Mom Meets The World Wide Web of Ed: May 2014

As a mom of three "Tweens," having already navigated a good portion of the public education systems from the parent perspective - while also studying to become a teacher at the same time - I find myself uniquely positioned at the epi-center of this ever-changing field where a constant technological revolution is in full swing...Even my own studies and courses taking place within the vast and seemingly limitless spaces of the internet.

So what am I curious about? Everything! With limitless information at one's fingertips, and thus limitless potential for educational innovations in the "physical classroom" as well as the "virtual classrooms" around the world, anything and everything can happen! How exciting is that!?!...

And yet with all of this possibility and information, I must begin somewhere right?...I ask myself then, what anchors exist in the educational world? Who is behind the education systems of the world, maintains them, sets perimeters for their implementation, and pioneers for change, on and offline?

This week, I've begun to compile a list of national, as well as international, and even local educational organizations, initiatives, and programs for which I was interested in learning more about and appear to have a significant role in this greater network of educational movers and shakers. Some listed, were slightly familiar, while most were entirely new, or new to me, in such a “close contact” sort of orientation. Herein, is what I’ve discovered so far. (Please see that each quoted or summarized segment of information pulled from these sites, has been linked back to its source within text, as well as listed in comprehensive bibliography below).

In U.S.A:

NEA – National Education Association
Purpose/Discussion: Is nation’s largest professional employee organization (according to them), is committed to advancing the cause of public education, and do so through a vast network of members and partnerships that work to support or strike down specific legislation, directly effecting the public school system, through a highly efficient “Legislative Action Center” [1]( http://www.nea.org/home/LegislativeActionCenter.html ) where new notifications drop in and members have the opportunity to read about new legislative issues or polices on the “Take Action” page where you can ( Sign up today to be a [2] cyber-lobbyist. ), View “The Congressional Report Card” page, or stay up to dat via the “Federal Legislative Updates” page.

What I found most interesting here on the NEA site, was the information regarding the “Congressional Report Card” - the title drawing me in right away. (More information on NEA's Legislative Report Card may be gained by contacting NEA at [3] reportcard@list.nea.org. )
On this particular page [4] ( http://www.nea.org/home/19413.htm ) it is explained that this NEA “Report Card” measures members of congress’ overall support for public education and educators, with each member of current congress, receiving an actual letter grade (as would be seen on a child’s report card from school, lol). Apparently, letter grades are given out, based on their voting records on selected votes during that calendar year, and five additional criteria. (They have their own rubric! Ha!)
The five additional criteria, as it is listed on this page, are: Cosponsorship (of bills critical to advancing NEA’s identified legislative priorities), Behind-the-Scenes Work (to advance or impede NEA priority issues), Committee Votes (in support of or against NEW priorities), Accessibility (of the member and staff in Washington, DC to NEA staff and leaders), and Accessibility and Education Advocacy (in the members home state or district) - Previous reports are also available for review here on this page. - Wow! Imagine the weight they must hold as an organization, to have such influence over congress. It is so true what is said often about “strength in numbers!”
And speaking of strength in numbers, I was also impressed to find a actionary page called “Raise Your Hand for Public Education” - also on this site [5] ( http://www.nea.org/home/raiseyourhand.html ), where all people concerned about public education could join a national initiative, taking action in a variety of ways, throughout the nation, even offering at this hub, a video, a sign up box, and providing a printable PDF Tool Kit to help spread the word and raise awareness. According to the description, this initiative is seemingly “committed to uniting the NEA members with parents, community leaders, and elected officials across the country, to fulfill the promise of public education and prepare very student to succeed.” Unfortunately we missed the “Day of Action” march on Washington on April 2, but if the current educational climate our country is and indication of the continued need, it appears that this cause has no expiration on volunteers and recruits any time soon! Very cool resource!

Networks: Facebook, Twitter, YouTube, Flickr, Pintrest, Instagram, RSS
Additional Resources: [6] http://www.nea.org/home/32073.htm
Impact: Very High! If this organization can actually influence and grade congress in such a way that congress would like to have them as allies, they have achieved a huge impact on policy making in our country.

AFT – American Federation of Teachers
Purpose/Discussion: The AFT (affiliate of AFL-CIO founded in 1916) asserts the claim that they represent more than 1.5 million members nationwide! They state that they are a union of professionals, committed to advancing certain principles (fairness, democracy, economic opportunity, high quality public education, healthcare, and public series for students, their families and their communities) through community engagement, organizing, collective bargaining, political activism, and the work the members do. [1] ( http://www.aft.org/about/ ).

This is a teaching union whereby the structure breaks down into five divisions: PK-12 teachers, Paras/Other, Higher Ed Faculty, Gov Employees, Nurses & Healthcare Professionals
Apparently the AFT is a democratic organization, whereby governing officers and delegates to the union’s biennial convention (which sets union policies) are elected…by members? I wonder…
The AFT also notes that many well know Americans have been members of the AFT. Among them, my own notables were Albert Einstein, Frank McCourt, and Elie Wiesel - Love just about everything written by Elie!
Under website tab “AFT Voices” there is a very cool discussion board set up where sub-divided tabs for a variety of topics from General Comments and Questions, to Retirees Q & A can be found and where (as with us) members can support one another by sharing the knowledge they have found or gain support from their peers by asking questions they may have in this vast and well organized forum. [2] (http://www.aft.org/voices/index.cfm ) Also…
Under website tab “Key Issues” I notice right away that one of the primary issues concerning the AFT, is in fact another of our required readings, specifically the issues and legislation surrounding the ESEA and NCLB policies, discussing the adequacy and effectiveness of them [3] ( http://www.aft.org/issues/schoolreform/ayp/index.cfm ) and exploring the “Highly Qualified Staff” designation.
Under website tab “Get Involved” I notice a list of campaigns under header “Take Legislative Action” [4] (http://www.aft.org/getinvolved/legislative_action.cfm ). From this and a quick review of the other joining pages, publications lists [5] ( http://www.aft.org/newspubs/ ), and volunteer sign up form [6] ( http://www.aft.org/getinvolved/enews.cfm ) I can get the sense that most of the AFT activism and “political clout” as they say, is dependent on members participation in their lengthy list of campaigns and persistent, individual contact with state and local representatives on the issues AFT is concerned with.
So I ventured to the the AFT information and activism central hub: the [7] AFT e-Activist Network and was directed back to a page where sign up asks for you to “become and AFT Activist” and fill out some basic questions including your home address, etc. I’ve decided not to become an activity for AFT today, but maybe soon? In the meantime, here are the networks they support below…

