by Julie Richardson, school psychologist

School psychologists are trained to wear many hats such as providing direct support and interventions to students, consulting with teachers, families, and other professionals, working with administrators to improve school-wide practices and policies, and collaborating with community providers to coordinate needed services. School psychologists strive to meet each student where they are emotionally and academically, and work with them to address needs and improve skills.  This could include teaching social skills, conducting small groups targeting specific issues and practicing coping strategies, and working one-on-one with students who have more intensive needs. School psychologists also work with families to understand their child’s learning and behavior needs and assist them in navigating the special education process. They are regular members of school crisis teams and collaborate with school administrators and other educators to prevent and respond to crises.  

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Of all the traits of a strong school leader, one of the most important is listening to students. By addressing their concerns & suggestions, school leaders can build environment where students are seen & heard.

That’s what we found when ED recently visited Western Branch Middle School in Chesapeake, VA to interview Principal S. Kambar Khoshaba, recently named Virginia’s 2021 Outstanding Middle School Principal of the Year by the Virginia Association of Secondary School Principals. As we talked with Dr. Khoshaba about his leadership style, we saw the pride he takes in helping to make Western Branch a place where everyone has a voice.

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by North Carolina Department of Public Instruction

The North Carolina Department of Public Instruction (NCDPI) welcomed U.S. Department of Education (ED) leadership including Deputy Secretary Cindy Marten, Senior Advisor to the Deputy Secretary Staci Monreal, and U.S. Department of Education Green Ribbon Schools (ED-GRS) Director Andrea Suarez Falken, to Raleigh on Oct. 19, as part of ED’s annual Green Strides Tour. The three-day visit in the Tar Heel state honored past and present recipients of the ED-GRS recognition award. These schools, districts, and postsecondary institutions have received recognition for their progress in the three Pillars of ED-GRS. They each demonstrate efforts in all three of the following areas: 1) reducing environmental impact and costs; improving health and wellness; and ensuring effective environmental and sustainability education.

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by Joseph P. Masgai, Ed.D. 

Of all the topics of conversation taking place in preparation for in-person learning none is more important than the topic of teacher and principal retention.  Throughout the month of June, I experienced what I can only call a “retirement party circuit” as I bid yet another colleague farewell after a multi-decade career in education.  These veteran teachers and administrators expressed a level of disdain for remote learning stating such an approach to teaching wasn’t what they were trained to do, nor did it satisfy their need to be in the classroom with students feeling the synergy that characterizes engaging learning.  I cannot fault these educators for their decision to retire and many self-described themselves as having “done their duty” throughout the pandemic but could no longer maintain the stamina to meet the challenges the post-COVID-19 classroom will present.  They were simply burned-out. 

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By Ruth Ryder, Office of Elementary and Secondary Education

Today, the U.S. Department of Education awarded $17 million to 27 grants representing 15 states through the Assistance for Arts Education (AAE) program. These grants were made to national nonprofit organizations, local school districts, colleges and universities, and other arts organizations to enrich the academic experience of and promote arts education for students, including disadvantaged students and students who are children with disabilities. The Arts play critical role in a child’s education. They allow students to become creative thinkers, to connect, design and apply their learnings which in turn prepares our children for the future workforce with the skills and capacity to think outside the box with creative solutions.  

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Today, the U.S. Department of Education awarded three new grants under the American History and Civics Education’s Academies and National Activities programs to provide students greater opportunity to learn about the rich history of our nation and build the skills needed to fully participate in civic life. The American History and Civics programs enable institutions of higher education, non-profit organizations, and other interested applicants to explore innovative and creative ways to support educators and the teaching of American history and civics to students. This program aims to develop more active and engaged citizens, but does not dictate or recommend specific curriculum, as these decisions are – and will continue to be – made at the local level. 

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By Andrea Suarez Falken, Director of U.S. Department of Education Green Ribbon Schools program, ED’s Facilities, Health, and Environment liaison, and Director of the Recognizing Inspiring School Employees Award program

Responding to feedback from the 2020 ED-GRS cohort that a recognition award—without a recognition ceremony—doesn’t feel the same, we offered as much in-person recognition as we could for this year’s ED Green Ribbon Schools honorees. On Sept. 28, we recognized 27 schools, three early learning centers, five school districts, five postsecondary institutions, as well as three state education agency officials at a Washington, D.C., ceremony for their efforts to cultivate sustainable, healthy facilities, wellness practices, and authentic place-based learning. Prioritizing climate and sustainability in schools and school systems is central to President Biden’s Build Back Better Agenda, which includes a $100 billion investment in rebuilding our nation’s public schools to create safe and healthy learning environments for all students.  

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By Patrick Carr

Today, the U.S. Department of Education awarded 68 new grants totaling $185,511,391 million through the Alaska Native Education (ANE) and Native Hawaiian Education (NHE) programs. ANE grants were made to Alaska Native Organizations and entities located in Alaska that are governed predominately by Alaska Natives and support innovative projects that recognize and address the unique educational needs of Alaska Native children and adults. Similarly, NHE grants were made to Native Hawaiian educational organizations; Native Hawaiian community-based organizations; and public and private nonprofit organizations, agencies, and institutions with experience in developing or operating Native Hawaiian programs or programs of instruction in the Native Hawaiian language address a significant need to assist Native Hawaiians and to supplement and expand educational programs. The American Rescue Plan made available an additional $170 million to support these programs.

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