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  • Everything You Need to Know! – TeacherCast Educational Network

    Everything You Need to Know! – TeacherCast Educational Network


    Jeffrey D. Bradbury
    Latest posts by Jeffrey D. Bradbury (see all)

    The excitement is building as ISTELive 25 and ASCD Annual Conference are just days away!

    From June 29-July 2, 2025, San Antonio will become the hub of educational innovation as thousands of educators gather to learn, connect, and grow. Whether you’re a first-time attendee or a conference veteran, this post will help you prepare for an amazing experience!

    Three Great Sessions To Check Out This Year!

    This year, I am excited to preseneting three sessions focused on supporting Instructional Coaching!

    Tuesday July 1: Instructional Coaches Playground

    This year at the Instructional Coaches playground on Tuesday July 1, from 12:45-2:45 (Central Time), I will be presenting on two topics.

    1. Using Coaching Newsletters Effectively to Schedule Meaningful Coaching Cycles
    2. Effective Ways to Develop Dynanic Coaching Dashboards

    Wedensday July 2: Solo Presentation

    On Wednesday, I am excited to present one of my favorite topics on Instructional Coaching.

    • Using the ISTE Standards to Create a Dynamic Instructional Coaching Department

    If you are an Instructional Coach or Digital Learning Leader, these are three great sessions to attend!

    Conference Highlights

    • Dates and Location: June 29-July 2, 2025 in San Antonio, TX at the Henry B. Gonzalez Convention Center
    • Inspiring Keynote Speakers:
      • Scott Shigeoka – Internationally recognized curiosity expert and author of “Seek: How Curiosity Can Transform Your Life and Change the World”
      • Jacqueline Woodson – National Book Award winner, MacArthur Genius Grant fellow, and New York Times bestselling author
      • Sabba Quidwai, Ed.D. – CEO of Designing Schools, educator, and author focused on design thinking and creating cultures of innovation

    Schedule at a Glance

    • Saturday, June 28: Preconference activities and registration (8am-6pm)
    • Sunday, June 29: Content sessions, Opening Mainstage, and Welcome Reception (5:30-7pm)
    • Monday, June 30: Full day of content, Solutions Hub Expo open (9am-5:30pm)
    • Tuesday, July 1: Mainstage session and full day of content, Solutions Hub Expo open (9:30am-5:30pm)
    • Wednesday, July 2: Content sessions and Closing Mainstage, Solutions Hub Expo open (9am-1pm)

    Tips for Conference Success

    • Navigate the Exhibit Hall Like a Pro: The ISTE Exhibit Hall (Solutions Hub Expo) is like Disneyworld for educators – full of exciting innovations! Plan your visit strategically by identifying your goals and exploring the exhibitor list in advance
    • Bring a Conference Buddy: Exploring in pairs or groups allows you to discover booths you might have overlooked and gain different perspectives
    • Take Strategic Breaks: The expo floor can be overwhelming! Find designated areas to rest and recharge throughout the day
    • Collect Information Wisely: Be selective with swag and information. Take photos, jot down notes, and get scanned by exhibitors for follow-up information

    What Should You Do Before The Conference Begins?

    The official ISTELive 25 mobile app is your essential companion throughout the conference. Available for both iOS and Android devices, the app allows you to create a personalized schedule, receive real-time updates about session changes, navigate the convention center with interactive maps, connect with other attendees, and access digital resources from presenters. Download it at least a week before the conference to start planning your experience!

    How Can You Stay Updated During the Conference?

    During the conference, there will be PLENTY of social chatter going on. My best advice to keep up to date with everything official happening at the conference is to follow the offiical ISTE Social Media accounts.

    Join my Newsletter Today!

    Stay updated on our latest podcasts and educational news articles by filling out our contact form below.


    Discover more from TeacherCast Educational Network

    Subscribe to get the latest posts sent to your email.



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  • John Merrow: It’s Not Enough to Oppose Trump. What Are We For?

    John Merrow: It’s Not Enough to Oppose Trump. What Are We For?


    John Merrow was the education correspondent for PBS for many years. Now, in retirement, he continues to write and help us think through the existential moments in which we live.

    He writes:

    More than five million demonstrators in about 2000 communities stepped forward to declare their opposition to Donald Trump, on June 14th. “No Kings Day” was also Trump’s 79th birthday, Flag Day, and the anniversary of the creation of the American army.

    So now we know what many of us are against, but the central question remains unanswered: What do we stand FOR? What do we believe in?

    Just as FDR called for Four Freedoms, the Democratic party needs to articulate its First Principles.  I suggest three: “The Public Good,” “Individual Rights,” and “Rebuilding America after Trump.” 

     THE PUBLIC GOOD: Democrats must take our nation’s motto, E pluribus unum, seriously, and they must vigorously support the common good.  That means supporting public libraries, public parks, public schools, public transportation, public health, public safety, public broadcasting, and public spaces–almost anything that has the word ‘public’ in it.

    INDIVIDUAL RIGHTS: Because the fundamental rights that are guaranteed in our Constitution are often subject to interpretation, debate, and even violent disagreement, Democrats must be clear.  Free speech, freedom of worship, habeas corpus, and other fundamental rights are not up for debate, and nor is a woman’s right to control her own body.  