Network: Facebook, Tumblr, YouTube, RSS, Newsletter Subscription (via Mobile or Email)
Additional Resources:[8] http://www.aft.org/newspubs/reports/
Impact: High. I am guessing because I was unable to find reports in which documentation of AFT effect on legislation was confirmed, however anytime you have 1.5 million American professionals working towards a centralized goal, the impact is bound to be great. I find too, that where the AFT makes many published reports including suggestions directly to Congress as well as The US Department of Education [9] (i.e. http://www.aft.org/issues/schoolreform/hqs/index.cfm ), so therefore, I can only assume that they have the power to do so, and to be heard by these governing powers.

AACTE – American Association of Colleges for Teacher Education
Purpose/Discussion: Is a “national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 learning.” They boast a 800 institution memberships representing both public and private colleges and universities in every state and US territory. As another democratic organization, the AACTE states [1] ( http://aacte.org/about-us/who-we-are/who-we-are.html ) that in order to “serve learners by providing all school personnel with superior training and continued education, they employ three key strategies: Advocacy, Leadership, and Service.”

Advocacy work is seemingly accomplished by keeping “a constant presence on Capitol Hill
AACTE builds consensus through open and free-flowing dialogue (hmmm…sounds good in theory)
Service is provided to members through important policy information sharing and events, as well as through publications and professional development opportunities.
What I found to be both most interesting (and overwhelming at the same time), about the AACTE website, is the breakdown of information: Under “Programs” tab alone, there are 13 different sub-titled pages, another six under “Research & Policy,” another five under “Government Relations,” and seven sub-titled pages under “State Chapters,” one of which (resources) was for members only viewing.
The most helpful of these resources I found, in navigating the AACTE in policy activism, was the “Resource Library” I discovered [2] ( https://secure.aacte.org/apps/rl/resource.php?cid=45&display=all_rl )and it’s super user-friendly scrolling “Categories” side bar. From this one easy side bar, one can view and select “Events” that are upcoming ( such as State Leaders Institute, 2014 Day on The Hill, or 2014 Leadership Academy). Also from the same side bar, Policy and Advocacy work is broken down by Fed and State.
Oddly enough, when selecting “Policy and Advocacy>>Federal Legislation” the most recent publication listed is dated 6/28/13 under title”Teacher Quality Partnership Grants. I wondered then, where the “active activism” was to be discovered…
I ventured back over to the “Government Relations” tabs from the home page [3] (http://aacte.org/government-relations/ ), to see several tools and resources available to choose from, from Advocacy (and tool kits), to federal regulation information, to federal policy links, to a complete list of legislative websites that just might help later.

Networks: Vimeo, Facebook, Twitter, RSS
Additional Resources: [4] http://aacte.org/resources/
Impact: All in all, not sure how much of a direct impact an organization such as the AACTE has on federal policies and legislation, but I do see what a tremendous resource of information they are for 1) getting accurate information out there about what is going on 2) setting a high standard of teacher preparation in our nation 3) as well as providing learning tools and support, thus achieving their proposed goals. I also imagine that with an organization as large as this one is, comprised of learning institutions themselves, that the work of the AACTE definitely has somewhat an impact on how the government plans and creates policies regarding the educational standards.

CCSSO – Council of Chief State School Officers (responsible for writing InTASC standards)
Purpose/Discussion: Is a nonpartisan, nationwide, non-profit organization of public officials who head departments of education throughout the US and territories. They provide leadership, advocacy, and technical assistance on major educational issues, and is governed by an elected council. The council seeks member consensus on major issues and then expresses their views to civic and professional organizations, federal agencies, congress, and the public. (source: [1] http://www.ccsso.org/Who_We_Are.html ) I wonder immediately, how votes are collected, and how the consensus of “views” are conveyed to the channels mentioned, and what direct or non-direct (if any) effect that has on state/fed legislation…

The CCSO promises under “Who we are” tab (link above), “to lead chiefs and their state education agencies by focusing on state-driven leverage points that they are uniquely positioned to address and increasing their capacity to produce students ready to succeed as productive members of society.” That is a powerful promise that I can’t help but continue to wonder “how and by what means?” as I read it. So they are lead by every chief state school officer that exists in the US and territories, but how does the “trickle down” effect take place from there?
It is asserted that the “CCSSO leads and facilitates collective state action to transform our public education system in the four strategic areas of: educator workforce, information systems and research, next generation learners, and standards, assessment, and accountability.” [2] ( http://www.ccsso.org/What_We_Do.html ) Further examination of this page reveals a total breakdown in “the how” of each strategic area.
In the Education Workforce, CCSSO calls for states to change rules, encourage innovation, learn from other actors, and apply new principles through a variety of Education Workforce Programs [3] ( http://www.ccsso.org/What_We_Do/Education_Workforce.html ) including: SCEE, InTASC, The National Teacher of the Year Program, Developing and Supporting School-Ready Learners, and the NTEP. I can’t wait to revisit these with more time. They each look like amazing independent programs, that each make a difference all of their own!
Similarly, The Education Data & Information Systems Initiative is comprised of two independent programs: CEDS, and EIMAC [4] ( http://www.ccsso.org/What_We_Do/Education_Data_and_Information_Systems.html ), which are intended to engage collective state leadership and action to utilize fully, the power of information in improvement of education.
The Innovation Lab Network (ILN) is the neatest thing I found at this site because it’s actually an independent network of states, taking bold action in our country, to create positive change in the education system, by bravely identifying, testing, and implementing new and innovative student-centered approaches to learning in smaller environments and tests groups, to be late widely developed and implemented where success if achieved, as seen by student outcomes. Further, the independently focused programs [5] ( http://www.ccsso.org/What_We_Do/Innovation_Lab_Network.html ) that feed this network are: College and Career Readiness, Personalized Learning Experiences, Balanced Systems of Assessment and aligned Accountability, Network Improvement and Innovation, and Implementing Policy Changes that Support Innovation.
Membership Services the CCSSO provides are broken down into: Legislation & Advocacy (see more below under Impact), Chief Transition Services (CTS), International Education Program, and Research and Development Service [6] ( http://www.ccsso.org/What_We_Do/Membership_Services.html )
The CCSSO’s Standards, Assessment & Accountability Inittiave works directly with states to investigate new models for assessment and standards of practice, using a variety of world wide models and small test groups, in order to break ground on with solutions that currently don’t exist or to resolve issues of need improvement, in order to create higher standards in all subject areas, through legislation backed by this research.
Unfortunately, someone has to be the “test subjects” in this scenario of progressive improvement, as evidenced by some of these currently running independent programs the CCSSO utilizes (my children included): Asessments, The Common Core State Standards Initiative (CCSSI), Accoutnability Systems, National Conference on Student Asessment (NCSA), and States Collaboratives on Assessment and Student Standards (SCASS) [7] ( http://www.ccsso.org/What_We_Do/Standards_Assessment_and_Accountability.html )

