Goals 2000: Educate America Act

Education is an important factor when one wants to be successful in his or her academic career. Children are especially responsible for their academic success. President Obama states in his speech to America’s school children that each individual student has to take charge of their own education. The effectiveness of President Obama’s speech has a powerful impact on school age children because he wants students everywhere in America and around the world to do their best

President Obama initiated a new platform for education that would replace the (No Child Left Behind Act). The President, implemented a compelling education approach that guaranteed that every student will receive exceptional education. In his 2008 campaign, he increased the public awareness, by improving the education system K-12. “While NCLB has been invaluable in providing a clear picture of which schools and students are struggling, it is only the beginning of education reform" (Press release, July 16, 2008). 2008) President Obama stated, “I will not settle for an America where some kids don’t have a chance. I’ll invest in early-childhood education. (Speech at 2008 Democratic Convention Aug 27,

The purpose of this qualitative study was to develop a guide for school and district leaders entitled Leadership Structures That Support Professional Learning Communities in High Schools: A School and District Leader?s Practical Guide. This guide creates a practical leadership structure to support the creation of a culture that ensures PLCs and collaboration strongly exist in order to best support high levels of student and adult learning. This Guide comes at a time where many, many districts and high schools are struggling with the implementation of collaborative teams. DuFour has described this struggle as ?PLC Lite? where schools and districts have labeled themselves as PLCs without

In order to improve student learning and education in literacy, President Clinton led the Goals 2000: Educate America Act. This act required any decisions concerning teaching literacy to be firmly grounded with research evidence. She pushed the development of a nations-wide

During his presidential campaign, President Obama critiqued the accountability system based on testing which created hope about the possibility to modify the NCLB legislation (Ovando & Combs, 2012). Conversely, President Obama reinforced NCLB by making teacher qualifications more rigorous and promoting the adoption of national academic standards (Dillon, 2009). In order to help the country to overcome the economic crisis, President Obama signed the American Recovery and Reinvestment Act (ARRA) of 2009 (Baker, 2011; Ovando & Combs, 2012). President Obama’s idea was that by improving education the American economy could be rebuilt (Baker, 2011). Obama’s administration also instituted, as

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

During President Bush’s term, government became aware that American schooling needed major improvement. There was a need of a law which would improve the system while using scores to evaluate students as well as their teachers. "The fundamental principle of this bill is that every child can learn, we expect every child to learn, and you must show us whether or not every child is learning," (Secretary, 2002) President George W. Bush said on Jan. 8, 2002, signing ceremony of No Child Left Behind Act. However, this one size fits all approach revealed not be resourceful. "The goals of No Child Left Behind, the predecessor of this law, were the right ones: High standards. Accountability. Closing the achievement gap, but in practice, it often fell short. It didn 't always consider the specific needs of each community. It led to too much testing during classroom time. It often forced schools and school districts into

Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

The purpose of this paper is to address the Every Student Succeeds Act (ESSA) which was signed into law by President Barack Obama in December 10, 2015. The paper will also address the No Child Left Behind Act (NCLB) which was signed into law by President George W. Bush in 2002. The paper will talk about some of the key components of ESSA in comparison with NCLB and identify some possible strengths and weaknesses in ESSA’s new approach.

The National Education Goals, adopted in 1990, specified eight goals for educational improvement in the United States. As stated in the National Education Goals, “By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children” (National Education Goals Panel, 1998). According to the final report, there was no significant change in the level of parent participation in the majority of the states. The No Child Left Behind law established strict provisions for states, school districts, and schools with regard to parental involvement among the parents of disadvantaged students for increasing academic achievement (U.S. Department of Education, 2003). Epstein suggests that schools establish comprehensive school-family partnership programs.

Education- From election days, Clinton campaigned against George H. W. Bush and focused greatly upon commitment to federal action for education. His first successful legislative order was signed on March 31, 1994, known as “The Goals 2000: Educate America Act” which was responsible for the creation of the National Education Panel and reauthorized

Throughout America’s history, there have been many attempts at improving the country’s education system. One example is “No Child Left Behind,” this bill was signed in 2001 by President Bill Clinton (Lee, Andrew M.I.). It was passed and signed with good intentions, but the bill did not improve education the way it was planned. In December of 2015 “Every Student Succeeds Act” was signed into law by President Obama (Every Student Succeeds Act). There are many ways this bill will improve America like, preparing students for higher education, less standardized testing, and more focus on lessons instead of preparing for tests.

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

Furthermore, effective professional learning communities build the necessary professional skill and capacity in order to generate and support sustainable developments and change. According to DuFour (2004), the foundation of professional learning communities is the expansion of teachers’ cooperative work which focuses on enhancing the abilities of dealing with the complicated work of teachers and helping students to narrow the gaps of learning in order to achieve their learning goals. Accordingly, PLCs should pay more consideration to learning not

The focus of this paper is to analyze the supervision and evaluation of teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or designed as a “gotcha” activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage in “self-assessment, reflection on practice and professional conversation.” (p. 38).