    Health care is a right, and Democrats must make that a reality.  

    Conflict is inevitable–think vaccination requirements–and Democrats should come down on the side of the public good.  

    Because Americans have a right to safety, Democrats should endorse strong gun control measures that ban assault weapons that have only one purpose–mass killing. 

    REBUILDING AMERICA AFTER TRUMP:  The Trump regime was and continues to be a disaster for a majority of Americans and for our standing across the world, but it’s not enough to condemn his greed and narcissism, even if he goes to prison.  Let’s first acknowledge that Trump tapped into serious resentment among millions of Americans, which further divided our already divided country.  

    The challenge is to work to bring us together, to make ‘one out of many’ in the always elusive ‘more perfect union.’  The essential first step is to abandon the ‘identity politics’ that Democrats have practiced for too long.  Instead, Democrats must adopt policies that bring us together, beginning with mandatory National Service: 

    National Service: Bring back the draft for young men and women to require two years of (paid) National Service, followed by two years of tuition or training credits at an accredited institution.  One may serve in the military, Americorps, the Peace Corps, or other helping organizations.  One may teach or work in distressed communities, or rebuild our national parks, or serve in other approved capacities.  JFK famously said “Ask not what your country can do for you. Ask what you can do for your country.”  Let’s ask BOTH questions.  

    Additionally: 1) Urge states to beef up civic education in public schools, teaching real history, asking tough questions.  At the same time, federal education policies should encourage Community schools, because research proves that schools that welcome families are more successful across many measures.

    2) Rebuild Our Aging Infrastructure: This is urgent, and it will also create jobs.

    3) Adopt fiscal and monetary policies to address our burgeoning national debt. This should include higher taxes on the wealthy, emulating Dwight Eisenhower. 

    4) Adopt sensible and realistic immigration policies that welcome newcomers who arrive legally but close our borders to illegal immigration.

    5) Rebuilding America also means rebuilding our alliances around the world.  Democrats should support NATO and Ukraine, and rejoin efforts to combat climate change. 



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  • What to know about California’s English learners

    What to know about California’s English learners


    Credit: Allison Shelley for American Education

    About 1 in 3 students in California’s K-12 schools speak a language other than English at home and were not fluent in English when they first started school — 1,918,385 students — according to data from the 2024-25 school year.

    About half of these students (1,009,066) are current English learners. The rest (909,319) have learned enough English in the years since they started school to now be considered “fluent English proficient.”

    How does a student become designated an English learner? 

    When a family enrolls a student in school for the first time, they are asked to fill out a survey about the languages the child speaks. If the child speaks a language other than English — even if they also speak English — the school is required to test the child’s English proficiency and decide based on that test whether the child is an English learner. 

    If the test — the English Language Proficiency Assessments for California, or ELPAC — shows the student to be proficient in reading, writing, speaking and listening in English, they are designated as “Initially Fluent English Proficient” and no longer have to take an English proficiency test again. If the test shows the student is not proficient in English, then they are designated as an English learner. Every spring after that, they must retake the English proficiency test until they are reclassified as “fluent English proficient,” based on this test and how they do on academic tests in English Language Arts, in addition to parents’ and teachers’ perspectives.

    How does the population of English learners change over time?

    As students advance through elementary and middle school, more of them are reclassified as fluent and English proficient each year, as shown by the illustration below. When students learn enough English to be reclassified as “fluent English proficient,” they are no longer considered English learners. At the same time, new students enroll for the first time in California public schools and are added to the English learner group every year in every grade.

    Where are these students from?

    The vast majority of English learners were born in the U.S. Among California K-12 students who said they spoke English “less than very well,” 72% were born in the U.S., according to an analysis of the U.S. Census Bureau’s 2016 American Community Survey by the Migration Policy Institute. A higher proportion of English learners in grades 6-12 were born outside the country (45%) compared to grades K-5 (13%).

    How many are recent immigrants?

    In 2023-24, there were 189,634 recent immigrant students in California who were not born in the U.S. and had not been attending school in the U.S. for more than three full academic years, according to the California Department of Education.

    What languages do they speak?

    California TK-12 students speak more than 100 different languages other than English. The most common language spoken in California other than English is Spanish — 74.27% of current or former English learners in 2024-25 spoke Spanish, according to the California Department of Education.

    The second most common language spoken by current and former English learners in 2024-25 was Mandarin, spoken by 3.57% of these students. The third most common language was Vietnamese, spoken by 2.65%. After that were Cantonese, Arabic, Russian, Korean and Philippine languages, in that order.

    How long does it take for students to learn English?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    Only 7.6% of 2024-25 first graders who started school as English learners had been reclassified as “fluent English proficient” in the short time they had been in school. The percentage increases in every grade — among sixth graders who started school as English learners, for example, 45.4% had been reclassified; among eighth graders who started school as English learners, 62.3% had been reclassified; among 12th graders, 73.2% had been reclassified. It’s important to note that the total number of English learners also includes students who started school in later grades and have been enrolled for less time.

    Where do they go to school?

    There are English learners and former English learners in almost every school district in California, but the percentage varies widely. For example, 85.7% of students in Calexico Unified School District in Imperial County near the border with Mexico, started school as English learners, but only 4.3% of students in Dehesa School District in San Diego County were ever English learners.