Networks: Email News, Facebook, Twitter, Linkedin, (Press Releases, Meetings & Events)
Additional Resources: [8] http://www.ccsso.org/Resources.html
Impact: Most impressive, is learning where the power to directly impact Legislation is. As it happens, CCSSO asserts itself as “the voice of the Chief State School Officers” and therefore is able to prepare testimony directly to congressional committees, analyze proposed federal regulations, and form coalitions with other national education orbs, as well as educate policy makers on the education policy needs of states. - Talk about having “political clout!” “ Additionally, CCSSO hosts an annual legislative conference in Washington, D.C. providing its members the opportunity to meet with federal elected officials, discuss state education challenges, and formulate the Council's stance on federal issues. - (See more at: http://www.ccsso.org/What_We_Do/Legislation_and_Advocacy.html#sthash.bmeIXPwA.dpuf)“

To accomplish all of this important work, the CCSSO has three independent initiatives: Promoting Innovation in Federal Law, Encouraging Greater Federal Investment in Education, and Developing High Performing Systems of Reform [9] ( http://www.ccsso.org/What_We_Do/Legislation_and_Advocacy.html )

CCSS – Common Core State Standards
Purpose/Discussion: This website “is the official home of the Common Core State Standards. It is hosted and maintained by the CCSSO ( just above), as well as the NGA Center.” The purpose of this website is entirely to provide “easy access” to the actual standards and supportive information/resources. As a parent of children whose schools are currently utilizing the “Common Core,” I find myself already somewhat familiar with this website.

As with the parent host of the CCSS, what I like best about the landing page, is the feeling of simplicity and ease of navigation. For those overwhelmed by too much information, there is a short video on the right-hand side bar titled “Learn about The Common Core in 3 Minutes” [1] ( http://www.corestandards.org/about-the-standards/ ).
Additionally, I’m loving the quick “Resources” links on this same side bar, specifically the (PDF) “Frequently Asked Questions” that cut to the chase and get right to the “Need-to-Know.”
Though I don’t completely buy into it myself, I enjoyed reading through “What Parents Should Know” page [2] ( http://www.corestandards.org/what-parents-should-know/ )and tried to remain open to the idea that there are some undeniably retaining qualities and benefits to this new system of educational practice. For example: That “they are designed to ensure student preparation for today’s entry level careers” (though I would hope for higher standard that this) and that “the new standards also provide a way for teachers to measure student progress throughout the school year.” In theory, sound great right? Yet, oddly, I have not met and educator using this newly adopted system, that actually believes in it. Puzzling!
This brings me to the “Standards in Your State” page where I see that Minnesota, Indiana, Virginia, Texas, Nebraska, Alaska, and Puerto Rico have not yet adopted the Common Core Standards Practice. I wonder if these estates chief officers did not participate in the CCSSO consensus or argued against the common core for their state, in favor of old or different standards? [3] ( http://www.corestandards.org/standards-in-your-state/ )

Networks: None Found
Additional Resources: [4] http://www.corestandards.org/other-resources/
Impact: Wow! The impact of a newly adopted standard of practice in the US education systems, especially as widely adopted as this one has been, is virtually incomprehensible to the current generation, because the greater impact or long-term effects of this system, haste yet to be seen/evaluated. Small test groups that initially were observed, had great success in broader population, but in my humble opinion, leaves much more to be desired where it comes to facilitating individualized lesson planning and student needs/learning styles.

ITL – Innovative Teaching and Learning Research (by Microsoft)
Purpose/Discussion: “Is a multiyear global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students’ learning outcomes across the broad range of country contexts.” [1] ( http://www.itlresearch.com/ ) I take this to mean that because “educational change is complex” (in simplistic terms: due to money and politics) Microsoft has independently funded a research project focused simply on “what is working” and “what is not” in the education systems in place around the world, and why.

Loving the approximately 5 min YouTube Video here about how schools globally are using this research project.
The structure of ITL can be viewed from the “Partners” page whereby it is explained that each participating country leading research teams, does so in close collaboration with government partners and advisory organizations within [2] ( http://www.itlresearch.com/government-and-expert-advisors ), overseen or managed directly by SRI International and Langworthy Research. Out of curiosity, I wonder who funds them? lol At any rate, it looks at though eight countries participate: Finland, Indonesia, Russia (surprising), Senegal, the UK, Mexico, Australia, and Brunei [3] ( http://www.itlresearch.com/partners )
Something I didn’t quite understand but would love to learn more about is, the 21st Century Learning Design [4] ( http://www.itlresearch.com/itl-leap21 ). I did not find the time to view these terrific videos about it’s implementation in South Africa and Finland, but am fascinated by the concept of 21st Century Learning being used and observed in areas of lesser schooling and access to technology, such as with some African nations. I would further be curious to see the results of such a study, as compared to results of similar conducted in the US. Perhaps this information can also be found here with more exploration?
The info graphic found under “Logic Model” is helpful and easy to follow in depicting the overall goals of this research program. [5] ( http://www.itlresearch.com/logic-model )
Under “Research & Reports” most of what I’m seeing, are findings from 2011, when the reports from collected data initially came out. Interestingly, I see that several versions of these reports are available in multiple languages. [6] ( http://www.itlresearch.com/research-a-reports ) What I wish to have found would have been a summarized version of these reports and how they may have been used in the US/seen by US legislators) Possibly another area to further investigate at another date…
Coolest thing I discovered in my review of this website, was the approx five minute video “Learn more about ITL Research and how schools globally are using it” [7] ( http://www.itlresearch.com/news-a-events ) Adrian Lim, Margret Meyers, James Bernard, Maria Langworthy, and other educators around the world, explain how this research enables legislators globally, to see the need for and benefits of backing and funding the use of technological tools in their classrooms, based on the evidence that supports this. Many additional and recent articles can also be explored from this page, by scrolling down and electing “next.”

