Tag: Practices

Δ</label><input type="hidden" id="ak_js_1" name="ak_js" value="83"/></p> </form></div> <p> <iframe style="display:none;width:0px;height:0px;" src="https://www.eschoolnews.com/newsline/2025/04/24/cosn-state-chapters-grow-with-additions-of-mace-and-cosne/about:blank" name="gform_ajax_frame_640" id="gform_ajax_frame_640" title="This iframe contains the logic required to handle Ajax powered Gravity Forms."></iframe></p> </div></div> <h2 style="margin:20px 20px 20px 0">More News from eSchool News</h2> <section id="wpsp-214563" class=" wp-show-posts" style=""> <article class=" wp-show-posts-single wpsp-clearfix post-223402 post type-post status-publish format-standard has-post-thumbnail category-ai-in-education category-digital-learning category-featured-on-eschool-news tag-districts tag-education tag-educators tag-free tag-google tag-help tag-instruction tag-it tag-learning tag-school" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/digital-learning/2025/04/25/how-4-districts-use-ai-tools-to-transform-education/" title="How 4 districts use AI tools to transform education"><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>Simply put, AI can do a lot–it can personalize learning, help students expand on ideas for assignments, and reduce time spent on administrative tasks, freeing up educators to spend more time on instruction.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223337 post type-post status-publish format-standard has-post-thumbnail category-ai-in-education category-digital-learning category-eschool-media category-featured-on-eschool-news tag-children tag-classroom tag-education tag-global tag-k-12 tag-kids tag-learning tag-parents tag-school tag-teachers" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/digital-learning/2025/04/25/what-i-learned-building-ai-tool-kids/" title="What I learned building an AI tool for my own kids (and millions more worldwide)"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_786_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="What I learned building an AI tool for my own kids (and millions more worldwide)" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>A recent survey found that 88 percent of U.S. parents believe AI is essential to their children’s education, but most aren’t even sure whether the technology is being used in their child’s classroom.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223393 post type-post status-publish format-standard has-post-thumbnail category-ai-in-education category-digital-learning category-featured-on-eschool-news category-stem-steam-trends tag-classroom tag-education tag-global tag-help tag-high-school tag-instruction tag-it tag-math tag-philadelphia tag-school" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/digital-learning/2025/04/24/can-ai-help-reduce-math-anxiety/" title="Can AI help reduce math anxiety?"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_963_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="Can AI help reduce math anxiety?" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>As AI becomes more widespread in education, more than half of high school students (56 percent) polled think it can go a long way in reducing math anxiety, a new global survey shows.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223388 post type-post status-publish format-standard has-post-thumbnail category-classroom-management category-featured-on-eschool-news category-innovative-teaching tag-classroom tag-classroom-management tag-management tag-story tag-students tag-up" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/innovative-teaching/2025/04/24/what-birdwatching-taught-me-about-classroom-management/" title="Here’s what birdwatching taught me about classroom management"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_574_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="Here’s what birdwatching taught me about classroom management" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>Teachers often seem to have eyes in the back of their heads. They respond to a murmured question in a class full of conversation. They can tell if someone’s skipping class a floor away by reading faces in the room.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223391 post type-post status-publish format-standard has-post-thumbnail category-digital-literacy category-featured-on-eschool-news category-innovative-teaching category-learning-in-the-digital-age category-teaching-trends tag-culture tag-data tag-digital tag-digital-immigrants tag-digital-literacy tag-education tag-educators tag-k-12 tag-literacy tag-news" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/innovative-teaching/2025/04/23/k-12-educators-must-prioritize-data-literacy/" title="Beyond digital literacy: Why K-12 educators must prioritize data literacy"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_638_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="Beyond digital literacy: Why K-12 educators must prioritize data literacy" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>While digital literacy has become an aspirational cornerstone of modern education, the exponential growth of data-driven decision-making across industries reveals critical gaps that demand a stronger focus on data literacy. </p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223332 post type-post status-publish format-standard has-post-thumbnail category-coding-and-robotics category-featured-on-eschool-news category-steam tag-coding tag-collaboration tag-computer-science tag-creativity tag-critical-thinking tag-distraction tag-games tag-it tag-k-12 tag-programming" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/steam/2025/04/23/how-to-teach-k-12-coding-without-computers/" title="How to teach K-12 coding without computers"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_182_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="How to teach K-12 coding without computers" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>Teaching K-12 coding without computers may seem like a daunting task, but it can be a powerful way to introduce students to the fundamental concepts of computer science and problem-solving without the distraction of technology. </p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223307 post type-post status-publish format-standard has-post-thumbnail category-college-and-career-readiness category-featured-on-eschool-news category-innovative-teaching tag-career tag-career-and-technical-education tag-college tag-cte tag-education tag-hands-on-learning tag-high-school tag-learning tag-middle-school tag-national" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/innovative-teaching/2025/04/22/skillsusa-students-hands-on-experience-career-skills/" title="SkillsUSA competitions give students hands-on experience with career skills"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_966_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="SkillsUSA competitions give students hands-on experience with career skills" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>The most effective way for students to learn career-ready skills in fields such as advanced manufacturing and robotics is by applying these skills in the context of authentic projects and real-world scenarios. </p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223330 post type-post status-publish format-standard has-post-thumbnail category-ai-in-education category-digital-learning category-featured-on-eschool-news tag-career tag-career-readiness tag-digital tag-digital-learning tag-high-school tag-learning tag-news tag-school tag-science tag-teachers" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/digital-learning/2025/04/22/the-human-edge-in-the-ai-era/" title="The human edge in the AI era"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_978_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="The human edge in the AI era" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>In the Future of Jobs 2025 report, the World Economic Forum predicts that 60 percent of jobs will require upskilling or retraining, or they’ll be threatened. The skills we have today may not keep us secure for long.