    How can you tell how well a school is serving its English learners?

    The English Language Progress Indicator measures English learner progress by showing how many English learners progressed at least one level on the ELPAC, maintained the same level as the previous year, or decreased one or more levels. You can look up your school’s progress on the California School Dashboard.

    Another measure is the reclassification rate — the number and percentage of English learner students who reclassify each year. However, the California Department of Education has not published this rate since 2020-21.

    You can also measure a school district’s English learner progress by looking at the number of students who are “long-term English learners” and “at-risk of becoming long-term English learners.” Long-Term English Learners, or LTELs, are students in 6-12th grade who have been enrolled in a U.S. school for at least six years but have remained at the same English language proficiency level on the ELPAC for two or more consecutive years or regressed to a lower English language proficiency level. Students “at risk of becoming Long-Term English Learners” are in third-12th grade, have been enrolled in U.S. schools for four to five years and scored at the intermediate level or below on the ELPAC.

    Are academic test scores good measures of English learners’ performance?

    By definition, students who are designated as English learners are not yet proficient in academic English reading and writing, so it makes sense that they would not do well on academic tests in English. In fact, in many districts, students must do well on those tests, in addition to the English proficiency test, in order to be reclassified as “fluent English proficient.” When students do become proficient in English and are reclassified, they are no longer included in the English learner category. These students tend to do better on tests than students who speak only English at home.

    What do other measures like graduation rates tell us about English learners?

    Graduation rates tend to be low for English learners, as are other college and career preparation measures, such as how many A-G courses students have completed. (These courses are required for enrollment in the University of California and California State University systems.) However, it is important to keep in mind that the California Department of Education only publishes these measures for current English learners in high school, many of whom are recent immigrants. The department does not publish these measures for students who were once English learners and have since reclassified.





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  • U.S. Supreme Court decision worries LGBTQ+ advocates, emboldens conservatives

    U.S. Supreme Court decision worries LGBTQ+ advocates, emboldens conservatives


    A selection of books featuring LGBTQ characters that are part of the Supreme Court case.

    Credit: AP Photo/Pablo Martinez Monsivais, File

    California school leaders will face a new reality when students return next month following the U.S. Supreme Court’s decision Friday that parents have a constitutional right to remove their children from classes that conflict with their religious beliefs.

    The court’s 6-3 decision in Mahmoud v. Taylor, written by Justice Samuel Alito, gives parents wide latitude in what they can claim conflicts with their religion. It goes far beyond books about gay marriage and gender identity at the heart of the case, which grew out of a dispute involving a Maryland school district, said Edwin Chemerinsky, the dean of UC Berkeley’s Law School, in an interview Monday.

    Conservative parental activists vow to move quickly to take advantage of the decision.

    In a statement, Jonathan Keller, the president of the California Family Council, called the majority decision “a direct rebuke to the kind of LGBTQ-centered curriculum that has flooded California public schools in recent years. This is our Red Sea moment. God just parted the legal waters. Now it’s up to parents to walk through.”

    Districts will have to scramble to design curriculum notification and opt-out protocols, said Troy Flint, a spokesperson for the California School Boards Association.

    “This could be a Pandora’s box,” he said. “Right now, there’s a lot of urgency in the membership, with school really only a little more than a month away.”

    The high court’s ruling gave districts no leeway if parents interpreted that classroom content conflicted with their religious beliefs.

    “A government burdens the religious exercise of parents when it requires them to submit their children to instruction that poses ‘a very real threat of undermining’ the religious beliefs and practices that the parents wish to instill,” Alito wrote.

    Given questions that the court’s conservatives asked during oral arguments in April, Chemerinsky said there was little doubt about the outcome of the case, which involved the Montgomery County Public Schools in Rockville, Maryland, a suburb near Washington, D.C.

    What is surprising, he said, is that the court’s decision  “didn’t have any limiting principle.”

    “Any time a parent has a religious objection to a child being exposed to material, the parent has to have notice and the opportunity to opt out,” Chemerinsky said. He said he thought the court might have found some way to limit the ruling’s impact, “because otherwise it’s going to lead to chaos.”

    A parent, he said, could object to the teaching of Darwin’s theory of evolution in biology class on religious grounds, citing the Book of Genesis. Or they may opt their child out of an English class if a teacher assigns a book with a witch in it, like “The Wizard of Oz” or “Harry Potter.”

    “Keep in mind how incredibly diverse our country is on the basis of religion,” Chemerinsky said. “There’s a church of Satan.”

    The decision made clear that the court is not limiting what may be taught. But some advocates for LGBTQ+ students are predicting that the result will be a retreat from controversial discussions and books.

    “The ruling sets a dangerous precedent that leads to a slippery slope of what curriculum or instructional materials can be opted out of and calls into question what can be introduced to our classrooms in the first place,” Tony Hoang, executive director of the civil rights group Equality California, said in a statement.

    Decisions will be made under pressure, Flint said.

    “It’s challenging to make this change on a short turnaround during the summer,” Flint said. “But we’re going to do our best to provide information to members and support them. I expect this will bleed over into at least the first part of the school year, if not longer.”

