NY Education

Funding Opportunity: FY 2015 Nation...

Funding Opportunity: FY 2015 National School Lunch Program (NSLP) Equipment Assistance Grant for School Food Authorities (SFAs)

The School Food Service Equipment Grant is intended to improve the infrastructure of the NSLP. This will be achieved by providing the opportunity for schools to purchase equipment to serve healthier meals that meet the updated meal patterns, improve the overall quality of meals, improve efficiency of production and service and expand participation.
RFP Posted: New York City Preschool...

RFP Posted: New York City Preschool Provider Bilingual/English as a New Language Professional Development Center

The New York State Education Department (NYSED) Office of Special Education is seeking proposals for the establishment of a New York City (NYC) Preschool Provider Bilingual/English as a New Language Professional Development Center (Preschool Bilingual/ENL PDC). The purpose of the Preschool Bilingual/ENL PDC will be to provide in-service training which section 4410 preschool special education programs can include in their Interim Alternative Bilingual Placement (IABP) plans so they can continue enrolling English language learners (ELLs) with disabilities. The project is intended to increase the capacity of preschool providers in NYC to serve preschool students with disabilities who are ELLs by providing professional development to administrators, paraprofessionals1, teachers and related service providers employed by approved preschool programs on topics including, but not limited to, bilingual and ENL methodology, cultural and linguistic diversity and the integration of bilingual programming throughout a school. The Preschool Bilingual/ENL PDC will also develop procedures to ensure that the paraprofessionals and professionals participating in the above training have information on tuition assistance provided by the Intensive Teacher Institute in Bilingual Special Education (ITI-BSE) and registered ITI-BSE programs leading to a bilingual extension or certification in Teaching English to Speakers of Other Languages (TESOL) or Teaching Students with Disabilities from Birth to Grade 2 (TSWD).
RFP Posted: NYS Statewide Center fo...

RFP Posted: NYS Statewide Center for School Health

The Office of Student Support Services of the New York State Education Department (NYSED) is seeking proposals to operate a Statewide Center for School Health (the Center). The Center will work in collaboration with the New York State Education Department as a resource center to provide professional development and ongoing technical assistance to all school health personnel employed in all schools throughout the State (inclusive of both health and mental health personnel), and all school personnel that are involved in coordinating and/or delivering school health education.
RFQ Posted: Teacher and Principal E...

RFQ Posted: Teacher and Principal Evaluation: Qualifications for Supplemental Assessments and Corresponding Growth Models and/or Assessments for Use with SLOs to Be Used by New York State School Districts and Boards of Cooperative Educational Services (BO

In order to implement the provisions of Education Law §3012-d, relating to annual professional performance reviews of classroom teachers and building principals, the New York State Education Department (NYSED) is soliciting applications for assessments that will be used as measures of student growth, either through supplemental assessments in conjunction with a growth model for use in the Optional Student Performance Subcomponent or through an assessment used with a Student Learning Objective (SLO) that will generate a growth target for one year if expected growth for use in the Required Student Performance Subcomponent and will subsequently contribute to teachers’ and principals’ annual performance appraisals. Such assessments include those previously placed on the “List of Approved Student Assessments for Use by School Districts and BOCES in Teacher and Principal Evaluations.” Assessments approved under the previous list are only eligible for use under Education Law §3012-c. Assessment providers must apply to this RFQ in order to be approved for use under Education Law §3012-d. THIS SOLICITATION WILL NOT RESULT IN A CONTRACT WITH THE NEW YORK STATE EDUCATION DEPARTMENT.
Funding Opportunity: 2015-16 Title ...

Funding Opportunity: 2015-16 Title I School Improvement Section 1003(a) Basic School Improvement Grant Application

Section 1003(a) of the Elementary and Secondary Education Act (ESEA) requires that State Education Agencies allocate funds to Local Education Agencies (LEAs) for Title I Priority and Focus Schools to meet the progress goals in their District Comprehensive Improvement Plan and School Comprehensive Education Plan(s) (DCIP/SCEP) and thereby improve student performance. These funds are to be used to support implementation of school improvement activities as required in the 2015-2019 ESEA flexibility waiver. More information regarding the approved four-year flexibility renewal can be found at: http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html.
Funding Opportunity: New York State...

Funding Opportunity: New York State Career and Technical Education Technical Assistance Center (NYS CTE TAC)

The New York State Education Department (NYSED) is seeking proposals from organizations to provide research and support services that build effective communication links with Career and Technical Education (CTE) and academic programs at the secondary and post-secondary school-levels. The purpose of the NYS CTE TAC is to assist the NYSED in carrying out the Board of Regents reform agenda and CTE team’s mission of improving the quality, access, and delivery of CTE through research-based methods and strategies resulting in broader CTE and career readiness opportunities for all students.


Essay providing advice on being pro...

Essay providing advice on being promoted into an administrative position

When people take an administrative position for the first time, they and their colleagues may respond in unexpected ways, observes Larry D. Lauer.

Essay on making the most of a relat...

Essay on making the most of a relationship with a dissertation adviser

Sonja K. Foss and William Waters provide guidance on how to create the best relationship with your dissertation adviser.

Essay on developing the concept for...

Essay on developing the concept for your dissertation

How can you best choose a dissertation topic and then create a plan for developing it? Sonja K. Foss and William Waters recommend that you embark on a conceptual conversation.

Essay on a year's worth of advice f...

Essay on a year's worth of advice from an Inside Higher Ed blog on careers

Joseph Barber reviews 12 months' worth of career advice.