Networks: Newsletter Sign Up At [8] http://www.itlresearch.com/newsletter-signup
Additional Resources: Seemingly Endless Articles & Videos Within Website Pages
Impact: Using a world-wide model of independent data collection, performed in such a diverse set of countries, all providing consistent evidence of positive impact that technology has in the classroom, research will have limitless potential in use/analysis/review by US as well as global government, and as described in above video, allow law makers and legislators the physical proof and standing with which, to provide backing, financial and otherwise.

Important Education Policies in U.S.A:

ESEA – Elementary and Secondary Education Act (policy for equal access to education for all)
Purpose/Discussion: I wasn’t expecting this, but this link brought me to a “Wiki” page! [1] ( http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act ) lol…So then, (mostly in direct quotes) here is what I’ve learned from Wiki about the ESEA…It was from the Johnson-Era Administration (1965) and “has been the most far reaching federal legislation affecting education ever passed by Congress.” (Has been renewed/reauthorized every five years since) It is a statute that funds education while forbidding a national curriculum. Huh?…What about The Common Core?…Anyway, at the same time apparently, the statute “emphasizes equal access to education and establishes high standards of accountability.” …Okay, okay…I see now how it all comes together. “As mandated in the act, funds are authorized for professional development, instructional materials, and parental involvement promotion” (i.e. governance cousins and such). “The bill aims to shorten achievement gaps and provide equal opportunities for children to achieve exceptional education.”

“The current reauthorization of ESEA is the No Child Left Behind Act (NCLB) of 2001, named and proposed by President George W. Bush.” So many thoughts on this that I think I shall keep to myself at the moment, but fascinating is first to come to mind :)
Another interesting “factoid” is that “According to the [2] National Center for Education Statistics, to be an eligible Title I school, at least 40% of a school's students must be from low-income families who qualify under the [3] United States Census's definition of low-income, according to the [4] U.S. Department of Education.“ However funds can be allocated to both qualifying public and private schools.
A third and final point I wanted to note, in which I can see the truest and undeniable merit in this financial backing program, is that “Numerous studies have been conducted since the original authorization of the ESEA in 1965 that have shown that there is an inverse relationship between student achievement and school poverty. Specifically, student achievement has been found to decrease as school poverty increases.“

Networks: N/A
Additional Resources: Wiki provided [5] ( http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act )
Impact: Positive Steps Forward including Bilingual Education Initiatives and increased performance in schools within lower income areas of thew country. As well as negative impacts by way of English Only Movements creating BEA obstacles, and broad initiatives in other areas, leaving no space for individual student needs and plans. To speak in “layman’s terms” (vernacular) - This Act appears at a glance, to be a “Mixed Bag” with very heavy impact.

IDEA – Individuals with Disabilities Education Act

Purpose/Discussion: Now known as “NICHCY” (or provided link redirecting to The National Dissemination Center for Children with Disabilities at [1] http://nichcy.org/laws/idea as of 9/2014) Having a child with “special needs” myself as well as being my area of most interest in the field as apart to the fact, IDEA is certainly a piece of legislation that hits “close to home” again. “IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children.” [2] (source: nichcy.org/laws/idea ) As it continues to be amended to encompass a broader area of perceived need, the law is ever-changing and more relevant with each Congressional notice.

Coolest feature of this site - You can obtain your own copy of IDEA’s exact words! [3] ( http://nichcy.org/laws/idea/copies )
Here you can obtain also, the list of specifics offered to school-aged children! [4] ( http://nichcy.org/laws/idea/partb ) What a resource!
For clarification on these SPED programs, I found this helpful guide by the USDOE [5] ( http://nichcy.org/schools-administrators/doe )
OSEP (Office of Special Education Programs) Indicators list can be easily located at the bottom of the main page (linked above)
As another quick and helpful tool, specific criteria and definitions for disabilities can be found here [6] ( http://nichcy.org/disability )
Age categorized information (with detailed subcategorized links and resources for each on right-hand side bars including “Topics A-Z” and “State/National Orgs”), are broken up into website tabs under “Babies and Toddlers” [7] ( http://nichcy.org/babies ) and “Children (3-22)” [8] ( http://nichcy.org/schoolage )
The “Dissability & Education Laws” page also contains the same helpful right-hand side bar and similar links pertaining to IDEA-related Acts/Influential Laws for further review, such as: IDEA itself, the NCLB Act, the Section 504 Act, the ADA, and the Assistive Technology Act. Again, so impressed with the proliferation of readily-accessible, easy to follow resources provided to educators and parents contained here in this one comprehensive website. I’d have to review the files I’ve kept all these years, but am certain I’ve visited this site before, in it’s previous version, and am certain also, that I will continue to use it as a resource personally and professionally in the near future.
Further, the research to back findings and legislation regarding IDEA, can be found under “Research” headers: Basics, Summaries, and Evidence for Education [9] ( http://nichcy.org/research ) What is important to note, is that it is once again, easy to follow information, with practical examples, downloadable PDFs, descriptions of specific interventions, and more! - Oh and also, even each of these website pages is printable and downloadable via the links at the bottom left of each!

