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Survey - top issues when advocating for students and schools. (Responses)

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We should advocate for holistic, student-centered assessments that value creativity, critical thinking, and real world skills over standardized testing.Parent,Middle School

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One of the biggest issues the collective "we" should be advocating for in regards to student learning and the education profession is student success? Are we supporting and meeting children where they are in the education system or leaving them behind because they don’t have the same abilities or capabilities as their peers. Are we making sure that we provide the tools they need to excel. Some children learn by studying, some learn by doing. Are we acknowledging the needs of the doers by recognizing and nurturing that the way they learn is different from others.Administrator or SpecialistHigh School

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Learning and application of knowledge Administrator Elementary, Middle School, High School, College

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Recruiting and retaining highly-qualified teachers through better compensation Administrator Elementary

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Lack of programming, staff, resources to close learning gaps. Kids are falling behind but we don’t have the staff and resources to catch them up. We need more funding to put out capable productive members of society.TeacherElementary

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The biggest issue is having buy in from all staff when it comes to new approaches/curriculum design. We get complacent with our methods and almost have an adversion to new things the longer we are in this profession. Part of education and the learning process is to have an open mind to new things even if one is a seasoned educator. Teacher High School

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Better pay for teachers. It’s very hard to retain good teachers when teacher salaries fall behind 77% of school districts starting pay is below 50,000. How can we keep and grow education with out equal pay for those that effect the future generations the mostParentMiddle School, High School

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Make sure students are proficient in reading and writing. No matter the job or career they choose they will need to know how to read/write to apply for and keep the job. Teacher

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Job shadowing to help students get real life experience/feel for career choices ParentHigh School

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STEAM Education and the Whole Child: Examining Policy and Barriers. International Journal of the Whole Child

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STEAM Education and the Whole Child: Examining Policy and Barriers. International Journal of the Whole Child

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Communicate holistically with parents: Teachers should share a comprehensive view (Corbin Profile of a Learner) of student progress with parents, including academic, social, and emotional development. This approach helps parents understand their child's strengths and challenges, enabling them to support their child's overall growth.

Embrace diverse assessment methods: Teachers should move beyond traditional testing and incorporate project-based assessments, portfolios, and self-assessments to capture a more comprehensive view of student skills and understanding.

Focus on individual progress: Assessment should not be solely about comparing students but about tracking individual growth over time. Teachers can use formative assessments to monitor student learning and adjust instruction accordingly, fostering a growth mindset in the classroom.

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Use your Network Login. If you need to activate your account or change your password, click here to visit myGate. and use the MSU Web Account Services box on the Home tab.

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Domain 7 of teacher leader standards are typically referred to as "Advocating for Student Learning and the Profession". Teacher leaders should actively promote student success and the overall teaching profession by staying informed about educational policies and advocating for positive change.

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Eastern versus Western Gaps in Whole Child Education: How School Climate Works for Academic Achievement and Well-Being across China, Korea, Finland, and the United States. Educational Research for Policy and Practice

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Eastern versus Western Gaps in Whole Child Education: How School Climate Works for Academic Achievement and Well-Being across China, Korea, Finland, and the United States. Educational Research for Policy and Practice

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Strong emphasis on positive school climate: Su and Lee's research demonstrates the universal importance of a positive school climate for student well-being and academic achievement. Montessori environments, with their focus on respectful teacher-student interactions, collaborative learning, and a sense of community, naturally cultivate this positive climate. This aligns directly with the article's findings about the crucial role of school climate.

Personalized learning addresses individual needs: The study suggests that while different cultures may emphasize different aspects of whole-child education, the underlying principle of attending to the whole child development remains vital. Personalized, project-based learning, as found in Montessori education, allows for individualized learning paths, catering to each student's unique pace, interests, and strengths. This personalized approach supports both academic growth and emotional well-being by fostering a sense of agency and ownership in learning.