Essay on how women in academe can a...

Essay on how women in academe can avoid being pulled in too many directions

Frantic? Stressed? Overwhelmed? Rena Seltzer recommends five ways that women in academe can avoid being pulled in too many directions.

Essay on how women in academe can a...

Essay on how women in academe can avoid being pulled in too many directions

Frantic? Stressed? Overwhelmed? Rena Seltzer recommends five ways that women in academe can avoid being pulled in too many directions.

BBC News Education

Private schools condemn exam markin...

Private schools condemn exam marking

The heads of leading independent schools say the exam-marking system for GCSEs and A-levels is "not fit for purpose".
Parents of truants to have benefits...

Parents of truants to have benefits cut

Parents in England who refuse to pay a penalty after their children truant will have their child benefit docked, David Cameron is to announce.
Crisis warning over teacher shortag...

Crisis warning over teacher shortages

Teacher recruitment problems and a huge rise in pupil numbers will become "a perfect storm" for schools in England, a leading head teacher tells the Conservative conference.
Half of teachers in England 'may qu...

Half of teachers in England 'may quit'

More than half of England's teachers are thinking of leaving their jobs in the next two years, a survey for a teaching union suggests.
Grandparents to share parental leav...

Grandparents to share parental leave

Working grandparents will be allowed to take time off and share parental leave pay to help care for their grandchildren, the government says.
Children seek mental health help on...

Children seek mental health help on web

England's Children's Commissioner says young people are not confident enough to go to a doctor or school nurse for mental health advice.

US Govt Dept of Education

Calling All Dads: Nationwide Effort...

Calling All Dads: Nationwide Efforts Highlight Ways Fathers Can Get More Involved in Their Children?s Education

With another school year underway, student success in the classroom depends in large part upon family engagement. Children thrive when parents and caretakers are more involved in their child?s education. Throughout the country, state and local governments, organizations, and schools are working hard to involve parents ? and fathers in particular ? in the success of all students.
U.S. Department of Education Awards...

U.S. Department of Education Awards $50 million to Support Great Teaching and School Leadership

The U.S. Department of Education awarded 12 new grants today totaling more than $50 million to support teachers and principals with evidence-based training and professional development. These grants are funded through the Supporting Effective Educator Development (SEED) program, which creates learning and career growth opportunities for aspiring and current educators serving students in high-need schools.
U.S. Secretary of Education Arne Du...

U.S. Secretary of Education Arne Duncan Issues Statement on Learning Disabilities; Dyslexia; and Attention Deficit Hyperactivity Disorder Awareness Month

U.S. Secretary of Education Arne Duncan today issued the following statement on Learning Disabilities; Dyslexia; and Attention Deficit Hyperactivity Disorder Awareness Month. October serves as an important period of awareness across our country for the one in five public school students who experience learning disabilities and attention issues.
An Inspiring New Leader for Our Ext...

An Inspiring New Leader for Our Extraordinary Team

Earlier today, Secretary of Education Arne Duncan sent the following email to U.S. Department of Education staff: Dear colleagues, I?m writing to tell you two things. First, what is for me some bittersweet news: after several months of commuting between my family in Chicago and my job here in DC, I have made the decision to step down in December.
HBCU All-Star Reflects on the 2015 ...

HBCU All-Star Reflects on the 2015 National HBCU Week Conference: A Movement of Change, a Message of Hope

The recent White House initiative on Historically Black Colleges and Universities (HBCUs) Conference Week (Sep 21-22) was a gathering of institutions, organizations, agencies, and supporters committed to academic excellence and sustainable growth for African American institutions of higher learning.
U.S. Departments of Education and H...

U.S. Departments of Education and Health and Human Services Award $237M in Early Education Grants to 18 States

U.S. Secretary of Education Arne Duncan announced today that 18 states will receive second year awards under the Preschool Development Grant program to continue their work in expanding access to high-quality preschool for all children.


Arkansas teachers top off a sweet d...

Arkansas teachers top off a sweet day for Peltz' Trian hedge fund

Billionaire fund manager Nelson Peltz on Monday added a big new client when he took in $150 million in cash from the Arkansas Teachers Retirement System, part of a trio of welcome victories for the activist, whose portfolio has faced a bumpy ride lately. The $14.5 billion pension fund's decision to invest with Peltz' Trian Fund Management rounded off a sweet day for the 73-year old veteran investor, who also unveiled a $2.5 billion stake in General Electric and saw his investment in chemicals maker DuPont jump 5.64 percent after CEO Ellen Kullman said she was retiring. "The Trian team are like mechanics who can tell you what's wrong with your old car by hearing you drive up to the garage," said George Hopkins, executive director of the fund, which pays out $80 million in monthly benefits to 42,000 retirees.
7 Sobering Reasons 59 Million Kids ...

7 Sobering Reasons 59 Million Kids Around the World Don?t Have Teachers

7 Sobering Reasons 59 Million Kids Around the World Don?t Have TeachersIf it?s Oct. 5, that means it?s World Teachers? Day, the annual celebration in which folks take to social media to express their admiration and thanks for the educators in their lives. Perhaps all the stressed-out teachers who read the many messages of gratitude will remember the creative spark that made them want to enter a classroom?the same energy that got Robin Williams standing on a desk reciting the Walt Whitman poem ?O Captain! My Captain!? in Dead Poets Society.

Not all anti-bullying laws created ...