Networks: Facebook, Twitter, Pinterest, 218 Icon Share Widget
Additional Resources: Training Materials of IDEA ( for trainers and advocates) “including all this pesky little details” [10] ( http://www.nichcy.org/laws/idea/legacy/ and [11] http://idea.ed.gov/part-c/search/new and [12] http://nichcy.org/laws/idea/legacy/partc and [13] http://nichcy.org/laws/idea/legacy/partc/module1 ) Anyone that has ever attended or will attend a PPT, IEP or 504 Planning Meeting can attest to the immense benefit of this added support!
Impact: Nationally the hugest impact imaginable to all children with disabilities enrolled in very school system across the national. Our kids would be lost without these supports and have so much to offer in return, its actually immeasurable!

NCLB – No Child Left Behind
Purpose/Discussion: “Is the most recent iteration of the 1965 ESEA)” and was (according to Wiki linked above) named/put into motion by The Bush Admin. “Each re-authorization has brought changes to the program, but it’s central goal of improving the education opportunities for children from lower income families remains.” [1] ( http://febp.newamerica.net/background-analysis/no-child-left-behind-overview )

Due to the Act’s highly publicized and discussed requirements for testing accountability in specific subject areas, ( “NCLB required states, school districts, and schools to ensure all students are proficient in grade-level math and reading by 2014. States define grade-level performance. Schools must make [2] ‘adequate yearly progress" toward this goal, whereby proficiency rates increase in the years leading up to 2014.” ) and the resource demands of that testing being performed, I wonder how many additionally beneficial subjects and programs are squandered in the time and energy required to meet these funding requirements. I also often wonder as a parent (aside from the obvious benefits boasted by the proponents of NCLB), how many children needing individualized assistance in the way of “enrichment” or “advancement” (falling outside of median) are hampered/hindered by the implementation of this Act’s far reaching stretch. These are not always easy statistics to find within the published “School Improvement, Corrective Action, and Restructuring” headers provided in “informative” pages [3] ( http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html#sec1003 ) hosted by NCLB proponents and entities themselves. ;)
Of particular note, is the right-hand side bar features that further delve into this act including links to more information about: Comparability Requirements, Funding, Distribution Formulas, Equity Factors in Funding, connections with the ARRA, IDEA Connection, Federal Aid, and Others

Networks: RSS, Twitter
Additional Resources: Parent Information, School Choice [4] ( http://www2.ed.gov/policy/elsec/guid/schoolchoiceguid.pdf ) & Supplemental Education Services [5] ( http://www2.ed.gov/nclb/choice/help/ses/index.html )
Impact: Again, huge nationwide impact being felt all across America as this Act stretches it’s reach into every corner of this country and every school system, for better or worse. I reserve my own opinions once again and look forward to more in-depth personal/professional research with time.

International Organizations:

AAIE – Association for the Advancement of International Education
Purpose/Discussion: According to their own description, the AAIE “is a dynamic global community that provides s forum of exchange of ideas and research concerning development in international education” [1] ( http://www.aaie.org/page.cfm?p=2 )

Impressive at the start, is the democratic international board that governs this organization. From Uganda, to Brazil, to the US, to Norway and the Dominican Republic, this council [2] ( http://www.aaie.org/page.cfm?p=10 ) looks to be as diverse as their focus!
As I understand it, the focus of this organization (i.e. it’s mission and vision) is to “connect diverse people, ideas, and resources” pertaining to the global world of education. It aims to facilitate this connection by: hosting annual an conference (for networking and presentation of innovative practices), and creating/maintaining a dynamic interactive digital venue for idea exchanges and resources pertaining to international education. [3] ( http://www.aaie.org/page.cfm?p=372 ) (Specific strategies for implementation of above, are also listed on this page)
This is another membership-based organization where much of the support is via donated contributions and patronage.
Through this website and organization, there is actually a course offering on the topic of International School Leadership with accredited backing at Pennsylvannia’s Wilkes University. [4] ( http://www.aaie.org/page.cfm?p=356 ) with a discount offered to Org Members. Also on same page, one can find in left-hand side bar, an “Online Training Program” as well as “AAIE Publications.”
The “Publications” tab itself, explains the benefits of advertising with AAIE’s “flagship” publication [5] ( http://www.aaie.org/page.cfm?p=358 ), as it is “a respected research journal with ever-widening readership of academics and leaders in the international field.” So as my curiosity “got the best of me” - I ventured to the left-hand side bar myself, to visit the options: InterEd Submissions, InterEd Past Issues, (skipped Advertising), Your Path to The World, and AAIE Publications.
Submission page led to a list of criteria for submission, by writers or “Standards for Submission” [6] (http://www.aaie.org/page.cfm?p=359 ) whereas the Past Issues page pleasantly contained seventeen individually downloadable PDF file publications from 2009 to 2013. [7] ( http://www.aaie.org/page.cfm?p=360 ) Now that I know, this will be another revisit space for later :)
As it turns out “Your Path to The World” is actually a book title by author Alan Conkey, about “how to acquire a job and acclimate yourself overseas.” Cool! - Especially for those planning to do so! [8] ( http://www.aaie.org/page.cfm?p=362 )
And looks as though clicking “AAIE Publications” widget from the side bar, actually just re-directs one to the original “Standards for Submissions” page viewed before [9] ( http://www.aaie.org/page.cfm?p=359 ) Disappointing and interesting at the same time. Not sure of that purpose.
Since I absolutely love the convenience and structure of a calendar, I think this one publicly published by the AAIE is a terrific way for members and non-members alike, to view upcoming events such as conferences and seminars they may have an interest in, such as the Leadership conference occurring on May 27th. [10] ( http://www.aaie.org/page.cfm?p=363 ). And if your searching for events and upcoming dates is not quenched by review of the provided calendar, there is a whole page dedicated to event postings such as the AAIE Summer Institute during the month of June at Nova Southeastern University in Florida (which just so happens to be the website host), [11] ( http://www.aaie.org/page.cfm?p=532 ). While I’ve enjoyed many conferences in the past, I cannot imagine having the time for them nowadays and imagine to myself who does?…Do they broadcast live streams or videos like TED does later? Hmmm…Other than side bar links for “Promotional Videos” I couldn’t find any here. [12] ( http://www.aaie.org/page.cfm?p=532 )

Networks: Facebook, Twitter, YouTube
Additional Resources: Offered to members only, as described here [13] ( http://www.aaie.org/page.cfm?p=533 )
Impact: With so much of this organization being only accessible via membership, it is hard to calculate or guess the far reaching impact that global alliances in international education advancement initiatives may have as part of this particular organization. However, as indicated in the research completed by Microsoft’s ITL (above), the possibilities are limitless and overwhelmingly positive.