    Changes would likely include “ensuring parents get some kind of advanced notice about curriculum components that touch on controversial topics, gender identity and sexuality being a couple of those,” he said. “There’s not a lot of time.”

    Sonja Shaw, president of the Chino Valley Unified School District’s board and a candidate in next year’s race for state superintendent of public instruction, told EdSource that the best way to prevent the havoc of parents opting their children out of classes “is to stop teaching gender, ideology and all that other confusion. Boys are boys. Girls are girls.”

    Chino Valley has lost in court on policies Shaw pushed to require parental notification when a student identifies as a different gender. She has claimed that state leaders support policies that “pervert children.”

    State Attorney General Rob Bonta, who brought lawsuits against Chino Valley and who filed a friend of the court brief siding with the Montgomery County School District before the U.S. Supreme Court, said in a statement that California must “affirm and protect the rights of all students, including our most vulnerable individuals. By ensuring our curriculum reflects the full diversity of our student population, we foster an environment where every student feels seen, supported, and empowered to succeed.”

    “In California, we will continue to remain a beacon of inclusivity, diversity, and belonging,” he said.

    The office of state schools Superintendent Tony Thurmond did not respond to a request for comment.

    Anne Hubbard, superintendent of the three-school, 900-student Hope Elementary School District in Santa Barbara County, said she has a tentative plan for how opt-outs could work while she awaits legal guidance on the issue.

    Parents will fill out an opt-out sheet at the beginning of the year if they prefer their child to participate in an alternative activity instead of being in a class where LGBTQ+ issues are being discussed. They’ll go to another classroom, an office or the library, she said.

    But she is not going to stop teachers from using books that involve LGBTQ+ people. “I’m going to be telling the teachers they can read whatever books they want,” she said. “They can have what they want in their classroom libraries.”

    David Goldberg, president of the California Teachers Association, said that “teachers are going to continue to really focus on making sure that our curriculum makes every student feel safe and nurtured in our schools.”

    “That’s how kids learn. You can’t learn when you feel like you’re not in a safe place,” he said. “Continuing to push people to the margins — that’s not what we do in a democracy or in a pluralistic society that is committed to having every student feel safe and welcomed.”

    However, there is also fear that the ruling could lead to schools banning books or changing curriculum, he added.

    Shaw said she intends to campaign on the issue as next year’s election inches closer and will push back on advocates and teachers who continue to use lessons that include LGBTQ+ materials and literature.





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  • Districts need more options to ensure stability, continuity for students

    Districts need more options to ensure stability, continuity for students


    A teacher kicks off a lesson during an AP research class.

    Credit: Allison Shelley / EDUimages

    As a former teacher and principal, and a current school board member, I am intimately familiar with the impact of the teacher shortage and consider it one of California’s most pressing and intractable problems. To address this multifaceted issue, schools need a wide array of options, including Assembly Bill 1224, pending state legislation that would increase continuity of instruction when teachers are out on leave and when a school struggles to fill a teacher vacancy.

    Authored by Assemblymember Avelino Valencia and co-sponsored by the California Schools Boards Association, the Association of California School Administrators, the California County Superintendents, and the California Association of School Business Officials, AB 1224 would allow substitute teachers to serve in a single classroom for up to 60 days, provided the school district or county office of education can demonstrate it made reasonable efforts to recruit a full-time teacher before retaining the substitute. Until every classroom has a qualified full-time teacher, let’s at least make sure every classroom has a consistent one.

    When the Covid-19 pandemic exacerbated already dire teacher shortages, the state temporarily expanded the 30-day limit on substitute teaching to 60 days, a measure that was effective in responding to vacancies and extended absences. That statute expired in July 2024, but with upcoming Senate Education Committee amendments, AB 1224 would revive its provisions for another three years. Using the lessons learned from the successful trial run, the bill would extend the time a substitute can stay in a single assignment from 30 to 60 days in general education and from 20 to 60 days in special education.

    In a perfect world, every classroom would have a fully certificated teacher on the first day of class, the last day of class and every day between. As a lifelong educator, I know the value of having a full-time teacher share their learning and wisdom with students on a consistent basis. But there simply aren’t enough full-time teachers to go around. So, we must make policy and governance decisions that reflect the current reality while simultaneously working to build a better system that sets substitutes and students up for success. 

    Local educational agencies rely on substitutes, but current law forbids a substitute teacher from serving in the same classroom for more than 30 consecutive days. In cases where a school district or county office of education cannot identify a full-time teacher, such as a mid-year departure or one that occurs before the start of the school year, this can lead to a revolving door of substitute teachers that disrupts instruction and destabilizes the classroom environment. These impacts are felt most acutely in low-income and rural schools, and the burden falls disproportionately on English learners, minority students and students from families of modest means. Without AB 1224, students already cycle through different substitutes every few weeks, so the real debate isn’t about lowering standards, it’s about increasing stability.

    An insufficient pipeline of newly credentialed teachers and attrition from the profession means that the teacher shortage will persist. Thus, staffing schools — particularly in hard-to-fill areas like special education, math and science — will remain a daunting task. AB 1224 responds to that challenge by adding another tool to the toolbox that schools can use to fill gaps in their instructional workforce.