Not all anti-bullying laws created equal

By Lisa Rapaport (Reuters Health) - - Anti-bullying policies in most U.S. states aim to protect kids against abuse from their peers in school and online, but their effectiveness varies widely depending on where students live, a study suggests. In states where the laws followed at least one U.S. Department of Education (DoE) recommendation for anti-bullying policies, teens were 24 percent less likely to report bullying and 20 percent less likely to report cyber-bullying, the study found. The DoE recommends, for example, that laws include explicit descriptions of prohibited behaviors and spell out clear reporting practices and specific consequences.
Why are Philadelphia colleges on al...

Why are Philadelphia colleges on alert today?

?Out of an abundance of caution, the FBI Philadelphia Field Office notified local colleges and universities of a social media posting which threatened violence at a Philadelphia-area college or university for Monday, October 5,? the agency said in a statement. Recommended: Gun laws: How much do you know?
Why student debt is worsening for c...

Why student debt is worsening for college graduates

America's $1.2 trillion in student debt is having consequences in far-reaching ways. College dropouts and students who borrowed to attend for-profit colleges are at risk of default. Many Generation X parents ...
Trump latest to recommend guns in c...

Trump latest to recommend guns in classrooms. What do teachers say?

?How have our nation?s priorities gotten so far out of order?? asked NRA executive vice president Wayne LaPierre, pointing out that banks, sports events, and power plants are typically protected by armed guards. Recommended: What do you know about Donald Trump? Although gun control advocates had hoped Sandy Hook would prove a turning point, 28 states currently allow adults who own legal guns to bring them on school property.


University of Central Lancashire la...

University of Central Lancashire launches medical degree that is only open to overseas students

Hospitals may be struggling to overcome immigration laws to recruit new nurses, but for the university sector it is a different story.

Leicester University set to offer U...

Leicester University set to offer US-style flexi-degree courses

A leading university is to offer all its students the chance to study new US-style flexi-degree courses from next September.

Refugee crisis: British universitie...

Refugee crisis: British universities should create scholarships and bursaries for students fleeing violence, say academics

Every university in Britain is being urged to play its part in tackling the migrant crisis by helping make it easier for refugees and asylum-seekers to access higher education.

Cambridge University may bring back...

Cambridge University may bring back entry exam as too many acing A-levels

Cambridge University is considering reintroducing an entrance exam because too many applicants get top marks in their A-levels, in a move that has raised concerns that state school pupils would be put at a disadvantage.

Free school meals for infants 'set ...

Free school meals for infants 'set to be scrapped' under Osborne's spending review

Free meals for infant school pupils are likely to be scrapped in George Osborne?s November spending review, it has been reported.

Parents prepared to pay average fin...

Parents prepared to pay average fine of £210 for taking children on holiday during school term, survey finds

Half of parents from across the UK are prepared to face fines over the next year after admitting they will be taking their children out of school to go on holiday, according to an online travel agency?s research.

Education Week

Is Collaborative PD Time Being Wast...

Is Collaborative PD Time Being Wasted in Schools?

Kathryn Parker Boudett, co-author of Meeting Wise: Making the Most of Collaborative Time for Educators, offers ideas on what makes school-based meetings work well?and why they often don't.
Long Beach District Sets Course to ...

Long Beach District Sets Course to Personalize Teacher PD

The closely watched California district recently launched a "myPD" platform to help teachers select their own training paths.
Math-Modeling PD Takes Teachers Bey...

Math-Modeling PD Takes Teachers Beyond the Common Core

A pilot professional-development program funded by the National Science Foundation introduces elementary school teachers to a method of advanced problem-solving.
The Common Core Raises Questions Ab...

The Common Core Raises Questions About Teachers' Questioning Skills

A number of new PD initiatives aim to help teachers elicit more complex responses and interpretations from students.
Lesson-Sharing Sites Raise Issues o...

Lesson-Sharing Sites Raise Issues of Ownership, Use

Key sources of common-core related PD, online lesson sites for teachers come with fine-print complexities.
Video Gaining as Key Tool in Teache...

Video Gaining as Key Tool in Teacher-Learning Plans

As platforms evolve, more school districts are using video in professional development to boost teacher collaboration and refine classroom practice.


The Role of Campus Leadership in En...

The Role of Campus Leadership in Ensuring IT Accessibility

“Everyone should have an opportunity to participate in higher education.”

With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.

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The Game is Changing. What Will Be ...

The Game is Changing. What Will Be Expected of You?

“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University

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The Top-Ten IT Issues, 2012

The Top-Ten IT Issues, 2012

EDUCAUSE Top 10 IT Issues, 2012

The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:

Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy


Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.

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Tune In June 5 -- Rolling Out a BYO...

Tune In June 5 -- Rolling Out a BYOD (Bring Your Own Device) Program

This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.

Those unable to attend may wish to visit the archives after the event or browse related resources.

Interact on Twitter at #EDULive.

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Get Involved with EDUCAUSE -- Volun...

Get Involved with EDUCAUSE -- Volunteer Submissions Are Due June 1

As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.

EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:

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Is Agile the Future of Project Mana...

Is Agile the Future of Project Management?

Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.

Read the latest article release on agile project management from the Project Management Institute.

To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:

read more


Investing up Front: The School-Base...