UNESCO – United Nations Educational Scientific and Cultural Organization
Purpose/Discussion: Is a United Nations organization that creates “holistics policies that are capable of addressing the coil, environmental, and economic dimensions of sustainable development” world wide. “Is known as the ‘intellectual’ agency of the United Nations.” [1] ( http://en.unesco.org/about-us/introducing-unesco ) UNESCO is comprised of two governing bodies: [2] ( http://en.unesco.org/about-us/unescos-governing-bodies ) The General Conference and the Executive board, all comprised of democratically elected individuals representing global countries and mutual interest in peace-keeping.

Main Documents and Financial Reports issued by UNESCO, are published and viewable to the public [3] ( http://en.unesco.org/about-us/main-documents )
Global Priorities Listed are: Africa [4] ( http://www.unesco.org/new/en/africa/ ) and Gender Equality [5] ( http://www.unesco.org/new/en/unesco/themes/gender-equality/ ). Where one priority was just celebrated worldwide on March 8th (International Women's Day), Africa week at UNESCO is coming up this month, on the 26th-28th. I wonder what they will celebrate and how…
In so many ways, I wish that UNESCO and the entire United Nations Umbrella ran the world rather than independent governments. How great would the world be if the “Overarching principles” of governing powers, was simply a “culture of peace and non-violence” [6] ( http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/ ) and “sustainable development” [7] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/ ) of our environment (Earth). If all that was decided and every policy drafted and implemented, had these as top goals, I truly believe this planet would be a far better one to live on. Until then, we have the United Nations to look over us in a smaller but still mighty capacity. On these two awesome pages of this website however, endless resources can be found from the left-hand blue side bars. They scale everything from “Biodiversity and poverty reduction, to main areas of action (such as can be viewed here at [8] http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/main-areas-of-action/ )
In true United Nations form, the focus groups for UNESCO are: Youth [9] ( http://www.unesco.org/new/en/social-and-human-sciences/themes/youth/ ), Small Island Developing States [10] ( http://www.unesco.org/new/en/natural-sciences/priority-areas/small-island-developing-states ), and Least Developed Countries [11] ( http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/special-programme-issues/least-developed-countries/ ), where each of these landing pages, there is also a helpful left-hand blue side bar for each. For my own personal reasons, I will be revisiting their work in small Island States for more in-depth information soon.
Thematic Issues concerning UNESCO right now are: HIV & AIDS [12] ( http://www.unesco.org/new/en/hiv-and-aids/ ) as well as “Re-thinking the Development Agenda” [13] (https://en.unesco.org/post2015/ ) where several additional key documents and published reports/briefings on a variety of initiatives by UNESCO can be explored.
A variety of additional themes are detailed on the UNESCO [14] (direct source: http://en.unesco.org/ ) agenda.
Super neat is the UNESCO around the World page under “Countries” Tab [15] ( http://en.unesco.org/countries/countries-list ) where all participating countries can be seen on member spreadsheet. Wow - Is it comprehensive!
From what I gather, not only does UNESCO accept private and public donations for their work, but they also partner in a variety of ways, in order to give their network maximized power for good, utilizing a “comprehensive partnership strategy” [16] ( http://unesdoc.unesco.org/images/0022/002229/222986e.pdf ) as a guide. Partners include non-govermental orgs [17] ( http://en.unesco.org/partnerships/non-governmental-organizations ), intergovernmental orbs [18] ( http://en.unesco.org/themes/intergovernmental-organizations ), the private sector [19] ( http://en.unesco.org/themes/private-sector ), international networks [20] ( http://en.unesco.org/partnerships/non-governmental-organizations/international-networks ), and the media [21] ( http://en.unesco.org/partnerships/medias ). Now those are some very powerful partnerships!

Networks: Multi-tool share widget at bottom right of every page.
Additional Resources: A wealth of additional information about UNESCO can be found at: [22] http://www.unesco.org/new/en/unesco/resources/
Impact: Huge world wide ongoing positive impact and influence on global legislation and research (vice versa) as part of partnered initiatives.

UNICEF – United Nations International Children’s Emergency Fund (now known as United Nations Children’s Fund)
Purpose/Discussion: Another world wide organization by the United Nations specifically invested in the well being of children and “building a world where the rights of every child are realized.” They fundamentally believe that “nurturing and caring for children are the cornerstones of human progress.” Thus, through helping children, UNICEF aims at improving all of humanity. [1] ( http://www.unicef.org/about/who/index_introduction.html ) This organization is active in more than 190 countries and territories!!!

What they do [2] ( http://www.unicef.org/whatwedo/ ): advocate for measures that give children the best start in life, promote girl’s education, act for immunization and against preventable illnesses, involve others in creating protective environments for children, provide protection against discrimination.
How they do it: By way of powerful partnerships like UNESCO above, UNICEF positions themselves as global leaders that utilize those partnerships through advocacy and global policy-making. They complete statistical research and monitor date, they provide supplies and logistics, they act in emergencies and take humanitarian efforts to the people, they evaluate and identify through field study, good practices.
More on social inclusion, policy, and budgeting specifically, can be found here [3] ( http://www.unicef.org/socialpolicy/ ), along with 4 min video on topic. In it, “the importance of investing in children” is outlined as the main theme. Indeed this is a philosophy no one can argue!
Under “Where We Work” tab [4] ( http://www.unicef.org/infobycountry/ ), much more can be seen as far as which countries have partnered with UNICEF in their global efforts, committed to the well being of children.
The “Press Centre” [5] ( http://www.unicef.org/media/ ) and “Statistics” tabs [6] ( http://www.unicef.org/statistics/ ) lead to a ton of articles and published additional information about UNICEF efforts past/present/future, and reveal how much the media covers their topics on a regular basis.