    Critics of AB 1224 claim it would diminish the push to recruit credentialed educators. Real world evidence shows the opposite. Examples abound of LEAs raising salaries, implementing incentive pay, offering signing bonuses, expanding mentorship programs, deploying advertising campaigns, hosting virtual and in-person job fairs, building staff housing for educators, and developing internal pipelines through teacher academies or programs for classified staff who want to transition to the teaching profession. Additional guardrails to preserve the primacy of full-time teachers include collective bargaining agreements governing the hiring process and a bill provision requiring that schools document their efforts to recruit full-time teachers.

     It’s disingenuous to suggest extending substitute assignments would undermine the search for long-term solutions to the teacher crisis. It’s also poor logic based on a false binary and an idealized labor market that doesn’t actually exist. This is not a choice between AB 1224 or full-time teacher recruitment; we can and must pursue both remedies. New federal and state programs targeting the teacher shortage are promising but take years, if not generations, to bear fruit when immediate relief is essential. Waiting for long-term pipelines to mature does nothing for students in classrooms today — AB 1224 provides the immediate help schools need to increase stability in the classroom.

    •••

    Bettye Lusk is president of the California School Boards Association. Lusk is a former teacher and principal in the Monterey Peninsula Unified School District, where she currently serves on the Board of Education. 

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • What Is Trump Afraid of?

    What Is Trump Afraid of?


    Truth be known embracing Diversity does require a confidence and a faith in your fellow person, because to embrace Diversity is to accept folk or communities who have a different outlook to the one you are used to. To accept this as being ‘OK’ and no threat to you is the goal and sometimes you need to give yourself a mild talking to in getting there, or times not so much. But then that’s part of living.
    Folk who object to Diversity are basically uncertain of and unsettled by difference. At its worse this festers and turns into prejudice and hate. They are embracing toxicity which will rot their beings leaving them wallowing in hate and whether they like to admit it or not- fear.
    Accepting Diversity is liberating.
    (and at times saying to yourself ‘Err. I don’t get it…But what the heck…..Compassion, Respect and Tolerance are the bottom lines, if those boxes are ticked…I’m fine with ‘it’,’

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  • ISTELive 2025 Conference Highlights for New Attendees


    Jeffrey D. Bradbury
    Latest posts by Jeffrey D. Bradbury (see all)

    The excitement is building as ISTELive 25 and ASCD Annual Conference are just days away!

    From June 29-July 2, 2025, San Antonio will become the hub of educational innovation as thousands of educators gather to learn, connect, and grow. Whether you’re a first-time attendee or a conference veteran, this post will help you prepare for an amazing experience!

    Three Great Sessions To Check Out This Year!

    This year, I am excited to preseneting three sessions focused on supporting Instructional Coaching!

    Tuesday July 1: Instructional Coaches Playground

    This year at the Instructional Coaches playground on Tuesday July 1, from 12:45-2:45 (Central Time), I will be presenting on two topics.

    1. Using Coaching Newsletters Effectively to Schedule Meaningful Coaching Cycles
    2. Effective Ways to Develop Dynanic Coaching Dashboards

    Wedensday July 2: Solo Presentation

    On Wednesday, I am excited to present one of my favorite topics on Instructional Coaching.

    • Using the ISTE Standards to Create a Dynamic Instructional Coaching Department

    If you are an Instructional Coach or Digital Learning Leader, these are three great sessions to attend!

    Conference Highlights

    • Dates and Location: June 29-July 2, 2025 in San Antonio, TX at the Henry B. Gonzalez Convention Center
    • Inspiring Keynote Speakers:
      • Scott Shigeoka – Internationally recognized curiosity expert and author of “Seek: How Curiosity Can Transform Your Life and Change the World”
      • Jacqueline Woodson – National Book Award winner, MacArthur Genius Grant fellow, and New York Times bestselling author
      • Sabba Quidwai, Ed.D. – CEO of Designing Schools, educator, and author focused on design thinking and creating cultures of innovation

    Schedule at a Glance

    • Saturday, June 28: Preconference activities and registration (8am-6pm)
    • Sunday, June 29: Content sessions, Opening Mainstage, and Welcome Reception (5:30-7pm)
    • Monday, June 30: Full day of content, Solutions Hub Expo open (9am-5:30pm)
    • Tuesday, July 1: Mainstage session and full day of content, Solutions Hub Expo open (9:30am-5:30pm)
    • Wednesday, July 2: Content sessions and Closing Mainstage, Solutions Hub Expo open (9am-1pm)

    Tips for Conference Success

    • Navigate the Exhibit Hall Like a Pro: The ISTE Exhibit Hall (Solutions Hub Expo) is like Disneyworld for educators – full of exciting innovations! Plan your visit strategically by identifying your goals and exploring the exhibitor list in advance
    • Bring a Conference Buddy: Exploring in pairs or groups allows you to discover booths you might have overlooked and gain different perspectives
    • Take Strategic Breaks: The expo floor can be overwhelming! Find designated areas to rest and recharge throughout the day
    • Collect Information Wisely: Be selective with swag and information. Take photos, jot down notes, and get scanned by exhibitors for follow-up information

    What Should You Do Before The Conference Begins?