Investing up Front: The School-Based Approach to Teacher Prep

A few weeks ago TNTP released a report, The Mirage, which paints a stark picture of teacher development: districts are making sizeable investments in professional development annually but with limited results; when it comes to outcomes, most teachers are not improving significantly year over year. Moreover, even when teachers do exhibit growth, their success cannot be linked to a specific professional development experience. Information provided to teachers about how to improve is also scarce: districts have feedback systems in place but in practice these aren't giving teachers a true picture of their strengths and growth opportunities. At the National Center for Teacher Residencies (NCTR), the report highlighted the correlation between in-service teacher outcomes and pre-service teacher preparation. While there are many ways to improve teacher effectiveness, NCTR's experience and research has shown that one of the most significant drivers is the quality of the preparation experience. What does high-quality teacher preparation look like? As many researchers have reported, it is preparation that is job-embedded, practice-based, and focused on a core set of skills that are responsive to districts' needs. These are simple concepts, yet they are hard to find in most teacher preparation programs. Step foot in a teacher residency program however, and this is exactly what you will see. 2015-09-30-1443650549-998690-UTRUDenverCLASSROOM0319150329.jpg A teacher prepared in a residency model will have spent an entire year -- from the first bell to the last -- in one or more classrooms in a high-need school, receiving in-depth coaching by a mentor teacher who has a track record of preparing students to meet challenging academic standards. Graduate-level courses, which take place throughout the year, require the resident teacher to apply what she is learning with her students. She receives feedback each day from her mentor, who herself is receiving regular feedback and instruction on how to be a better coach. This new teacher's extensive school-based training is one of the key elements that make residency programs so successful. More and more residency programs are emerging across the country (in addition, many traditional teacher preparation programs are adopting these practices in their own universities). NCTR's own evolution from Urban Teacher Residency United to the National Center for Teacher Residencies is the result of increased interest in the residency model and demand for the best practices found in innovative residencies operating today. Residencies show that "the mirage" can be replaced by a better, more effective reality by addressing the core challenges districts face through new teacher preparation and targeted ongoing support. Residencies are often criticized as expensive, but the high-quality initial investment of residency preparation can improve the starting point and the trajectory over time for teacher growth. A teachers' first professional development experience is in fact their initial preparation. Today's system isn't designed to support this model of teacher preparation and growth, but residencies offer a response. 1. Districts are shouldering the cost of teacher preparation in the forms of retraining and turnover. Districts are spending an average of18,000 per teacher, per year on teacher development -- filling in the gaps where preparation left off. This large investment is often focused on building foundation skills in teachers, rather than focusing on student and instruction needs. Professional development at the district level should focus on accelerating growth rather than building basic proficiency. In contrast, residencies invest up-front in the teacher through extensive clinical preparation that integrates the content and pedagogy of teaching. Through a gradual release of responsibility, residents move from a supporting role at the start of the school year (such as teaching a lesson on discipline expectations) to leading small groups, then building up to teaching a large portion of class instruction during the day. Residents also have opportunities to teach independently -- including full lead-teaching weeks in the late fall and spring. After each of these experiences, residents' responsibilities are dialed back to give them a chance to receive feedback and coaching and improve their skills. What does that mean for principals? Principal Jamie Roybal of Gust Elementary in Denver Public Schools hosts residents and has hired 15 graduates of the Denver Teacher Residency. Roybal says, Seeing [residents] in the fall as I begin my observations, I know that they have some skills that I don't necessarily need to worry about as I do a teacher that I hire from a traditional program that student taught for 10 weeks. I know that a teacher from a traditional program, I need to get in there immediately to set up the rituals, routines and the management, and I have approximately three weeks to do that. Otherwise I lose. I don't need to do that with a resident -- and I have 15 on staff -- I have not needed to do that with a resident. I have not yet hired a teacher from a traditional program that I haven't needed to do that. As far as the time and the support, it's different. While I'm supporting in the fall a new teacher from a traditional program, I'm supporting around management. When I'm supporting a first-year resident, I'm supporting on instruction, and that's a significant difference. 2. Districts have limited time and opportunities to educate teachers on their standards and to provide high-quality feedback. Novice teachers are often learning about the district's standards and evaluation system as they experience it for the first time. Additionally, their observers may be school administrators or other staff who they have not yet had the time to work with closely and who in turn, do not have the time to provide in-depth feedback to improve the teacher's skills. All residency programs start out by creating a vision of effective teaching that adopts or closely aligns to their partner district's standards and expectations for excellent teacher. Resident progress is tracked against the rubric that the district uses to evaluate teachers, thus giving residents a clear understanding of how they will be evaluated when they become a teacher of record. Mentors also have time to build a relationship with the resident and become trusted providers of feedback, coaching, and models of best practice. The foundation of the mentor-resident relationship is a coaching cycle of observation, feedback, and action steps. Feedback is given informally in spontaneous, brief conversations or daily check-ins regarding what went well, what did not, and next steps to take. Formal feedback is given in structured mentor-resident meetings and through examining student work and data analysis. Often, programs require residents and mentors to spend at least two hours each week in "sacred meeting time," where they debrief past lessons and plan future ones. How residencies define the mentor role is described in NCTR's white paper, Building Effective Teacher Residencies. 3. Professional development does not always take into account innovative ways to support teachers. Traditionally, professional development in districts is thought of as sessions a teacher attends or coaching provided to teachers. However, mid-career teachers who have been in the classroom for several years need additional opportunities to grow beyond these types of experiences. The mentor role in the residency is a unique opportunity to provide support to the resident as well as a solid professional development opportunity for excellent, experienced teachers. Far beyond a typical cooperating teacher role, the re-envisioned mentor role is a professional opportunity that not only aids in teacher retention, but also improves practice. In the 2013-2014 NCTR survey of mentors, 95 percent of mentors agreed that "being a mentor makes me a more effective teacher" and over 80 percent agreed the residency program supported their own professional growth and practice. The central question that The Mirage asks is, "do we know how to help teachers improve?" The findings from the report showcase data that makes that answer a resounding "no." However, residency models offer one possible solution, because these programs do know how to help teachers improve and they build the skills teachers need before the novice steps foot in her own classroom. Teacher development can take on a whole new meaning when novice teachers are well equipped on day one of the school year. Learn more about the National Center for Teacher Residencies and read our latest report, Clinically Oriented Teacher Preparation on our website.