Project-based learning fosters holistic development: The article implicitly supports the idea of holistic development by emphasizing the importance of social-emotional learning alongside academic achievement. Project-based learning, a hallmark of Montessori education, allows students to develop critical thinking, problem-solving, collaboration, and communication skills – all essential components of well-rounded development. This aligns with the whole-child philosophy advocated for in the research.

Montessori's child-centered approach: The study emphasizes that a focus on the whole child is beneficial across cultures. Montessori education, with its child-centered approach, allows children to learn at their own pace, choose their own work, and develop independence and self-reliance. This approach fosters a sense of intrinsic motivation and contributes to both academic success and emotional well-being, mirroring the findings of Su and Lee regarding the importance of addressing the whole child.

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Use your Network Login. If you need to activate your account or change your password, click here to visit myGate. and use the MSU Web Account Services box on the Home tab.

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Corbin Profile of a Learner: Holistic Assessment

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Corbin Profile of a Learner: Holistic Assessment

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Corbin School of Innovation is seeking to advocate for comprehensive personalized education that addresses the holistic needs of students. Our NextGen Leadership team goal in partnership with the University of Kentucky has been to develop a new format for student assessment across the academic career K-12. Attached is our Profile of a Learner draft- the core of our approach to education.

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Parent and Teacher Elementary Survey Outcome

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Parent and Teacher Elementary Survey Outcome

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Concern for student learning-focus on academics and behavior. Education profession-concern-teacher retention Parent, TeacherElementary

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9 Steps in Advocacy- C Calico document linked

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9 Steps in Advocacy- C Calico document linked

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Corbin School of Innovation has had the opportunity to meet and discuss vibrant learning for digital and hybrid programs like our own with the State Education Commissioner, Robbie Fletcher, the UK NextGen Leadership team, local Ky State Representatives , NIck Wilson to name a few. I would like to develop a packet of information about our Profile of a Learner process with the state commissioner and our local representatives through this NextGen Leadership organization.

Our district MTSS Multi Tiered Systems of Supports meets routinely to discuss district wide concerns and student growth. It is within in this large team of specialists, teachers, administrators and counselors, that our district is positioning to seek funding, allocate resources, and develop professional trainnig for all staff. School improvement goals and problem solving to imrpove best practice strategies are all part of the MTSS team mission. There are annual 2 day and supplimental teacher professional developement plans made annually to meet the needs and interests of staff. Holistic assessment is now part of the coming year's discussion and professional developement offerings to support and innovate how our district determines student success/need/ growth.

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RESOURCES: Building Capacity for Holistic Assessment 

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RESOURCES: Building Capacity for Holistic Assessment 

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UK Next Gen Leadership Academy of schools, teachers and administrators from across Kentucky ) has begun the important step of building capacity across the state.

Implementing holistic assessment requires a multi-faceted approach, focusing on networking, sharing information, unifying the vision for holistic approaches to assessment, sustainable funding, and robust teacher training.

Here are some ideas for Kentucky:

Develop a Statewide Holistic Assessment Framework: A clear, comprehensive framework outlining the principles, goals, and implementation strategies for holistic assessment is crucial. This framework should be developed in collaboration with educators, administrators, policymakers, and community stakeholders. It should align with the KAS and emphasize deeper learning skills.

Create a Network of Holistic Assessment Experts: Establish a network of experienced educators, researchers, and assessment specialists who can provide support and guidance to schools and districts. These experts can offer professional development, coaching, and resources.

Pilot Programs and Demonstration Schools: Implement pilot programs in diverse schools and districts to test and refine holistic assessment approaches. These demonstration schools can serve as models for other schools.

Curriculum Alignment: Ensure that curriculum materials and instructional practices are aligned with the principles of holistic assessment. This includes providing teachers with resources and support to develop performance-based tasks, formative assessments, and opportunities for student self-reflection.