    The official ISTELive 25 mobile app is your essential companion throughout the conference. Available for both iOS and Android devices, the app allows you to create a personalized schedule, receive real-time updates about session changes, navigate the convention center with interactive maps, connect with other attendees, and access digital resources from presenters. Download it at least a week before the conference to start planning your experience!

    How Can You Stay Updated During the Conference?

    During the conference, there will be PLENTY of social chatter going on. My best advice to keep up to date with everything official happening at the conference is to follow the offiical ISTE Social Media accounts.

    Join my Newsletter Today!

    Stay updated on our latest podcasts and educational news articles by filling out our contact form below.


    Discover more from TeacherCast Educational Network

    Subscribe to get the latest posts sent to your email.



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  • Trump Slashes Staff at Voice of America

    Trump Slashes Staff at Voice of America


    Voice of America is known worldwide for its straightforward, unbiased presentation of world news. Trump placed MAGA enthusiast Keri Lake in charge. At his behest, she just laid off most of the VOA staff. Remember when America was great? We thought we had a message for the world and that the truth would set us free.

    But Trump doesn’t want to “Make America great Again.” He wants to make America a land of bitter divisions, where the rich get richer, and the poor get poorer and sicker, unable to get health insurance, medical care, good schools, or any opportunity to rise into the middle class. For that, you need unions and good jobs.

    The New York Times just reported:

    The Trump administration sent layoff notices on Friday to more than 600 employees at Voice of America, a federally funded news organization that provides independent reporting to countries with limited press freedom.

    The layoffs, known as reductions in force, will shrink the staff count at the news organization to less than 200, around one-seventh of its head count at the beginning of 2025. They put Voice of America journalists and support staff on paid leave until they are let go on Sept. 1.

    The termination notices are the latest round of the Trump administration’s attack on federally funded news networks, including Voice of America.

    In March, President Trump accused the news group of spreading “anti-American” and partisan “propaganda,” calling it “the voice of radical America.” He then signed an executive order that effectively called for dismantling of the news agency and put nearly all Voice of America reporters on paid leave, ceasing its news operations for the first time since its founding in 1942.

    Kari Lake, a fierce Trump ally and a senior adviser at the news organization’s oversight agency, U.S. Agency for Global Media, notified Congress earlier this month that her agency intended to eliminate most positions at Voice of America. Her letter identified fewer than 20 employees who must remain at the media organization, according to laws passed by Congress to establish and fund it. Friday’s termination notices leave around 200 employees.

    Ms. Lake’s decision “spells the death of 83 years of independent journalism that upholds U.S. ideals of democracy and freedom around the world,” Patsy Widakuswara, a former Voice of America White House bureau chief who was placed on leave and is leading a lawsuit against Ms. Lake and the U.S. Agency for Global Media, said in a statement.

    She encouraged Congress to intervene and to signal support for Voice of America, which was founded to combat Nazi propaganda and reported in countries that suppress independent reporting and free speech.

    “Moscow, Beijing, Tehran and extremist groups are flooding the global information space with anti-America propaganda,” Ms. Widakuswara said. “Do not cede this ground by silencing America’s voice.”



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  • As White House wavers on visas, Chinese students at California colleges face uncertainty and worried parents

    As White House wavers on visas, Chinese students at California colleges face uncertainty and worried parents


    Top Takeaways
    • About 18,000 Chinese students are enrolled at the University of California, 2,600 at California community colleges and 850 at California State University.
    • Chinese students have increasingly chosen colleges outside the U.S., including closer to home in Hong Kong and Singapore.
    • Like all international students, Chinese students can be a valuable source of tuition for public universities, since they pay more than California residents.

    A flurry of at-times contradictory White House pronouncements are stoking confusion and concern among the 50,000 Chinese nationals who are studying at California’s colleges and universities — and potentially steering students away from further work and study in the U.S.

    Recent shifts in U.S. policy toward China have cast a “cloud of suspicion” over Chinese students, said Gisela Perez Kusakawa, the executive director of the Asian American Scholar Forum, an advocacy group.

    “Let’s say you invested all this time, money and energy and years of your life studying to get into a prominent university here in the U.S.,” she said. “You get in, [but] now it’s no longer guaranteed that you could actually finish that degree.” 

    U.S. Secretary of State Marco Rubio said in a two-sentence statement on May 28 that the U.S. would “aggressively revoke visas for Chinese students, including those with connections to the Chinese Communist Party or studying in critical fields.” He also pledged to “enhance scrutiny” of future visa applications from China and Hong Kong. 

    But the proposal for stronger visa enforcement appears to have been short-lived. On June 11, President Donald Trump announced that the U.S. would allow Chinese students into colleges and universities as part of a trade truce with China. 

    The flip from crackdown to rapprochement is one of the latest flash points in a volatile period for Chinese students. Even before Trump’s second term, fewer Chinese students were coming to American universities, data show. International students on U.S. college campuses have experienced a tumultuous spring term as the Trump administration first terminated and later said it would restore thousands of international students’ records in a federal database. The State Department in May paused new student visa interviews but said Wednesday it would resume processing and require applicants to make social media accounts public for government review. 

    V., a Chinese national student at UC Davis, who requested that EdSource withhold his full name in light of uncertain U.S. immigration policy, said the reelection of Trump has made him “a little bit afraid of speaking out.” 