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Texas Professors Warn Allowing Guns...

Texas Professors Warn Allowing Guns In Class Will Inhibit Free Speech

As a women's and gender studies professor at the University of Texas at Austin, Lisa Moore is often the very first person to expose her students to the ideas that underpin LGBT literature and culture. Now, she's worried a new state gun law could change how she teaches.

"I've had experiences over the years that have been frightening," Moore told The Huffington Post. "Like having my office broken into, and posters pulled off the walls and burned. Having 'Depravity Kills' written 16 times on my window."

Once, a student who had a mental illness and who'd been disruptive in class needed to take a medical withdrawal from one of Moore's courses. The student remained on campus, however. "I had to teach that class under an undisclosed location under armed guard for the rest of the semester," Moore said.

In cases like these, if students had been allowed to bring guns into campus buildings, Moore thinks things could have unfolded even more alarmingly. "I would have avoided my office and therefore not be available to my students or colleagues," Moore said. She doubts students, after witnessing an emotionally charged disruption in class, would return knowing one of their classmates might be armed.

I hate to think of trigger warning not becoming a metaphor but becoming a reality, that students who are triggered might actually pull a trigger." Ann Cvetkovich, a UT-Austin English professor

A new law signed by Texas Gov. Greg Abbott (R) this year will force public colleges and universities in the state to allow guns into their campus buildings. But Moore is one of a number of educators who worry that allowing guns in the vicinity of classrooms and professors' offices could have a chilling effect on free speech, thus violating academic freedom. Many faculty members at UT Austin are rallying to push administrators to restrict guns from school classrooms and offices.

There is a fear someone "could shoot them for their viewpoint," said Pat Somers, a professor of education at the school. "Disciplinary hearings may take on an entirely new dimension when those involved in the charges may be armed."

At an open forum on the issue last week, several professors worried they would be at risk with guns in the class while they discuss controversial subjects. 

"I'm a lesbian. That does not necessarily make me liked by all of my students or others, and I'm afraid for myself," said Ann Cvetkovich, a professor of English at UT Austin, at the forum. "I'm afraid for my students, but also very afraid for myself."

At one point, Cvetkovich alluded to a separate debate taking place on campuses nationwide, the question of whether instructors should offer trigger warnings when their lessons contain material that some students may find traumatizing. "I hate to think of 'trigger warning' not becoming a metaphor, but becoming a reality," she said. "That students who are triggered might actually pull a trigger."

State Sen. Brian Birdwell (R-Granbury), who sponsored the Senate version of the campus carry legislation that ultimately became law, did not immediately respond to a request for comment.

As of Monday afternoon, more than 300 professors at the University of Texas had signed a petition to "refuse" guns in their classrooms. Several faculty members staged a protest last week against allowing guns in classes.

Joan Neuberger, a history professor at UT Austin who helped organize the petition, told HuffPost that instructors' free speech concerns are at the "heart of the opposition" to guns in class.

"Classrooms aren't like other free speech areas," Neuberger said. "They're unique in the sense that you have young people, often in a situation for the first time, in debate with people who are very different."

Concealed carry has been allowed on campus grounds at Texas' public universities for about two decades, but the new bill extends that to the buildings themselves. Public Texas universities are now allowed to enact "reasonable" regulations about where someone can have a gun on campus, and where they must store them, but the new rules cannot "have the effect of generally prohibiting" license holders from carrying concealed handguns on campus. The university system is currently engaged in a working group to determine what limitations will be used on campus. 

Adm. William McRaven, chancellor of the University of Texas System, was opposed to the Texas guns on campus bill. McRaven, who oversaw the 2011 raid that killed Osama bin Laden before he retired from the U.S. Navy, suggested to The Texas Tribune in February that having guns in the class could infringe on free speech rights.

"I have spent my life fighting for the Second Amendment," McRaven said then. "You know, you have to ask yourself, 'Why did the Founding Fathers put freedom of speech as the First Amendment?' They may have done that because freedom of speech is incredibly important, and if you have guns on campus, I question whether or not that will somehow inhibit our freedom of speech."

The University of Texas System did not make McRaven available to HuffPost for further comment. UT Austin did not respond to a question about the faculty petition.

Faculty members have raised a number of concerns about the forthcoming law, pointing out that it will not necessarily prevent a mass killing of the kind seen at Virginia Tech in 2007 or Umpqua Community College last week. Opponents are encouraging people to refer to the legislation as "Abbott's Law," to make the governor take ownership of the bill he signed. But when professors voice their reservations, the discussion often goes back to academic freedom. 

"I can write a syllabus that says what's allowed in the classroom," said Max Snodderly, a neuroscience professor at UT Austin, at last week's forum. "Normally it includes cell phones. I think it should also include horses and guns."