Networks: Facebook, Twitter, YouTube, Tumblr, RSS, Blog
Additional Resources: [7] http://www.unicef.org/media/
Impact: Because they hold “global authority to influence decision-makers” they are uniquely positioned to turn “innovative ideas into reality, and work with global youth in a unique way.” - And make real, tangible changes!

OECD & CERI – Organization for Economic Cooperation and Development & Centre for Educational Research and Innovation
Purpose/Discussion: These organizations are seemingly codependent, in that they work in collaboration, one providing research, and the other directly promoting policies built upon that research. What are they researching and for what purpose? It looks like, “to improve the economic and social well-being of people around the world.” [1] ( http://www.oecd.org/about/ ), they conduct research work
“which covered learning at all ages, from birth to old age, going beyond the formal education system, having a particular interest in trends and issues.” [2] ( http://www.oecd.org/edu/ceri/ ) Well that is no small order! - So who comprises this organization? Surpsingly, the research team is not that big [3] ( http://www.oecd.org/edu/ceri/who-is-who-in-ceri.htm), only comprised of about 22 people! The OECD however, has membership in 34 different countries around the world, a secretariat staff of 2,500, a large number or powerful members also from around the world, and over fifty years and 250 new publications each year to boast. [4] ( http://www.oecd.org/about/ ).

The OECD reaches policy change, via the same way many of these organizations do, through “providing forums in which governments can work together to share experiences and seek solutions to common problems” or collaborate. ( ) Like the many other organizations as well, they also make recommendations of their own, based on research int he field globally, regarding learning and education, and financial pictures of individual basis within that particular environment being addressed. They are “solution finders” that “help governments” in four main areas including: “restoring confidence in markets and finical institutions, re-establishing healthy public finances for sustainable economic growth, foster and support new sources of growth through innovation, and enduring people of all ages can develop the skills to work productively and satisfyingly in future jobs.”
The thing I found most interesting here on the OECD and CERI page, was the “Core Values” stated near the bottom here [5] ( http://www.oecd.org/about/ ) where they explain among many other things, such as transparency, that their “analysis and recommendations are independent and evidence-based.” So where does funding come from I wonder? Regardless, that is exactly the type of information everyday consumers want most!
Additional information such as which countries participate in the program ( via top tab under A-Z listing ) and specific topics can also be explored further by electing individually form drop down tab. Finally, there is a “Newsroom” tab [6] ( http://www.oecd.org/newsroom/ ) in which you will find the current OECD “Top Story” which for May 21st, 2014, is about “Rising Air Pollution-Related Deaths” at [7] ( http://www.oecd.org/newsroom/rising-air-pollution-related-deaths-taking-heavy-toll-on-society.htm ) - Yikes!

Networks: RSS, Twitter, Facebook, Linkdin, YouTube, Blog
Additional Resources: The OECD Date lab includes almost endless supply of downloadable data collected in their studies: [8] http://www.oecd.org/statistics/
Impact: I think that as evidenced by the “OECD Yearbook” [9] ( http://www.oecd.org/forum/oecdyearbook/ ) for this year, in which one can view all of the main topics of importance covered, researched, written about, and for which impacts on policies were made in just the past twelve months, one can safely assume that this organization has as much as afar reach as many others I’ve covered above, in influencing the ways in which we navigate sociological reform, if not directly the world of education.

Worldwide Movements and Policies:

EFA – Education for All (by UNESCO)
Purpose/Discussion: Is a “global commitment” based movement which “was launched in 1990 by UNESCO” (above), among four others (including the World Bank). “Partcipants pledged to universalize primary education and massively reduce illiteracy by the end of the decade.” Immediately I winder by what measurement, they used to calculate “massive.” At any rate, this page [1] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/the-efa-movement/ )goes onto to explain that with many not reaching the intended goal ten years later, a meeting was called recently in Senegal, for the international community to re-affirm their commitments in the hopes of achieving Education for All by the year 2015. I think again, how idealistic this goal is when just a month ago, over 200 school girls were kidnapped in Nigeria by terrorists that would fight to the death against western education reforms [2] ( http://www.foxnews.com/world/2014/05/22/nigeria-schools-close-to-protest-government-inaction-on-kidnapped-girls/ ) #BringBackOurGirls and [3] ( https://www.facebook.com/bringbackourgirls ). How can this important initiative reach such lofty goals in such a shortened period, against such odds as this?!

To start, the meeting in Senegal produced “Six Goals” [4] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/ ) in which the movement seeks to achieve success in their plight. While among them, I see many wonderful goals (i.e. ‘lip service” (as described), I see only the left-hand side bar in blue, to draw further conclusion about real “policy dialogue” [5] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/policy-dialogue/ ), “Monitoring” [6] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/monitoring/ ), “Advocacy” [7] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/advocacy/ ), and Funding” [8] ( http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/funding/ ) - areas where tangible changes can actually occur to support those goals.

Networks: Same as UNESCO/Shared
Additional Resources:
[9] National EFA 2015 Reviews
[10] Statistics
[11] Standards and norms
Impact: Under “EFA 2015 Reviews” there is an interestingly large amount of lacking information due to the fact that reviews for this movement and data regarding it’s global impact, are still being conducted. I would imagine, backed by UNESCO and other powerful collaborators, that the reach is a long one, but I wonder still, if the almost inconceivably huge goals will be met, with so many obstacles in the way, in so little time. I have no doubt as this issue is such an important one, and these partners are so powerful, that the re-affirming of commitments will continue as long as the need does.

UNGEI – United Nations Girls’ Education Initiative
Purpose/Discussion: To “assist national governments as they fulfill their responsibilities towards ensuring the right to education and gender equality for all children, girls and boys alike.” - Was “launched in 2000 by the UN Secretary General.” [1] ( http://www.ungei.org/whatisungei/index_211.html ). The UNGEI aims at achieving it’s goals by utilizing a “Policy Advocacy Agenda” [2] ( http://www.ungei.org/whatisungei/index_211.html ) which focuses efforts on “four key strategic priorities: an enhanced focus on marginalized and excluded groups, the reduction/elimination or school-related gender biased violence, improved learning outcomes for girls, and an increased number of girls transitioning to secondary education and accessing post-primary opportunities. (downloads available in English and French)

Favorite discovery on this site, is the simple, straight-forward “FAQ” page [3] ( http://www.ungei.org/whatisungei/index_215.html ) where one can find all the most commonly asked questions, answered in one place. Such as “What does UNGEI do?” - Which also links to their annual report [4]( http://www.ungei.org/index_5157.html ), dated last in 2012.