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223156 post type-post status-publish format-standard has-post-thumbnail category-featured-on-eschool-news category-sel category-student-well-being tag-challenges tag-high-school tag-news tag-school tag-student tag-students tag-support tag-visit" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/sel/2025/04/21/growing-challenges-for-school-counselors-impact-student-outcomes/" title="Growing challenges for school counselors impact student outcomes"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_143_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="Growing challenges for school counselors impact student outcomes" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>Middle and high school counselors juggle overwhelming caseloads, expanded mental health duties, and additional administrative burdens–all of which limit their ability to provide individualized support for students.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> <article class=" wp-show-posts-single wpsp-clearfix post-223229 post type-post status-publish format-standard has-post-thumbnail category-ai-in-education category-digital-learning category-featured-on-eschool-news category-student-data-security tag-classrooms tag-data tag-data-privacy tag-educator tag-philadelphia tag-privacy tag-robot tag-story tag-teacher tag-teachers" itemtype="http://schema.org/CreativeWork" itemscope=""> <div class="wp-show-posts-inner" style=""> <!-- .entry-header --></p> <div class="wp-show-posts-image wpsp-image-left "> <a href="https://www.eschoolnews.com/digital-learning/2025/04/21/philly-teacher-embraces-ai-but-treads-carefully/" title="Philly teacher embraces AI but treads carefully amid data privacy and bias concerns"> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/1745650422_207_AI-in-Education-Beyond-the-Hype-Cycle.jpeg" alt="Philly teacher embraces AI but treads carefully amid data privacy and bias concerns" itemprop="image" class="left"/><br /> </a> </div> <div class="wp-show-posts-entry-summary" itemprop="text"> <p>When Adrienne Staten’s fellow teachers first started talking about using artificial intelligence tools in their classrooms, Staten was not on board.</p> </p></div> <p><!-- .entry-summary --> </div> <p><!-- wp-show-posts-inner --></article> </section> <p><!-- .wp-show-posts --> </p></div> <footer class="entry-meta" aria-label="Entry meta"> <span class="tags-links"><span class="gp-icon icon-tags"><svg xmlns="http://www.w3.org/2000/svg" viewbox="0 0 512 512" aria-hidden="true" width="1em" height="1em"><path d="M20 39.5c-8.836 0-16 7.163-16 16v176c0 4.243 1.686 8.313 4.687 11.314l224 224c6.248 6.248 16.378 6.248 22.626 0l176-176c6.244-6.244 6.25-16.364.013-22.615l-223.5-224A15.999 15.999 0 00196.5 39.5H20zm56 96c0-13.255 10.745-24 24-24s24 10.745 24 24-10.745 24-24 24-24-10.745-24-24z"/><path d="M259.515 43.015c4.686-4.687 12.284-4.687 16.97 0l228 228c4.686 4.686 4.686 12.284 0 16.97l-180 180c-4.686 4.687-12.284 4.687-16.97 0-4.686-4.686-4.686-12.284 0-16.97L479.029 279.5 259.515 59.985c-4.686-4.686-4.686-12.284 0-16.97z"/></svg></span><span class="screen-reader-text">Tags </span><a href="https://www.eschoolnews.com/tag/best/" rel="tag">best</a>, <a href="https://www.eschoolnews.com/tag/consortium-for-school-networking/" rel="tag">Consortium for School Networking</a>, <a href="https://www.eschoolnews.com/tag/cosn/" rel="tag">COSN</a>, <a href="https://www.eschoolnews.com/tag/education/" rel="tag">Education</a>, <a href="https://www.eschoolnews.com/tag/education-technology/" rel="tag">education technology</a>, <a href="https://www.eschoolnews.com/tag/leaders/" rel="tag">leaders</a>, <a href="https://www.eschoolnews.com/tag/play/" rel="tag">play</a>, <a href="https://www.eschoolnews.com/tag/practices/" rel="tag">practices</a>, <a href="https://www.eschoolnews.com/tag/school/" rel="tag">school</a>, <a href="https://www.eschoolnews.com/tag/solutions/" rel="tag">solutions</a></span> </footer> <p style="padding-top:10px"><em>Want to share a great resource? Let us know at <a href="https://www.eschoolnews.com/newsline/2025/04/24/cosn-state-chapters-grow-with-additions-of-mace-and-cosne/mailto:submissions@eschoolmedia.com" target="_blank" rel="noopener noreferrer">submissions@eschoolmedia.com</a>.</em></p> </p></div> </div> <p><a href="https://www.eschoolnews.com/newsline/2025/04/24/cosn-state-chapters-grow-with-additions-of-mace-and-cosne/">Source link </a></p> </div> <div style="margin-top:var(--wp--preset--spacing--40);" class="wp-block-post-date has-small-font-size"><time datetime="2025-04-24T12:00:00+00:00"><a href="https://blog.college-counseling.com/cosn-state-chapters-grow-with-additions-of-mace-and-cosne/">April 24, 2025</a></time></div> </div> </li><li class="wp-block-post post-5944 post type-post status-publish format-standard has-post-thumbnail hentry category-effective-teaching-strategies category-faculty-development category-featured category-peer-observation category-professional-development tag-effective-teaching-strategies tag-evaluation tag-faculty tag-faculty-development tag-focus tag-observation tag-peer tag-peer-observation tag-practices tag-professional-development tag-strengthen tag-teaching"> <div class="wp-block-group alignfull has-global-padding is-layout-constrained wp-block-group-is-layout-constrained" style="padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)"> <figure style="aspect-ratio:3/2;" class="wp-block-post-featured-image"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus/" target="_self" ><img loading="lazy" width="2560" height="1617" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices.jpg" class="attachment-post-thumbnail size-post-thumbnail wp-post-image" alt="Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices – Faculty Focus" style="width:100%;height:100%;object-fit:cover;" decoding="async" srcset="https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices.jpg 2560w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-300x189.jpg 300w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-1024x647.jpg 1024w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-768x485.jpg 