Andrew Jackson, an undergraduate at UT Austin, disagreed with the anti-gun views expressed at the forum. To say that concealed carry would inhibit First Amendment rights, he argued, is tantamount to saying you don't have faith in students' ability to "have adult conversations" about difficult issues.

Nearly two dozen bills have been presented in 2015 to force guns onto college campuses, according to the Campaign to Keep Guns Off Campus, an activist group. Only the Texas bill has been signed into law thus far. The law will take effect on Aug. 1, 2016, 50 years to the day after the first mass school shooting, which took place at UT Austin.


Tyler Kingkade is a senior editor and reporter covering higher education, and is based in New York. You can contact him at tyler.kingkade@huffingtonpost.com, or on Twitter: @tylerkingkade.

-- This feed and its contents are the property of The Huffington Post, and use is subject to our terms. It may be used for personal consumption, but may not be distributed on a website.

Striking Photos Show What Classroom...

Striking Photos Show What Classrooms Around The World Look Like

Whether they are coaching students on valuable skills or inspiring kids beyond the classroom, teachers not only give us the tools to succeed -- they're also some of our biggest cheerleaders.

October 5 marks the U.N. Educational, Scientific and Cultural Organization's World Teachers' Day -- an initiative to empower teachers and call attention to their role in building sustainable societies. To celebrate the day and and honor teachers who strive to educate, regardless of the environment, Reuters photographers took photos of teachers, students and classrooms around the world.

Photographers captured striking scenes of education in action that illustrate the value of teachers everywhere. 

Check out some of the learning spaces from around the world below. 

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What Drives Our Dumb and Disorganiz...

What Drives Our Dumb and Disorganized Mental Health Policies?

In a rational world, the real needs of the mentally ill would be identified and addressed in an efficient and cost effective way. Those who need care would receive it. Those who don't, wouldn't. The national research portfolio would prudently balance studies aimed at practical solutions to urgent, current problems with those that promise home runs, but only in the remote future. Unfortunately, policy in the United States is based mostly on profit, political power, and ideology -- thus producing terrible outcomes that are anything but rational. Here is a summary of the power players and the aggregate mess they cause: 1) The over-treatment of the worried well is promoted by Pharma, insurance companies, mental health professionals, primary care doctors, patients, and politicians. Pharma by massive misleading marketing. Insurance companies by requiring premature diagnosis as a requirement of reimbursement. Mental health professionals by cherry picking the easy patients. Primary care docs by careless and excessive prescription of 80 percent of all psychiatric drugs. Patients by wanting a quick medication fix for the problems of everyday life. And politicians by pandering to all of the above in an effort to gain money and votes. 2) The neglect of the really sick is promoted by state governments, federal agencies, mental health professionals and anti-psychiatry patient advocacy groups. State governments by attempting to cut costs by underfunding and privatizing appropriate community treatment and housing. Meanwhile, they foolishly overspend much more money on prison beds for the 350,000 mentally ill who wind up getting locked up inappropriately for nuisance crimes, avoidable had treatment been available. Federal agencies by shirking their responsibility to the really sick and instead diverting scarce funding and attention to appealing but ineffective prevention and wellness programs. Mental health professionals and associations by preferring to cater to the large group of the nearly well and avoiding advocacy for the small group of the really ill. Consumer advocacy groups dominated by former patients understandably resentful of psychiatric treatment they found harmful or unhelpful by fighting against all use of psychiatric medicine and involuntary treatment -- even for those much sicker than they who desperately require such help lest they wind up in prison, homeless, or harming themselves or others. 3) Research efforts provide no help for the currently ill because they are funded either by the NIMH or Pharma -- neither which has much interest in their welfare. The NIMH research agenda is a triumph of hope over experience -- virtually the entire investment has been bet on the long shot, long term gamble that future basic science triumphs will someday be easily translated into effective prevention and treatment breakthroughs. Why bother with bandaids for mental illness suffering now if we can use magic technology to altogether eradicate mental illness in the future. There is minimal NIMH investment in research that might promote current advances in clinical care, service delivery, and policy making and instead a doubling down on previously failed bets on future breakthroughs via neuroscience, molecular biology, and genetics. This despite 40 years of ever more fascinating neuroscience discovery that so far has not helped a single suffering patient. Pharma sponsored "research" does not come close to deserving the name, since it is no more than a tool of marketing aimed at higher profits, not patient benefit. So much for the powerful. How about the powerless? These are the more than 600,000 people whose severe mental illness has been neglected. The homeless guy begging on the street because there is no housing for him; the guy stuck in jail, brought there only because the cop knew there was no appropriate treatment option; the woman with severe depression who has no insurance and cant afford medication; the psychotic teenager who winds up in juvenile detention; the mother who kills her child because of untreated command hallucinations; the avoidable suicide; the guy shot by a cop; some of our mass murderers; the 200,000 raped in prison every year, many of whom are made vulnerable by mental illness... and it goes on and on. We are the richest nation in the history of the world and yet we provide the worst care ever conceived for the severely ill who most need it. Paradoxically, the strongest advocates for reform are the cops, the judges, and the prison officials who have to deal with the fallout caused by our disastrously dysfunctional and disorganized mental health nonsystem. Cops are scared silly by the unpredictability of the untreated patients they are untrained to deal with. Judges know firsthand that diversion to treatment is a more humane and cost effective alternative to imprisonment. And jailers know that many of their prisoners belong in treatment, not custody. The National Rifle Association has also become a paradoxical supporter of increased funding for mental health, but for all the wrong reasons -- to divert blame for gun violence away from guns and onto the very few mentally ill who actually use them. The natural advocates of the severely ill -- the professional associations and patient advocacy groups -- have so far done little or nothing to help them. And a very useful, bipartisan mental health reform bill has been blocked in Congress -- the victim of special interest lobbying and political posturing. Is there any hope? The best news is that helping the severely ill is not that hard to do. Other countries provide wonderful services using many fewer dollars -- because they allocate them rationally rather than based on politics and ideology. This isn't rocket science and the U.S. did a much better job 30 years ago before community mental health centers were privatized. It is also promising that the media are picking up the story, although unfortunately that this occurs mostly when someone with a mental illness commits or becomes victim of a violent act. This is unfairly stigmatizing -- most of the mentally ill are never violent and most violence is not committed by the mentally ill. But if this is the only way to call attention to the plight of the severely ill and to get funding for adequate services, and housing, perhaps the tradeoff is worth it. The current impasse is a blight on our nation and a catastrophe for our most vulnerable. Allen Frances is a professor emeritus at Duke University and was the chairman of the DSM-IV task force.