    “I’m more conscious about, if I speak online or on social media, maybe I’ll get deported,” he said, even though he generally avoids posting anything political online.

    Though he hopes to continue working in the U.S. when he graduates this summer, V. knows several Chinese students who also attended American colleges as undergraduates and initially intended to pursue graduate degrees in the U.S., but are now continuing their education in other foreign countries instead.

    The ebb and flow of Chinese students is of particular interest to higher education institutions in California. China accounts for 36% of all international enrollment in the state, according to the Institute of International Education, making it California’s single-largest country of origin for international students. Nearly 18,000 Chinese international students are enrolled at the University of California, almost 6,000 at the University of Southern California, about 2,600 across the state’s community colleges and roughly 850 at California State University. 

    Those students bring with them coveted tuition dollars, a boon to the state’s public universities, where international students pay a premium over the rate charged to California residents.

    California universities responded to the Trump administration’s statements on Chinese student visas with expressions of support for international students from China. A written statement from the UC system on June 11 said the public university system “is concerned about the U.S. State Department’s announcement to revoke visas of Chinese students.” The statement said international students and scholars are “vital members of our university community and contribute greatly to our research, teaching, patient care and public service mission.”

    If Chinese students were to stop attending U.S. colleges and universities, their absence would be felt across academic disciplines. More than a fifth of Chinese students in the U.S. studied math and computer science, roughly 17% pursued engineering and almost 13% sought degrees in business and management, according to 2023-24 data from the Institute of International Education. 

    Chinese students are most heavily enrolled in U.S. graduate programs. Roughly 123,000 Chinese nationals studying at U.S. colleges and universities — about 44% of all Chinese students in the U.S. — are graduate students.

    Sources interviewed for this story emphasized that Chinese students are weighing not only the immediate twists and turns of U.S. foreign policy, but longer-term concerns about cost of living and the draw of preferable options closer to home. They also noted that restrictions on Chinese students are consistent with policies Trump pursued during his first term.

    ‘Our parents are super, super worried’

    A Chinese international student at the University of Southern California who graduated from a Ph.D. program in May said he has become accustomed to exchanging concerned text messages with friends whenever news of possible changes to U.S. immigration policy breaks. EdSource agreed to withhold his full name due to his concerns about increased scrutiny on international students. 

    “I’ve gotten texts from people saying, ‘Oh, are you OK? Are you safe?’ I’ve got people checking on each other, asking them, ‘So what can happen to the current visa holders? And if I already scheduled [a visa interview], will I still be able to go?’” he said.

    Already, he added, peers in China are contemplating pursuing their degrees in the United Kingdom or Australia as alternatives to the U.S. The student himself is applying for Optional Practical Training, which allows eligible international students to extend their time in the U.S. after completing an academic program.

    Meanwhile, at UC Davis, V. has found something like a second home. He has joined a sports team, pledged a fraternity and played an instrument in a school-affiliated band. Contrary to the stereotypes of U.S. cities as plagued by gun violence and crime that are common in Chinese media, he has found Davis to be peaceful, diverse and open-hearted. 

    But with the latest vacillations in U.S. immigration policy, concern is growing at home among Chinese students’ families. “Our parents are super, super worried,” he said, something evident whenever he checks a group chat where the parents of Chinese students in the U.S. share their questions and concerns. 

    A gradual slide in Chinese students at U.S. colleges

    There are ample signs that Chinese students have been cooling on American degrees long before Trump’s return to office this year.

    Data from the Institute of International Education show that the number of Chinese students in the U.S. increased rapidly during the 2000s, a trend that continued at a slower pace through the early years of the first Trump administration.

    But the number of Chinese internationals at U.S. institutions began to drop with the onset of Covid-19 and has continued to fall since. As of the 2023-24 school year, there were more than 277,000 Chinese students in the U.S., down more than 95,000 students from pre-pandemic levels in 2019-20.

    Several experts interviewed for this story framed the Trump administration’s recent statements about Chinese students as the latest of several policy changes that may discourage Chinese students from attending college in the U.S.

    As early as 2018, U.S. consular officials said they would shorten the duration of visas to Chinese students studying advanced manufacturing, robotics and aeronautics from five years to one, forcing students to seek annual renewals instead. Then, in 2020, Trump signed a presidential proclamation suspending the entry of Chinese students and researchers deemed to have links with the Chinese military, prompting the U.S. to revoke the visas of 1,000 Chinese nationals

    After Trump left office in 2021, Biden administration Secretary of State Antony J. Blinken struck a more conciliatory tone regarding Chinese students in the U.S., saying in a May 2022 speech that the U.S. “can stay vigilant about our national security without closing our doors.” And during a November 2023 meeting, former President Joe Biden and Chinese leader Xi Jinping expressed a commitment to more educational exchanges.

    But the Biden administration initially continued a Department of Justice (DOJ) initiative launched under Trump in 2018, which targeted Chinese researchers accused of stealing American intellectual property. The Biden DOJ ended the program in 2022 following concerns about racial profiling.

    And in March 2024, before Trump’s return to office, reports surfaced that more than a dozen Chinese students were denied reentry into the U.S. despite holding a valid visa, while others reported being searched and questioned for hours at the U.S. border. The State Department told The Washington Post at the time that the number of Chinese students found to be inadmissible for entry had been stable in recent years.