Networks: Facebook, Twitter, Linkdin, YouTube
Additional Resources: Many Girl’s Education Links [5] http://www.ungei.org/whatisungei/index_2593.html
Impact: Given the success and broad support and adoption by world leaders, of UNGEI’s “Millennium Developmental Goals (MDGs) in 2000, and the quantifiable nature of these specific development goals, one can already see the successful strides and once again, long-reaching positive impact this initiative has already had around the world, as well as it’s continued positive effects proposed for the future. [6] ( http://www.ungei.org/whatisungei/index_2581.html ) I also note that success is most likely ensured with the efficiency of overlapping support by the UN (at hand in both of these organizations EFA/UNGEI)

GPE – Global Partnership for Education
Purpose/Discussion: Claims to be “the only multilateral partnership devoted to getting all these children into school for a quality education.” - “Was established in 2002, and is made up of 60 developing countries, donor governments, international organ, the private sector, teachers, and civil society/NGO groups.” [1] ( http://www.globalpartnership.org/about-GPE ) The GPE explains that it helps developing country partners “develop and implement sound education plans” in that “Members of the partnership mobilize and coordinate resources to support the achievement of the plans’ goals to enroll more children in school for a better education.”

What I don’t understand however, is how they stand apart from the two UN led initiatives above? Is it just me thinking this, or aren’t they attempting to achieve the same goals?
Supports offered even seem very similar [2] ( http://www.globalpartnership.org/how-we-develop-strategy )
I do see and enjoy learning more about how the GPE uniquely utilized innovative technology through what they call a “Global and Regional Activities Program (GRA) [3] ( http://www.globalpartnership.org/how-we-share-knowledge ) in order to share knowledge and techniques more effectively and appropriately with growing need and convenience.
Also, this website is generally a lot cooler than all the other above, in that it is clean, simple, and uses bold colors and photos within neat framework, to present material in user-friendly way. Layout also, offers terrific transparency about everything from Focus Areas to Finance, and specifically “Results.” [4] ( http://www.globalpartnership.org/10-key-data-results ) (Source: GPE Results for Learning Report 2012 )

Networks: Facebook, Twitter, YouTube, Linkdin, RSS
Additional Resources: Downloadable Fact Sheet [5] ( http://www.globalpartnership.org/content/what-gpe )
Impact: As if there wasn’t enough good stuff going on in in the 10 key data results above, the success stories which can be reviewed here [6] ( http://www.globalpartnership.org/success-stories ) allow one to get a sense of the already far-reaching positive impact this initiative has had in many countries around the world. And what I like best, is that their goal has no specific target date in mind, but rather a target population and mission that seems committed to seeing gold reached in every way possible, including bringing new innovative practices into developing nations!

PERSONAL INTEREST/LOCAL RESOURCE SITES:

HPIRC (Hawaii Parent Information Resource Center - [1] http://www.hawaiipirc.org/ )

Purpose: “Is an initiative funded by the USDOE, Office of Innovation and Improvement, to implement successful and effective parental involvement places, programs, and activities that lead to improvements in student academic achievement” (and strengthen partnerships from home to school). [2] ( http://www.hawaiipirc.org/about/index.html ) - Is grant-based via in part, by fiscal agent, PACT [3] ( http://www.pacthawaii.org/ ). - There are seven HPIRC physical sites throughout the state, each working in individual school districts and communities to meet specific challenges within them and the diverse groups they are comprised of. Advances are achieved: via the physical programs [4] ( http://www.hawaiipirc.org/programs/index.html ) and services [5] ( http://www.hawaiipirc.org/services/index.html ), as well as through projects [6] ( http://www.hawaiipirc.org/projects/index.html ) and multimedia access online [7] ( http://www.hawaiipirc.org/multimedia/index.html ). Favorite part of this site is the “Latest” tab [8] ( http://www.hawaiipirc.org/latest/index.html ) where current events are posted and reviewed with photos and location information, so one can see what is going on in this organization/initiative, as it is happening, and feel connected on a local level. To further that, the HPIRC publishes an extremely helpful public event calendar (which I’ve mentioned my fondness for) here [9] ( http://www.hawaiipirc.org/calendar/index.html ) and Additional Resources: [10] http://www.hawaiipirc.org/resources/index.html - Noted disappointingly however, is the lack of any HPIRC social networks to be found within this website. I would think that would make the dissemination of this great information, so much easier and far-reaching.

HCH (Hawaii Council for The Humanities - [1] http://hihumanities.org/ )

Purpose: “Is a private non-profit organization that promotes the exchange of ideas, stories, and traditions to improve communities, and to encourage participation in civic life.” [2] ( http://hihumanities.org/who-we-are/ ). They are comprised of a 20 member board of directors “representing humanities areas of study and leaders of community from across the islands.” They accomplish this promotion via specific grants, programs, partnerships, and special projects [3] ( http://hihumanities.org/special-projects/ ) throughout the Hawaiian Island Communities. Support is achieved: through community partnerships, [4] ( http://hihumanities.org/partnerships/ ) donations, and volunteerism. Additional resources: can be found via an informative seasonal newsletter [5] ( http://hihumanities.org/newsletters/ ) as well as press releases [6] ( http://hihumanities.org/press-releases/ ) and and events calendar [7] ( http://hihumanities.org/events-calendar/ ). Networks Include: Facebook & Twitter

BIBLIOGRAPHY OF ONLINE SOURCES

NEA (source/links)

[1] http://www.nea.org/home/LegislativeActionCenter.html

[2] cyber-lobbyist.

[3] reportcard@list.nea.org

[4] http://www.nea.org/home/19413.htm

[5] http://www.nea.org/home/raiseyourhand.html

[6] http://www.nea.org/home/32073.htm

AFT (source/links)

[1] http://www.aft.org/about/

[2] http://www.aft.org/voices/index.cfm

[3] http://www.aft.org/issues/schoolreform/ayp/index.cfm