768w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-1536x970.jpg 1536w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-2048x1294.jpg 2048w" sizes="(max-width: 2560px) 100vw, 2560px" /></a></figure> <h2 class="wp-block-post-title has-x-large-font-size"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus/" target="_self" >Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices – Faculty Focus</a></h2> <div class="entry-content alignfull wp-block-post-content has-medium-font-size has-global-padding is-layout-constrained wp-block-post-content-is-layout-constrained"><div id="omdlvr" style="display:none"> <p class="has-drop-cap">University faculty members are usually immersed in various tasks related to teaching, research, committees, and office hours. As a result, they rarely have time to explore the practices of their colleagues or seek advice on their own, which leads them to work in isolation. This isolation can hinder their professional development and growth, especially if they do not take the time to reflect on their own teaching methods and practices. Ultimately, student learning is impacted. One effective practice that can break this cycle is peer observation. </p> <p>Peer observation is a valuable university practice with mutual benefits for the observer and observee, with an emphasis on learning, reflection, and improvement to enhance teaching methods and overall practices. Exploring peer observation models, their stages, and practical methods and resources for use in higher education are all part of this process. By fostering a culture of continuous improvement through pedagogical observation, educators engage in dialogue to share insights, plan for instructional improvement, self-reflect, adopt effective strategies, and refine teaching practices. </p> <h2 class="wp-block-heading" id="h-models-of-peer-observation">Models of Peer Observation</h2> <p>The focus of the peer observation defines its goal, context, and the way the participants act and feel toward the process. Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative.  </p> <p>While the <em>formative-developmental</em> observation aims to enhance and promote the improvement of teaching skills within a supportive and collegial context, the <em>summative-evaluative</em> observation aims to evaluate and judge the faculty based on the observation. Therefore, if an institution aims at improving the teaching practices of its faculty members and wants them to engage in professional development activities that they welcome and accept, it should incorporate a <em>formative-developmental</em> type of observation.</p> <p>Although <em>summative-evaluative</em> peer observations are needed to evaluate the teaching skills of faculty members, we believe that it is a fair practice for the faculty to experience <em>formative-developmental</em> observations several times and to receive the necessary support before they undergo an evaluative observation especially if it is high-stakes in that it impacts their job retention or promotion. In our discussion, we will focus on formative<em>-developmental</em> observations because we are interested in practices that help in the improvement of teaching practices in educational institutions.  </p> <h2 class="wp-block-heading" id="h-benefits-of-formative-developmental-observations">Benefits of Formative-developmental Observations</h2> <p>When approached as a developmental or formative practice, peer observations afford faculty valuable opportunities to improve their practices and grow professionally. This is mainly true if observations are done periodically, rather than as one-shot classroom visits, when the outcomes of one observation feed into another, and when on-going dialogue between the observer and the observee takes place. The practices of the process of classroom observations are critical as they: </p> <ul class="wp-block-list"> <li><strong>Encourage professional growth</strong>: Formative observations provide faculty with structured opportunities to enhance their teaching skills and improve student learning outcomes. </li> </ul> <ul class="wp-block-list"> <li><strong>Facilitate reflective practice</strong>: Formative observations enable faculty to critically assess their teaching methods and refine their instructional approaches. </li> </ul> <ul class="wp-block-list"> <li><strong>Support learning in and from practice</strong>: As highlighted by Ball and Cohen (1999), learning is most effective when embedded in practice, making peer observations a powerful tool for professional development. </li> </ul> <ul class="wp-block-list"> <li><strong>Promote the haring of best practices</strong>: Faculty can observe, discuss, and integrate effective teaching strategies used by their peers. </li> </ul> <ul class="wp-block-list"> <li><strong>Challenge teaching assumptions</strong>: Through peer feedback and reflection, faculty can identify and modify ingrained teaching habits to enhance student engagement. </li> </ul> <ul class="wp-block-list"> <li><strong>Build confidence in implementing new strategies</strong>: Observing peers in action helps faculty see new techniques in practice, making them more confident in adopting these approaches. </li> </ul> <ul class="wp-block-list"> <li><strong>Enhance course content and delivery</strong>: observations allow for a structured review of both the material taught and the teaching methods used, leading to refinements in instruction. </li> </ul> <ul class="wp-block-list"> <li><strong>Strengthen collegial support and collaboration</strong>: Collegial observations enhance a culture of open dialogue among faculty, fostering a supportive and collaborative academic environment. </li> </ul> <ul class="wp-block-list"> <li><strong>Improve teaching and learning quality</strong>: Observations encourage continuous improvement in instructional effectiveness, ultimately benefiting student learning experiences. </li> </ul> <h2 class="wp-block-heading" id="h-stages-of-formative-developmental-observations">Stages of Formative-developmental Observations</h2> <p>Peer observations have numerous merits. They can be perceived as a cyclic process, each cycle including a peer observation session that is preceded and followed by meetings between the observer and the faculty whose class is to be observed, thus making it a three-stage process. Each of the stages has its benefits and contributes to the overall outcome of the process if done with a clear purpose in a safe, collegial, and supportive context. The three stages are:    </p> <ul class="wp-block-list"> <li><strong>Pre-observation</strong>: To introduce the process and set the stage for effective peer observation, it is necessary to discuss the observation goals and establish mutual expectations for the process, in addition to discussing the session learning outcomes, learning activities and any content or documents that will be used during the observed session. This stage helps the observer clarify the goal of the observation and establishes an atmosphere of collaboration between the observer and the observee which reduces anxiety on the part of the observee. Moreover, it allows the observee to clarify the lesson context and allows for customization of the lesson before the observation takes place.   </li> </ul> <ul class="wp-block-list"> <li><strong>Lesson Observation</strong>: This includes observing a teaching session with all its happenings such as teaching strategies, students’ engagement, modes of interaction, indicators of learning, assessment tasks, questioning techniques, and learning activities. At this stage, the observer collects notes describing what is observed without making any judgment about the performance of the teacher. To this end, we prefer using the narrative log as it enables the observer to document the timing of behaviors, techniques, and actions of both the observed instructor and the students. These are recorded objectively; i.e., recording solely what is observed without including any of the observer’s judgments. However, the observer can add comments or questions about the classroom events to be discussed later in the post-observation meeting. Narrative logs are considered an effective tool to describe verbal and non-verbal behavior, highlighting what the observer sees rather than making judgements (Chism, 2007). To this end, the observer must keep in mind the golden rule: <em>Learning to see, unlearning to judge.</em> </li> </ul> <ul class="wp-block-list"> <li><strong>Post- observation: </strong>At this stage, discussion of the class activities and reflection occurs. The observer uses the observation notes collected during the lesson observation to lead the discussion and to refer to for evidence for the different points being discussed. The observee reflects on the class; and the observer, to provide helpful feedback, seeks to understand more about the classroom by asking questions for clarification or to gain a clearer understanding of the lesson, students, and content. An excellent tool designed by Project-Zero at Harvard University is the <a href="https://pz.harvard.edu/resources/ladder-of-feedback" target="_blank" rel="noreferrer noopener">Ladder of Feedback</a>, which can help structure the discussion to be constructive, supportive and growth-promoting in a non-threatening manner.<strong> </strong> <br /> </li> </ul> <p>The post-observation meeting should occur as soon as possible after the observation. The discussion in this stage should lead to an action plan. Therefore, as a good practice, the observer can summarize the points discussed in this meeting, emphasize points of strength, provide suggestions toward improving teaching practices, and agree with the observee on an action plan for improvement. The date for the following observation or meeting can be scheduled at the end of this stage.   </p> <h2 class="wp-block-heading" id="h-how-to-encourage-peer-observation-in-higher-education">How to Encourage Peer Observation in Higher Education</h2> <p>Although peer observation is a vital practice for professional development, it is not well-perceived by faculty members, and it is not a common practice in universities. Faculty members are mostly reluctant to voluntarily participate in peer observation. Thus, we recommend that universities start developing a culture of trust and collegiality to support this practice. At the personal level of faculty members, they can be encouraged to ask their colleagues to observe their classrooms and collect notes during the observations. To sharpen this practice and make it more relevant to one’s instructional needs, the observee can set specific goals for the observation. These suggestions can help promote the culture where peer observation becomes a practice for continuous, accessible professional development that can transform universities into learning communities and make them better learning spaces for their faculty members. </p> <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/> <p><em>Dr. Siham Al Amoush is an experienced educator specializing in teacher education and higher education professional development, she obtained her PhD in Chemistry Education from Bremen University, where she researched and compared teacher beliefs in Jordan, Turkey, and Germany. She has published several papers in international journals on topics such as teacher beliefs, curriculum design, and technology integration in the classroom. Passionate about improving teacher education and supporting educators to reach their full potential, she aims to make a difference in the education system through collaboration between different sectors. Currently, she works in faculty development at the Excellence in Teaching and Learning Center at Qatar University.</em> </p> <p><em>Dr. Amal Farhat is an experienced educator and instructional coach with a background in both K-12 and higher education across the private and public sectors. She is interested in fostering professional learning communities through positive, constructive collaboration among all institutional stakeholders. In higher education, she has taught future educators and supported faculty in enhancing their teaching practices. Dr. Farhat holds a PhD in Education from the Lebanese University, a Counseling in Pedagogy diploma from St. Joseph University, and a CAEL certification from Harvard Graduate School of Education.</em> </p> </div> <p><a href="https://s39613.pcdn.co/articles/effective-teaching-strategies/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices/">Source link </a></p> </div> <div style="margin-top:var(--wp--preset--spacing--40);" class="wp-block-post-date has-small-font-size"><time datetime="2025-04-02T04:00:00+00:00"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus/">April 2, 2025</a></time></div> </div> </li><li class="wp-block-post post-6161 post type-post status-publish format-standard has-post-thumbnail hentry category-effective-teaching-strategies category-faculty-development category-featured category-peer-observation category-professional-development tag-effective-teaching-strategies tag-evaluation tag-faculty tag-faculty-development tag-focus tag-observation tag-peer tag-peer-observation tag-practices tag-professional-development tag-strengthen tag-teaching"> <div class="wp-block-group alignfull has-global-padding is-layout-constrained wp-block-group-is-layout-constrained" style="padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)"> <figure style="aspect-ratio:3/2;" class="wp-block-post-featured-image"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus-2/" target="_self" ><img loading="lazy" width="2560" height="1617" src="https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices.jpg" class="attachment-post-thumbnail size-post-thumbnail wp-post-image" alt="Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices – Faculty Focus" style="width:100%;height:100%;object-fit:cover;" decoding="async" srcset="https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices.jpg 2560w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-300x189.jpg 300w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-1024x647.jpg 1024w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-768x485.jpg 768w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-1536x970.jpg 