Technology Infrastructure: Invest in technology infrastructure to support the collection, analysis, and reporting of data from diverse assessment methods. This might include digital portfolios, learning management systems, and data visualization tools.

Community Engagement: Engage parents, families, and community members in the conversation about holistic assessment. Explain the benefits and address any concerns. Seek their input and support.

Funding:

Dedicated Funding Stream: Advocate for a dedicated state funding stream to support the implementation of holistic assessment. This funding could be used for professional development, technology, curriculum development, and assessment materials.

Grant Opportunities: Explore grant opportunities from federal agencies, foundations, and other organizations to support holistic assessment initiatives.

Repurposing Existing Funds: Analyze current assessment budgets to identify areas where funds can be repurposed to support holistic assessment activities. For example, reducing reliance on costly standardized testing could free up resources.

Public-Private Partnerships: Explore partnerships with businesses and community organizations to secure funding and resources for holistic assessment.

Teacher Training:

Comprehensive Professional Development: Provide teachers with ongoing, high-quality professional development on holistic assessment strategies. This should include training on:

*Designing and implementing performance-based tasks

*Using formative assessment to inform instruction

*Facilitating student self-reflection

*Developing and using rubrics and scoring guides

*Integrating technology into assessment practices

*Differentiating instruction based on assessment data

Mentorship Programs: Establish mentorship programs to pair experienced teachers with those who are new to holistic assessment.

Teacher Leadership Opportunities: Create opportunities for teachers to become leaders in the implementation of holistic assessment. This could include serving as mentors, trainers, or curriculum developers.

Collaboration and Networking: Encourage teachers to collaborate and network with each other to share best practices and resources related to holistic assessment. Professional Learning Communities (PLCs) can be valuable here.

Focus on Practical Application: Training should not be just theoretical. Teachers need opportunities to practice designing and implementing holistic assessments in their classrooms and receive feedback. Model lessons and co-teaching can be effective strategies.

Ongoing Support: Implementation of holistic assessment is a process, not an event. Teachers need ongoing support, coaching, and resources to be successful.

By addressing capacity, funding, and teacher training comprehensively, Kentucky can effectively transition to a more holistic assessment system that supports deeper learning and prepares students for success in the 21st century.  This shift requires a long-term commitment and collaborative effort from all stakeholders.

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Our school as a resident Podcast creator and Mental Health Alliance staff person, Mr. Ross. Communicating advocacy goals for holistic assessment will become a feature of our interview with our Principal and our Next Gen Academy team on his podcast. Also, we will the transcript of the podcast and the visual design of our Profile of a Learner to the local newspapers, the Times Tribune and News Journal as feature articles.  Our Corbin School of Innovation facebook page has 1,400 followers and we will create features and images to promote the Profile of Learner in its final form. Lastly, the parents at our school have been surveyed about assessment goals and we have sought feedback from them about our Corbin Contributor Profile image summary. There are plans to provide a parents' night mini session to walk through what assessment expectationsa nd goals will be as we transition to a more holistic format. Provided in person, and digital live meets.

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This network in particular has been our best conduit to both communicate about our student needs, but to highlight the successes and challenges and needs of students. This collective bargaining as a network has provided us a platform to reach legislators both through our Education Commissioner Dr. Fletcher, and by stakeholder relevant documents featuring our progress. Submitting our Profile of Learner approach within this innovative network is the next step in advocating for positive change and a more inclusive scope for innovative education

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PDF of Profile of Learner Assessment Goals

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PDF of Profile of Learner Assessment Goals

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[Untitled Mon Feb 17 2025 17:49:26 GMT-0500 (Eastern Standard Time)]

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[Untitled Mon Feb 17 2025 17:49:26 GMT-0500 (Eastern Standard Time)]

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[Untitled Mon Feb 17 2025 17:49:26 GMT-0500 (Eastern Standard Time)]

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[Untitled Mon Feb 17 2025 17:49:26 GMT-0500 (Eastern Standard Time)]