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Meet The Famous Artists And Writers...

Meet The Famous Artists And Writers Who Were Teachers First

Monday is World Teacher's Day, a UNESCO-supported holiday that honors the critical role teachers play in maintaining education systems across the globe. Organizations in countries like Brazil, Poland, India and Papua New Guinea have planned international celebrations, meant to remind parents and students how important it is to empower qualified and motivated individuals in schools around the world.

Ultimately, one of the initial goals behind UNESCO's efforts was to establish universal primary education by the year 2020, which, according to the UNESCO Institute for Statistics, would require countries to recruit a total of 12.6 million primary teachers. But beyond the numbers, World Teacher's Day serves to also highlight the need for quality training programs geared toward enhancing the skills of men and women devoting their careers to the educational betterment of future generations. 

As UNESCO looks to cultivate the next wave of dedicated teachers, we'd like to celebrate World Teacher's Day by looking back on education's past and singling out the famous artists and writers who not only taught us about the importance of learning via their works of literature and art, but also through their careers as primary school instructors and high school professors.

Of course, many writers and artists have spent time teaching at the collegiate or university level -- Maya Angelou, Roy Lichtenstein, Merce Cunningham and Salman Rushdie have all lent their talents to universities and writing residencies. But on this day, we're focusing on the figures who honed their craft at the primary school level. Behold, a list of the authors, painters and poets who understand the importance of passing on knowledge in the classroom:

1. Robert Frost

Robert Frost, who you were likely introduced to in high school, once taught at a high school himself. Though he ended up as an English professor at Amherst College, he first taught at Pinkerton Academy, a secondary school in New Hampshire. In terms of his teaching style, Virginia Public Radio quoted him saying, "I don't teach. I don't know how. I talk and I have the boys talk."

2. Georgia O'Keeffe

From 1912-14, the artist famous for painting the beauty of the American Southwest taught drawing and penmanship in the public school system in Amarillo, Texas. Imagine, the highest-selling woman in art auction history teaching you how to sharpen your cursive!

3. Kurt Vonnegut

Kurt Vonnegut -- who, near the end of his storied life, advocated for trying things with your own hands rather than getting lost in the pseudo-connectivity of the digital world -- took a bunch of odd jobs before committing full-time to writing. He opened a failed Saab dealership, and, for a brief while, taught English. He later taught writing at the Iowa Writer Workshop, too. His famous thoughts on the subject of teaching writing? "You can't teach people to write well," he proclaimed. "Writing well is something God lets you do or declines to let you do."

4. Corita Kent

Sister Mary Corita Kent -- praised for her politically charged, civil rights-era posters and murals filled with anti-war, pro-feminism sentiments -- famously taught in Los Angeles' Immaculate Heart school system, eventually becoming the chair of the Immaculate Heart College art department.

5. J.K. Rowling

The sorceress who brought beloved characters such as Professor Snape and McGonagall to life was once an instructor herself, though briefly. J.K. Rowling taught English as a Second Language in Portugal, and began writing the Harry Potter series during her stint.  

6. Marc Chagall

In 1921, the Russian-French artist Marc Chagall worked as an art teacher in a Jewish boys' war shelter in Malakhovka, Russia, which historically housed orphaned refugees from Ukrainian pogroms following World War I.

7. Joanne Harris

You know her as the author of the book-turned-film Chocolat, most likely. But she's done more than write quixotic love stories -- Joanne Harris has penned horror stories and cookbooks, and, before all that, she was a teacher for 15 years.

8. Dan Brown

Dan Brown, believe it or not, wasn't born writing cerebral thrillers that translate fluidly into fast-paced action movies. His dad was a math teacher and textbook writer, and when he was young, Brown traveled down this inherited career path by focusing on education. He taught English and Spanish in his hometown.

9. Louise Bourgeois

Louise Bourgeois had a talent for sculpture and installation, notably taking the form of epic spider artworks that channel both the power and fragility of maternal instincts. Beyond her artwork though, she also taught for several years in the public schools in Long Island, New York.

10. William Golding

Who better to characterize the brutality of young, lawless boys than a high school English teacher? Ha-ha. But really: William Golding, the author of Lord of the Flies, perhaps the most nihilistic chronicle of human nature, was also an instructor of both English and philosophy.