    ‘We are still hoping it’s getting better’

    Geopolitical concerns are not the only reasons some Chinese students may think twice about studying at U.S. colleges and universities. 

    Al Wang, the general manager of Wiseway Global, which recruits Chinese students to study in other countries, said that Chinese students may not apply to certain U.S. institutions because rankings of the best universities in the world tend to score institutions in countries like the United Kingdom and Singapore above U.S. rivals. In addition, he said, Chinese students may choose to stay home for college, seeing joint-degree programs in China with U.S. universities like Duke as a more economical option.

    Wang nonetheless anticipates that the U.S. and China will continue cooperating on education and cultural exchange programs, something the Chinese Ministry of Education has encouraged. He predicted that more Chinese students will study abroad in the U.S. for a school term or summer intensive, rather than enrolling in degree programs. “We are still hoping it’s getting better, but we don’t know where it’s going,” he said. 

    The Chinese international student at USC suggested that U.S. universities aiming to maintain their international student population should focus on providing legal support, security and a sense of belonging. Failing that, he added, it won’t take long for current students to warn would-be classmates. 

    “They’re going to tell their peers from high school, or they’re going to tell people from home, ‘Oh, don’t come,’” he said.





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  • Musk Is Gone But His DOGS Live On, Embedded in Agencies

    Musk Is Gone But His DOGS Live On, Embedded in Agencies


    Elon Musk left Washington, where he enjoyed the exalted status of being Trump’s brain. He returned to Texas, his new home. Where he launched into a Twitter tirade against Trump.

    But he left behind a still large contingent of DOGS (Department of Governmental Subsistence).

    Who are they?

    ProPublica has been tracking them.

    In an effort launched shortly after DOGE’s creation, ProPublica has now identified more than 100 private-sector executives, engineers and investors from Silicon Valley, big American banks and tech startups enlisted to help President Donald Trump dramatically downsize the U.S. government.

    While Elon Musk has departed the Department of Government Efficiency, the world’s richest man is leaving a network of acolytes embedded inside nearly every federal agency.

    At least 38 DOGE members currently work or have worked for businesses run by Musk, ProPublica found in an examination of their resumes and other records. At least nine have invested in Musk companies or own stock in them, a review of available financial disclosure forms shows.

    ProPublica found that at least 23 DOGE officials are making cuts at federal agencies that regulate the industries that employed them, potentially posing significant conflicts of interest. One DOGE member tasked with overseeing mass layoffs at the Consumer Financial Protection Bureau, for instance, did so while owning stock in companies the agency regulated.

    At least 12 remain, on paper, employees or advisers of the companies they worked at before DOGE, a review of financial disclosure forms shows. And at least nine continue to receive corporate benefits from their private-sector employers, including health insurance, stock vesting plans or retirement savings programs. These employment agreements could create a situation in which a DOGE staffer would be shaping federal policies that affect their employer.

    The people behind DOGE are largely men in their 20s and 30s, most of whom bring no government experience to the task. Many of them previously worked in finance.

    ProPublica’s list — the largest of its kind by any news organization — allows readers to gain a comprehensive understanding of the backgrounds of the people assigned to one of the Trump administration’s signature efforts. It comes at a crucial moment, as some of the first-generation DOGE members are leaving the government and a new crop is joining.

    “Even though Elon Musk and some of his top officials are shifting their attention to other issues, I see no indication that the DOGE team members who remain will slow down their work to test the legal and ethical boundaries of using technology in the name of improving government services,” said Elizabeth Laird, a director at the nonprofit Center for Democracy & Technology.

    While the Trump administration asserts it is the most transparent in history, DOGE operates shrouded by the shadows of bureaucracy.

    Many of its staffers have deleted their public profiles, have wiped the internet of their professional backgrounds or were encouraged by leadership not to discuss their work with friends. At the behest of the Trump administration, the Supreme Court halted a court order Friday that would have required DOGE to turn over information to a government watchdog — challenging whether the group will ever be subject to public records requests. The Trump administration has banned DOGE staffers from speaking publicly without approval.

    To cast a light on this secretive group, ProPublica began reporting in February on Musk’s influence inside the Trump administration, cataloging who was part of DOGE and how associates of the billionaire tech mogul were taking up senior posts across agencies. Our DOGE tracker, the first such list published by media outlets, is the culmination of hundreds of conversations with sources across government.

    Today, we are adding 23 staffers to our tracker, taking the total to 109. They are spread throughout the government, from the Department of Defense to the General Services Administration to the Securities and Exchange Commission.

    Open the link to see the list of DOGGIES.

    By any measure, Musk failed.

    First, he said he would cut $2 trillion from the federal budget. Then, he said he would cut $1 trillion.

    Then, he dropped his target to $165 billion.

    Even that number is disputed because federal courts keep ruling that DOGS firings should be nullified and workers should return to their jobs. Other “savings” were canceled out by the costs of benefits. By some measures, the DOGS game may have cost money, not saved it.

    One thing is certain: the federal deficit will grow after Trump’s first year in office, thanks to tax cuts for the top 1%.



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