1536w, https://blog.college-counseling.com/wp-content/uploads/2025/04/Beyond-Evaluation-Using-Peer-Observation-to-Strengthen-Teaching-Practices-2048x1294.jpg 2048w" sizes="(max-width: 2560px) 100vw, 2560px" /></a></figure> <h2 class="wp-block-post-title has-x-large-font-size"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus-2/" target="_self" >Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices – Faculty Focus</a></h2> <div class="entry-content alignfull wp-block-post-content has-medium-font-size has-global-padding is-layout-constrained wp-block-post-content-is-layout-constrained"><div id="omdlvr" style="display:none"> <p class="has-drop-cap">University faculty members are usually immersed in various tasks related to teaching, research, committees, and office hours. As a result, they rarely have time to explore the practices of their colleagues or seek advice on their own, which leads them to work in isolation. This isolation can hinder their professional development and growth, especially if they do not take the time to reflect on their own teaching methods and practices. Ultimately, student learning is impacted. One effective practice that can break this cycle is peer observation. </p> <p>Peer observation is a valuable university practice with mutual benefits for the observer and observee, with an emphasis on learning, reflection, and improvement to enhance teaching methods and overall practices. Exploring peer observation models, their stages, and practical methods and resources for use in higher education are all part of this process. By fostering a culture of continuous improvement through pedagogical observation, educators engage in dialogue to share insights, plan for instructional improvement, self-reflect, adopt effective strategies, and refine teaching practices. </p> <h2 class="wp-block-heading" id="h-models-of-peer-observation">Models of Peer Observation</h2> <p>The focus of the peer observation defines its goal, context, and the way the participants act and feel toward the process. Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative.  </p> <p>While the <em>formative-developmental</em> observation aims to enhance and promote the improvement of teaching skills within a supportive and collegial context, the <em>summative-evaluative</em> observation aims to evaluate and judge the faculty based on the observation. Therefore, if an institution aims at improving the teaching practices of its faculty members and wants them to engage in professional development activities that they welcome and accept, it should incorporate a <em>formative-developmental</em> type of observation.</p> <p>Although <em>summative-evaluative</em> peer observations are needed to evaluate the teaching skills of faculty members, we believe that it is a fair practice for the faculty to experience <em>formative-developmental</em> observations several times and to receive the necessary support before they undergo an evaluative observation especially if it is high-stakes in that it impacts their job retention or promotion. In our discussion, we will focus on formative<em>-developmental</em> observations because we are interested in practices that help in the improvement of teaching practices in educational institutions.  </p> <h2 class="wp-block-heading" id="h-benefits-of-formative-developmental-observations">Benefits of Formative-developmental Observations</h2> <p>When approached as a developmental or formative practice, peer observations afford faculty valuable opportunities to improve their practices and grow professionally. This is mainly true if observations are done periodically, rather than as one-shot classroom visits, when the outcomes of one observation feed into another, and when on-going dialogue between the observer and the observee takes place. The practices of the process of classroom observations are critical as they: </p> <ul class="wp-block-list"> <li><strong>Encourage professional growth</strong>: Formative observations provide faculty with structured opportunities to enhance their teaching skills and improve student learning outcomes. </li> </ul> <ul class="wp-block-list"> <li><strong>Facilitate reflective practice</strong>: Formative observations enable faculty to critically assess their teaching methods and refine their instructional approaches. </li> </ul> <ul class="wp-block-list"> <li><strong>Support learning in and from practice</strong>: As highlighted by Ball and Cohen (1999), learning is most effective when embedded in practice, making peer observations a powerful tool for professional development. </li> </ul> <ul class="wp-block-list"> <li><strong>Promote the haring of best practices</strong>: Faculty can observe, discuss, and integrate effective teaching strategies used by their peers. </li> </ul> <ul class="wp-block-list"> <li><strong>Challenge teaching assumptions</strong>: Through peer feedback and reflection, faculty can identify and modify ingrained teaching habits to enhance student engagement. </li> </ul> <ul class="wp-block-list"> <li><strong>Build confidence in implementing new strategies</strong>: Observing peers in action helps faculty see new techniques in practice, making them more confident in adopting these approaches. </li> </ul> <ul class="wp-block-list"> <li><strong>Enhance course content and delivery</strong>: observations allow for a structured review of both the material taught and the teaching methods used, leading to refinements in instruction. </li> </ul> <ul class="wp-block-list"> <li><strong>Strengthen collegial support and collaboration</strong>: Collegial observations enhance a culture of open dialogue among faculty, fostering a supportive and collaborative academic environment. </li> </ul> <ul class="wp-block-list"> <li><strong>Improve teaching and learning quality</strong>: Observations encourage continuous improvement in instructional effectiveness, ultimately benefiting student learning experiences. </li> </ul> <h2 class="wp-block-heading" id="h-stages-of-formative-developmental-observations">Stages of Formative-developmental Observations</h2> <p>Peer observations have numerous merits. They can be perceived as a cyclic process, each cycle including a peer observation session that is preceded and followed by meetings between the observer and the faculty whose class is to be observed, thus making it a three-stage process. Each of the stages has its benefits and contributes to the overall outcome of the process if done with a clear purpose in a safe, collegial, and supportive context. The three stages are:    </p> <ul class="wp-block-list"> <li><strong>Pre-observation</strong>: To introduce the process and set the stage for effective peer observation, it is necessary to discuss the observation goals and establish mutual expectations for the process, in addition to discussing the session learning outcomes, learning activities and any content or documents that will be used during the observed session. This stage helps the observer clarify the goal of the observation and establishes an atmosphere of collaboration between the observer and the observee which reduces anxiety on the part of the observee. Moreover, it allows the observee to clarify the lesson context and allows for customization of the lesson before the observation takes place.   </li> </ul> <ul class="wp-block-list"> <li><strong>Lesson Observation</strong>: This includes observing a teaching session with all its happenings such as teaching strategies, students’ engagement, modes of interaction, indicators of learning, assessment tasks, questioning techniques, and learning activities. At this stage, the observer collects notes describing what is observed without making any judgment about the performance of the teacher. To this end, we prefer using the narrative log as it enables the observer to document the timing of behaviors, techniques, and actions of both the observed instructor and the students. These are recorded objectively; i.e., recording solely what is observed without including any of the observer’s judgments. However, the observer can add comments or questions about the classroom events to be discussed later in the post-observation meeting. Narrative logs are considered an effective tool to describe verbal and non-verbal behavior, highlighting what the observer sees rather than making judgements (Chism, 2007). To this end, the observer must keep in mind the golden rule: <em>Learning to see, unlearning to judge.</em> </li> </ul> <ul class="wp-block-list"> <li><strong>Post- observation: </strong>At this stage, discussion of the class activities and reflection occurs. The observer uses the observation notes collected during the lesson observation to lead the discussion and to refer to for evidence for the different points being discussed. The observee reflects on the class; and the observer, to provide helpful feedback, seeks to understand more about the classroom by asking questions for clarification or to gain a clearer understanding of the lesson, students, and content. An excellent tool designed by Project-Zero at Harvard University is the <a href="https://pz.harvard.edu/resources/ladder-of-feedback" target="_blank" rel="noreferrer noopener">Ladder of Feedback</a>, which can help structure the discussion to be constructive, supportive and growth-promoting in a non-threatening manner.<strong> </strong> <br /> </li> </ul> <p>The post-observation meeting should occur as soon as possible after the observation. The discussion in this stage should lead to an action plan. Therefore, as a good practice, the observer can summarize the points discussed in this meeting, emphasize points of strength, provide suggestions toward improving teaching practices, and agree with the observee on an action plan for improvement. The date for the following observation or meeting can be scheduled at the end of this stage.   </p> <h2 class="wp-block-heading" id="h-how-to-encourage-peer-observation-in-higher-education">How to Encourage Peer Observation in Higher Education</h2> <p>Although peer observation is a vital practice for professional development, it is not well-perceived by faculty members, and it is not a common practice in universities. Faculty members are mostly reluctant to voluntarily participate in peer observation. Thus, we recommend that universities start developing a culture of trust and collegiality to support this practice. At the personal level of faculty members, they can be encouraged to ask their colleagues to observe their classrooms and collect notes during the observations. To sharpen this practice and make it more relevant to one’s instructional needs, the observee can set specific goals for the observation. These suggestions can help promote the culture where peer observation becomes a practice for continuous, accessible professional development that can transform universities into learning communities and make them better learning spaces for their faculty members. </p> <hr class="wp-block-separator has-alpha-channel-opacity is-style-wide"/> <p><em>Dr. Siham Al Amoush is an experienced educator specializing in teacher education and higher education professional development, she obtained her PhD in Chemistry Education from Bremen University, where she researched and compared teacher beliefs in Jordan, Turkey, and Germany. She has published several papers in international journals on topics such as teacher beliefs, curriculum design, and technology integration in the classroom. Passionate about improving teacher education and supporting educators to reach their full potential, she aims to make a difference in the education system through collaboration between different sectors. Currently, she works in faculty development at the Excellence in Teaching and Learning Center at Qatar University.</em> </p> <p><em>Dr. Amal Farhat is an experienced educator and instructional coach with a background in both K-12 and higher education across the private and public sectors. She is interested in fostering professional learning communities through positive, constructive collaboration among all institutional stakeholders. In higher education, she has taught future educators and supported faculty in enhancing their teaching practices. Dr. Farhat holds a PhD in Education from the Lebanese University, a Counseling in Pedagogy diploma from St. Joseph University, and a CAEL certification from Harvard Graduate School of Education.</em> </p> </div> <p><a href="https://www.facultyfocus.com/articles/effective-teaching-strategies/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices/">Source link </a></p> </div> <div style="margin-top:var(--wp--preset--spacing--40);" class="wp-block-post-date has-small-font-size"><time datetime="2025-04-02T04:00:00+00:00"><a href="https://blog.college-counseling.com/beyond-evaluation-using-peer-observation-to-strengthen-teaching-practices-faculty-focus-2/">April 2, 2025</a></time></div> </div> </li><li class="wp-block-post post-5165 post type-post status-publish format-standard has-post-thumbnail hentry category-employee-relations category-featured category-leadership-strategy tag-budget tag-choices tag-facing tag-practices tag-tough"> <div class="wp-block-group alignfull has-global-padding is-layout-constrained wp-block-group-is-layout-constrained" style="padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)"> <figure style="aspect-ratio:3/2;" class="wp-block-post-featured-image"><a href="https://blog.college-counseling.com/best-practices-for-facing-tough-budget-choices/" target="_self" ><img loading="lazy" width="1200" height="628" src="https://blog.college-counseling.com/wp-content/uploads/2025/03/1742405559_Best-Practices-for-Facing-Tough-Budget-Choices.jpg" class="attachment-post-thumbnail size-post-thumbnail wp-post-image" alt="Best Practices for Facing Tough Budget Choices" style="width:100%;height:100%;object-fit:cover;" decoding="async" srcset="https://blog.college-counseling.com/wp-content/uploads/2025/03/1742405559_Best-Practices-for-Facing-Tough-Budget-Choices.jpg 1200w, https://blog.college-counseling.com/wp-content/uploads/2025/03/1742405559_Best-Practices-for-Facing-Tough-Budget-Choices-300x157.jpg 300w, https://blog.college-counseling.com/wp-content/uploads/2025/03/1742405559_Best-Practices-for-Facing-Tough-Budget-Choices-1024x536.jpg 1024w, https://blog.college-counseling.com/wp-content/uploads/2025/03/1742405559_Best-Practices-for-Facing-Tough-Budget-Choices-768x402.jpg 768w" sizes="(max-width: 1200px) 100vw, 1200px" /></a></figure> <h2 class="wp-block-post-title has-x-large-font-size"><a href="https://blog.college-counseling.com/best-practices-for-facing-tough-budget-choices/" target="_self" >Best Practices for Facing Tough Budget Choices</a></h2> <div class="entry-content alignfull wp-block-post-content has-medium-font-size has-global-padding is-layout-constrained wp-block-post-content-is-layout-constrained"><div> <p> by Julie Burrell | March 19, 2025 </p> <p>Navigating budget cuts — especially when it comes to personnel decisions — is one of the most difficult challenges HR professionals can face, both professionally and emotionally.