11. Faith Ringgold 

Born in Harlem, the painter and textile aficionado Faith Ringgold -- studied for her role in bringing a female perspective to the civil rights movement -- taught art in New York City public schools before becoming a professor emeritus at the University of California, San Diego's visual art department.

12. George Orwell

Before writing such high school reading list classics as Nineteen Eighty-Four and Animal Farm, George Orwell taught at a tiny boys’ school himself. Although, if you read his essay chronicling his own time in private school -- “Such, Such Were the Joys” -- you’ll find that he wouldn’t characterize the days as halcyon.

13. Frank McCourt

Unlike many of the teachers-turned-writers on this list, Frank McCourt didn’t promptly leave education once establishing himself as a writer. He apparently didn’t view teaching as a holdover career, but instead his primary focus, with writing supplementing his literary interests. The author of Angela’s Ashes did win the Pulitzer Prize for his memoir -- but that didn’t stop him from teaching at a myriad of New York City schools for over a decade.

14. Philip Pullman

Philip Pullman, author of the His Dark Materials trilogy, has been interested in children's literature for longer than he's been writing it. At 25, he began teaching in middle schools in the UK, and from there went on to teach older students. On his personal site, he quips, "I have maintained a passionate interest in education, which leads me occasionally to make foolish and ill-considered remarks alleging that not everything is well in our schools." And thank goodness he does.  

15. Stephen King

Two years before he was able to sell his first novel, Carrie, Stephen King worked as a teacher at Hampden Academy in Maine. As legend has it, he was grading papers in the teacher's lounge when his wife called him at school -- a rare occurrence considering the couple didn't own a phone -- to tell him his book would be published.

16. Edith Head

Edith Head was probably the world's most recognizable costume designer, in terms of both her signature creations and iconic personal style. But before she forged a historic relationship with Alfred Hitchcock, Head was a French language teacher at Bishop's School in La Jolla, California, and later at the Hollywood School for Girls.

17. Noah Purifoy

The late Noah Purifoy received an undergraduate degree from Alabama State Teachers College in 1943 and he briefly taught shop class in Montgomery. The artist, famous for his Outdoor Desert Art Museum of Assemblage Sculpture in the desert of Joshua Tree, California, also went on to teach art for students and community members at the Watts Towers Art Center.


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Going to Class Should Not Be an Act...

Going to Class Should Not Be an Act of Bravery

Throughout the lives of our children, we have to caution them against real threats -- strangers, crossing streets, drugs and alcohol -- in the hope that we can keep them safe. As my daughter nears her 23rd birthday and graduation from college, I had begun to cut back on the warnings. But now the warnings are coming in fast and loud, and not from me. What must she and her friends think when they see nine innocent college students mowed down in Oregon? How do they feel when it starts to appear that Americans value their firearms more than students? What is their anxiety level as terrorism, home-grown and global, seems to surround them? This all became too close when I saw that the FBI and ATF had issued a "non-specific threat of violence against a university near Philadelphia" to take place today. My daughter has three classes at Drexel University today. Amid the buzz she was hearing, she sent me an email asking what she should do. It was a good question: How to tell her that there is danger everywhere, all around us, and there is so little we can do to protect ourselves? How to explain a nation obsessed with the Second Amendment even in the face of growing evidence that it is long past its expiration date? How to tell her that sometimes going to class is an act of incredible bravery? And how to ignore the voice in my head urging her to get on the next train back to Virginia? In the end, I texted, If it were really credible, Drexel would cancel classes. Go. She is in class as I write this. Only four other students and the professor showed up. Her education is not currently being interrupted by bullies, or madmen, or pranksters. But the fear that she and her classmates are surely facing is real and will color their lives as they become the leaders of the next generation. And the question that will linger for all of them haunts me: Why didn't we do more to protect them when they were young?

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University of Kentucky Eliminates T...

University of Kentucky Eliminates Their Early Assurance Program

We have been notified that the University of Kentucky has eliminated their B.S./M.D. Accelerated Course of Study Program effective immediately. They are not taking applications at this time. This was technically an early assurance program where students applied in high school but weren’t formally accepted into the medical school until after sophomore year. There are...Continue Reading >

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University of Kentucky Eliminates Their Early Assurance Program

Brown PLME Eliminates Early Decisio...

Brown PLME Eliminates Early Decision Option

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Brown PLME Eliminates Early Decision Option

Order of Colleges Will No Longer be...

Order of Colleges Will No Longer be Listed on the FAFSA

If you want to receive need based aid from a college you need to file a FAFSA, or Free Application for Federal Student Aid each year. As part of that form you have to list each of the colleges you are applying to for aid. Most students put their first choice college down first, then their...Continue Reading >

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Order of Colleges Will No Longer be Listed on the FAFSA

Is the Asian Bias Real? Does it Mat...

Is the Asian Bias Real? Does it Matter?

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Is the Asian Bias Real? Does it Matter?

New Medical School with CUNY

New Medical School with CUNY

The City University of New York (CUNY) has announced that they will be starting a new medical school in partnership with St. Barnabas Hospital in New York City.  The first class will start at the medical school in the Fall of 2016.  This will be an expansion of the BS/MD program that CUNY currently has...Continue Reading >

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New Medical School with CUNY

The New SAT and the Khan Academy

The New SAT and the Khan Academy

I assume most of you know by now that the SAT is undergoing a major revision and the new version will be given for the first time in March, 2016. Many people who have just finished sophomore year have been wondering how they should prepare for this new test or whether they should take the...Continue Reading >

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The New SAT and the Khan Academy


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