development, and assessment are all aligned and consistent.

In many high-performing countries, consistency is achieved by curriculum or syllabus-based instructional and examination systems, around which everything is aligned. Others have traditions of regular work among teachers within or across schools to raise the quality and consistency of classroom instruction.
7. Intelligent Accountability
All systems struggle with the balance between top-down managerial prescription and bottom-up professional judgment. In recent years some systems, like Singapore and Finland, have devolved more responsibility to the school level as the quality of their teachers and school leaders has become stronger and to encourage innovation. However, other systems where performance has been weak or uneven have used more centralized mechanisms to promote more consistent performance.

There is a lot of variation in the design of management and accountability systems. Overreliance on simple student outcome tests for accountability is not effective in moving systems to high performance, but nor is uniformed professional judgment.

High-performing systems combine multi-faceted and transparent accountability, using a broad set of student and school outcomes, with initiatives that build professional knowledge and capacity, thereby creating a culture of continuous improvement and ever-higher expectations.
8. Effective Use of Resources
High educational expenditures don't necessarily lead to high performance. In fact, many high-performing countries have relatively modest expenditures. That said, resources do matter.

Expenditure is an area where more research is needed but it appears that high-performing systems spend money differently. For example, they don't spend as much of their budget on buildings, sports, administrative positions, or separate special education functions. They also tend to make different trade offs between class size and time for teachers to devote to professional development.

Most fundamentally, high-performing systems have relatively equal expenditures across schools, as well as mechanisms to target more resources at the students who need them most.

9. Student Motivation and Engagement
Every country has students with varying degrees of motivation, but the intensity of focus and time on task of students in high-performing systems is striking.

High-performing systems motivate their students to study hard through both intrinsic and external incentives.

In Asian systems, the intense belief that effort, not ability, is the prime determinant of success, combined with the high value placed on education by families as a route to social mobility, plus the examination system, create powerful motivation.

Students in Finnish classrooms are also intently engaged, but by a different means. Finnish education is rooted in ideas of discovery and self-directed learning. Teachers are extremely well-trained in this type of education.

In Ontario, the focus is on individualization. The system employs student success officers, who work individually with at-risk students to create multiple pathways to graduation.
10. Global and Future Orientation
Recognizing the increasingly interconnected and digital world into which we are moving, high-performing systems are going global.

These systems are developing a global and future orientation among their teachers, school leaders, and students. They are modernizing curriculum to deal with the imperatives of the 21st century and forming international school partnerships to prepare students to function as workers and citizens in a globalized world, and not just their own local communities. They also emphasize international benchmarking, constantly looking around the world for international best practices, and using benchmarking as a tool for improving their system.

All countries face challenges in adapting their education systems to the vast transformations taking place around the world. No nation has a monopoly on excellence.

None of these lessons is rocket science and many of these elements can indeed be found in districts and states around the United States, but rarely all of them together. Many of the high-performing countries have, in fact, studied the peaks of American research and innovation and then adapted them, often more systematically, to their own systems.

Ours is a very resourceful country. If we combine our own assets with the world's best practices, we could indeed develop a world-class education system for our children and grandchildren.

# data[].attributes.attachment_link.description
What enables some countries' education systems to succeed in the global knowledge economy? Vivien Stewart, senior advisor to Asia Society, offers advice to districts and states based on the lessons in her new book, A World-Class Education: Lessons from International Models of Excellence and Innovation (ASCD 2012).

# data[].attributes.body
This article explains a detailed reasoning of the importance of multiculturalism in schools and the types that occur. Creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed and it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. The types of multiculturalism is school are race, ethnicity, religion, language, socioeconomic status, sexual orientation, and gender identity.

# data[].attributes.attachment_link.readable_text
The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

# data[].attributes.attachment_link.title
The Importance of Multicultural Education - School of Education

# data[].attributes.attachment_link.description
As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

# data[].attributes.body
This article would be good to read for a first year teacher to get a grasp on learning new forms of technology that can be used in a classroom. You can use technology for just about anything education related. This article mentions Kahoot!, Google Classroom, and Nearpod for studying tools. Classdojo, Flip, and Seesaw for community building and communication skills. Websites like Canva, Kami, and Buncee for design and creativity purposes.

# data[].attributes.attachment_link.readable_text
In the digital age, teachers have an impressive selection of technological resources to help facilitate classes, engage students, and streamline processes. The problem, however, is that because there's such an abundance of tools, it can be difficult to know which to use, and how to understand the value they bring to education.

What Are Technology Tools?

A technology tool is an electronic, digital, or physical resource that can support teachers in the delivery and testing of content. Technology tools include apps, platforms, and software, and can be used in virtual, hybrid, or traditional learning environments.

The Importance of Technology Tools

Digital literacy is on the rise, with many young students being adept with technology early on and are familiar with technology as an essential component of everyday life. In education, technology tools can help further students' abilities, provide innovative ways to work, and offer access to new experiences. For teachers, technology tools can consolidate workloads, assist students with diverse capabilities, and supply a single place to monitor students' progress.

Examples of Technology Tools

Sphero Tech

Sphero Robots

Sphero littleBits

Technology Tools for Quizzes & Questionnaires

Kahoot!

Google Forms and Google Classroom

Socrative

Nearpod

EdPuzzle

Studies show that 65% of people prefer information to be presented visually , which is why celebrates videos as a medium for teaching. Teachers simply find a video, add their questions or embed quizzes in the video, and then assign the video to students.

Desmos

is a math-centered platform with a number of tools to help students visualize equations and plot graphs. Tools include the graphic calculator, scientific calculator, geometry tool, and practice tests. Students can additionally enjoy specially-designed math quizzes and games.

Quizizz

Technology Tools for Communication and Collaboration

ClassDojo

Trello

Flip (formerly FlipGrid)

Seesaw

Technology Tools for Design and Development

Canva

Kami

Buncee

Genial.ly

iPad Technology Tools

Apple has a host of apps and software for educational institutions using iPads. is a video editing app where students can create professional-looking videos quickly and effectively. Additionally, GarageBand is a music production station that enables students to make tracks, podcasts, and other audio files.

Technology Tools for Review

Blooket

Gimkit

This live learning gameshow tool introduces or reviews classroom concepts . can also function like flashcards, where teachers import existing question sets or spreadsheets to the platform. Students can also submit their own questions, via the KitCollab feature.

Pear Deck

GoGuardian

Assistive Technology Tools

SAS CodeSnaps

The SAS CodeSnaps app is a collaborative coding environment that takes advantage of printed coding blocks to empower students to work outside of an electronic device. Alongside Sphero's BOLT robot , these tools support students with visual impairments and are great for students who learn deeper with kinesthetic activities.

Total Caption CART services

Livescribe

These are just a handful of the technology tools available for educators. In your search for a technical toolbox be sure to check that tools align with students' and schools' preferences and that they are truly inclusive - meaning can reap their benefits. For more information about technology tools in action in learning, take a look at and STEM tools making real-life change in the classroom.
Watch our Webinar: "A School Leader's Guide to Making the Most of Tech Tools" here.

# data[].attributes.attachment_link.description
Enhance your students' learning journey and streamline your teaching processes with our specially-curated list of the best technology tools for the classroom.