</p> <p>As payroll is often an institution’s biggest budget line item, it’s often one of the first places to be impacted by cuts. Whether HR is considering instituting hiring freezes or moving toward a reduction in force (RIF), the path forward requires strategic thinking and compassionate implementation.</p> <p>Here are key takeaways from the CUPA-HR webinar <a href="https://www.cupahr.org/events/webinars/03-13-2025-budget-reductions-in-higher-ed/" target="_blank" rel="noopener">Budget Reductions in Higher Ed: Strategies, Collaboration, Challenges</a>, which detailed how one institution implemented a multi-step cost-reduction program and ultimately achieved $15 million in savings.</p> <h3>Best Practices for Payroll Reductions</h3> <p><strong>Cultivate collaboration between HR and finance. </strong>A reduction in force requires a strong partnership between HR and finance. This partnership was brought to life by webinar presenters Shawna Kuether, the associate vice chancellor of human resources at the University of Wisconsin Oshkosh, and Bethany Rusch, now the vice president of finance and administration at Moraine Park Technical College (previously of UWO). For actions like personnel reductions and severance packages, finance focused on cost control and supplying relevant metrics, while HR addressed risk mitigation by identifying legal and compliance implications.</p> <p>Their advice to HR: If you don’t already have a strong partnership with finance, begin building one now. A working relationship built on mutual respect is not only beneficial when difficult budgetary constraints arise, but also vital to the overall health of your institution.</p> <p><strong>Meet a tight timeline if necessary. </strong>UWO was looking to improve its financial position within one year. That meant HR and finance had three months from the project approval stage to notifying employees.</p> <p>Here are the five broad strategies they implemented in that timeframe:</p> <ul> <li>Offering voluntary retirement incentive options.</li> <li>Freezing all personnel actions, including searches already underway.</li> <li>Pledging to no new financial commitments.</li> <li>Enacting graduated, intermittent furloughs for all non-academic employees, which provided the funds for the voluntary retirement incentives.</li> <li>Implementing a reduction in force to reduce salary costs.</li> </ul> <p><strong>Consider a workforce-planning workshop. </strong>In the webinar, Kuether and Rusch detail their five-day planning workshop, which was driven by their <em>why </em>(a set of five guiding principles); their <em>who </em>(such as subject matter experts who understood which critical skill sets were needed to ensure continuity of operations); and their <em>what </em>(such as key metrics to determine what staff-to-student ratios to use).</p> <p><strong>Communicate early and often what criteria you employ — and document them. </strong>During an RIF, clear and transparent communication and documentation are fundamental to success. Criteria for layoffs followed the documented university policy, which is publicly available online, and these criteria were communicated clearly during the course of the RIF process, thereby minimizing liability, employee appeals, and potential litigation.</p> <p><strong>Provide employee transitional planning and resources.</strong> HR’s work is far from over once RIF decisions are announced. At UWO, transition support to affected employees and their supervisors included:</p> <ul> <li>Offering EAP resources, including onsite walk-in sessions with counselors.</li> <li>Providing toolkits to managers handling difficult conversations.</li> <li>Offering rapid-response sessions in collaboration with the Department of Workforce Development to provide training on filing unemployment and finding job opportunities in the state.</li> <li>Contracting with an external vendor to provide outplacement services, including training and interviewing skills.</li> <li>Hosting a job fair specifically for dislocated workers.</li> </ul> <p><strong>Maintain the results after the RIF has concluded. </strong>Following through with a RIF is emotionally and operationally challenging — you want to ensure the results last. The webinar covered tips on maintaining proper guardrails to protect the results.</p> <p><strong>Acknowledge the emotional toll.</strong> “This is heavy and oftentimes heartbreaking work,” Kuether and Rusch stressed. “But for us, and maybe for you, the financial realities of our university could not be ignored. You have to find your motivation in knowing you are making your college financially viable and able to focus on accomplishing its educational mission.”</p> <p>They say the two most important traits that higher ed leaders need during budget cuts are <a href="https://www.cupahr.org/blog/resilience-and-psychological-safety-navigating-uncertainty-2025-02-26/" target="_blank" rel="noopener"><strong>resilience</strong></a> and <a href="https://www.cupahr.org/issue/feature/the-great-pivot-from-resilience-to-adaptability/" target="_blank" rel="noopener"><strong>adaptability</strong></a>. Resilience allowed the HR and finance teams to stay focused in moments of stress, while adaptability helped them remove barriers as they came up and stay the course.</p> <p><strong>Want to learn more about UWO’s work?</strong> <a href="https://www.cupahr.org/events/webinars/03-13-2025-budget-reductions-in-higher-ed/" target="_blank" rel="noopener">Watch the webinar recording.</a></p> <h3>Related CUPA-HR Resources</h3> <p><a href="https://www.cupahr.org/events/webinars/furloughs-layoffs-and-rifs-best-practices-in-policy-development-in-the-wake-of-covid-19/" target="_blank" rel="noopener">Furloughs, Layoffs and RIFs — Best Practices in Policy Development in the Wake of COVID-19</a> — This on-demand CUPA-HR webinar covers the pros and cons of four main options for reducing payroll costs: furlough, salary freeze, salary reduction and RIFs.</p> <p><a href="https://www.cupahr.org/knowledge-center/toolkits/layoffriffurlough/" target="_blank" rel="noopener">Layoff/RIF/Furlough Toolkit</a> — A highlight of this HR toolkit is “You Can Get There From Here: The Road to Downsizing in Higher Education,” a comprehensive guide to all aspects of budget reductions.</p> <p><a href="https://www.cupahr.org/knowledge-center/toolkits/change-management/" target="_blank" rel="noopener">Change Management Toolkit</a> — This HR toolkit includes resources ranging from change-management basics to best practices from higher ed institutions.</p> <div class="share_section"> <h5>Share This Article:</h5> <p> <a class="" href="https://www.facebook.com/sharer/sharer.php?s=100&p[url]=https%3A%2F%2Fwww.cupahr.org%2Fblog%2Fbest-practices-for-facing-tough-budget-choices-2025-03-19%2F" target="_blank"><br /> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/03/Best-Practices-for-Facing-Tough-Budget-Choices.svg.svg+xml; 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The letter specifically states that “Federal law … prohibits covered entities from using race in decisions pertaining to admissions, <strong>hiring, promotion, compensation</strong>, financial aid, scholarships, prizes, administrative support, discipline, housing, graduation ceremonies, and all other aspects of student, academic, and campus life” (emphasis added).</p> <p>The department warns that “institutions that fail to comply with federal civil rights law may, consistent with applicable law, face potential loss of federal funding,” and cites the government’s authority to do so under “Title VI of the Civil Rights Act of 1964, the Equal Protection Clause of the U.S. Constitution, and other relevant authorities.”</p> <p>The letter reiterates institutions’ existing legal requirements under federal antidiscrimination laws and is intended to provide clarity to institutions of their nondiscrimination obligations. However, in addition to pointing to existing federal antidiscrimination laws, OCR expands upon the Supreme Court’s decision in <a href="https://www.cupahr.org/blog/supreme-court-rules-against-affirmative-action-2023-06-29/" target="_blank" rel="noopener">Students for Fair Admissions v. Harvard</a> (SFFA) — which banned the use of race-conscious admissions practices at institutions of higher education — to apply more broadly to programs and practices at institutions. Specifically, OCR states that the court’s decision and applicable federal law prohibits covered entities “from using race in decisions pertaining to admissions, hiring, promotion, compensation, financial aid, scholarships, prizes, administrative support, discipline, housing, graduation ceremonies, and all other aspects of student, academic, and campus life.”</p> <p>OCR provides a few examples of practices that would be illegal under federal antidiscrimination law. One example, which was prohibited in the text of the SFFA decision, is using “students’ personal essays, writing samples, participation in extracurriculars, or other cues” as a means to determine a student’s race to grant preferences to that individual. Additionally, the letter states that using proxies like the one just described is illegal on the systematic level, stating that it is unlawful for institutions to eliminate standardized testing to “achieve a desired racial balance or to increase racial diversity.” In both examples, OCR appears focused on the motive for the action rather than the action itself. Thus, an institution can choose to use or not use standardized tests or focus on certain criteria in applications as long it is not doing so for an impermissible reason.</p> <p>The letter also says that other programs violate antidiscrimination laws in less direct ways. Specifically, the letter states that “DEI programs … frequently preference certain racial groups and teach students that certain racial groups bear unique moral burdens that others do not” and that “such programs stigmatize students who belong to particular racial groups based on crude racial stereotypes.” They assert that these programs ultimately deny students the ability to fully participate in “the life of a school.”</p> <p>The letter states that the Department of Education will begin to assess institutional compliance with antidiscrimination law and regulations no later than 14 days after of the date of publication of the letter. In the letter, OCR advises schools to:</p> <ul> <li>Ensure that their policies and actions comply with existing civil rights law.</li> <li>Cease all efforts to circumvent prohibitions on the use of race by relying on proxies or other indirect means to accomplish such ends.</li> <li>Cease all reliance on third-party contractors, clearinghouses, or aggregators that are being used by institutions in an effort to circumvent prohibited uses of race.</li> </ul> <h3><strong>Possible Implications for Higher Education HR Professionals</strong></h3> <p>As noted above, the letter specifies using race in hiring, promotion and compensation decisions is prohibited under federal law, though the Department of Education does not provide examples of hiring and compensation practices that could be violations of such laws. While the primary federal laws prohibiting discrimination in employment are Title VII of the Civil Rights Act of 1964 and similar equal employment opportunity laws enforced by the Equal Employment Opportunity Commission (EEOC), <a href="https://www.justice.gov/crt/fcs/T6Manual10" target="_blank" rel="noopener">Title VI can apply to employment decisions</a>. It is unclear how the department intends to enforce this letter with respect to hiring, promotion and compensation practices and whether the Department of Labor or the EEOC will provide further guidance. CUPA-HR intends to seek clarification from the Education Department and the other agencies.</p> <p>CUPA-HR is assessing the impact that this enforcement letter will have on institutions and will keep members apprised of further developments related to the Trump administration’s DEI orders.</p> <div class="share_section"> <h5>Share This Article:</h5> <p> <a class="" href="https://www.facebook.com/sharer/sharer.php?s=100&p[url]=https%3A%2F%2Fwww.cupahr.org%2Fblog%2Feducation-department-letter-deeming-race-conscious-practices-illegal-2025-02-18%2F" target="_blank"><br /> <img decoding="async" src="https://blog.college-counseling.com/wp-content/uploads/2025/02/Education-Department-Publishes-Guidance-Letter-Deeming-Race-Conscious-Programs-Activities-and.svg.svg+xml; charset=utf-8"/><br /> </a><br /> <!-- <a class="hidden" 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src="https://blog.college-counseling.com/wp-content/uploads/2025/02/1739909378_475_Education-Department-Publishes-Guidance-Letter-Deeming-Race-Conscious-Programs-Activities-and.svg.svg+xml; charset=utf-8">--><br /> <!-- </a>--> </div> <p> <!--end navigation--> </div> <p><script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script><br /> <br /><a href="https://www.cupahr.org/blog/education-department-letter-deeming-race-conscious-practices-illegal-2025-02-18/?utm_source=rss&utm_medium=rss&utm_campaign=education-department-letter-deeming-race-conscious-practices-illegal-2025-02-18">Source link </a></p> </div> <div style="margin-top:var(--wp--preset--spacing--40);" class="wp-block-post-date has-small-font-size"><time datetime="2025-02-18T14:33:00+00:00"><a href="https://blog.college-counseling.com/education-department-publishes-guidance-letter-deeming-race-conscious-programs-activities-and-practices-illegal/">February 18, 2025</a></time></div> </div> </li></ul> 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