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  • 30-Day Board Exam Preparation Plan for 10th & 12th Class

    30-Day Board Exam Preparation Plan for 10th & 12th Class


    Board exams are often a daunting challenge, especially when the countdown clock strikes just 30 days. However, with the right strategy and resources, you can turn this crucial month into a game-changer for your academic success. If you’re a 10th or 12th class preparing for your board exams and reside in Lucknow, here’s a detailed 30-day preparation plan to help you excel. Additionally, we’ll explore how platforms like TheTuitionTeacher can play a vital role in achieving your goals.

    Why Focused Last-Minute Preparation Matters

    In the final month before exams, strategic preparation can make a significant difference. This period is not about learning everything from scratch but revising and reinforcing your knowledge. It’s the time to:

    • Strengthen concepts you already know.
    • Practice application-based questions.
    • Identify and address weak areas.

    The 30-Day Board Exam Preparation Strategy

    Day 1-7: Foundation Building

    1. Create a Study Schedule:
      • Divide your subjects based on difficulty and time required.
      • Allocate fixed hours for each subject daily.
    2. Organize Study Material:
      • Collect NCERT books, previous year’s question papers, and sample papers.
      • Make sure all notes are in one place.
    3. Focus on Core Subjects:
      • Prioritize major subjects like Math, Science, or Accountancy.
      • Start revising fundamental concepts.

    Day 8-14: Practice and Revise

    1. Solve Past Papers:
      • Dedicate at least 2-3 hours daily to solving previous year’s questions.
      • Simulate real exam conditions for practice.
    2. Take Mock Tests:
      • Assess your preparation by attempting full-length tests.
      • Identify common errors and topics needing improvement.
    3. Conceptual Clarity:
      • Revisit weak topics.
      • Use visual aids like charts and diagrams for retention.

    Day 15-21: Strengthening Problem Areas

    1. Seek Help for Difficult Topics:
      • Discuss challenging concepts with peers or teachers.
      • Use online resources for tutorials and explanations.
    2. Revise Key Formulas and Theories:
      • Create a separate notebook for important formulas.
      • Spend 30 minutes daily reviewing them.
    3. Work on Time Management:
      • Practice writing answers within time limits.
      • Focus on speed and accuracy.

    Day 22-28: Intensive Revision

    1. Daily Revision Plan:
      • Revise all subjects systematically.
      • Allocate more time to subjects where you feel less confident.
    2. Focus on Diagrams and Maps:
      • For Science and Geography, practice diagrams and maps thoroughly.
    3. Test Yourself:
      • Use flashcards or quizzes to test your memory.
      • Revise important points just before sleeping.

    Day 29-30: Final Lap

    1. Light Revision:
      • Avoid learning new topics.
      • Revise key topics, summaries, and high-weightage questions.
    2. Stay Calm and Confident:
      • Get adequate sleep.
      • Meditate or practice relaxation techniques to reduce stress.

    How TheTuitionTeacher Can Help Students in Lucknow

    If you’re a student in Lucknow, TheTuitionTeacher can be a game-changer for your board exam preparation. Here’s how:

    1. Personalized Attention

    TheTuitionTeacher provides access to experienced tutors who focus on individual strengths and weaknesses. This one-on-one approach ensures better understanding and targeted improvement.

    2. Expert Guidance for Core Subjects

    Whether it’s mastering Math problems or understanding complex Science concepts, the platform connects you with subject experts who simplify learning.

    3. Flexible Timings

    With board exams around the corner, managing time is crucial. TheTuitionTeacher offers flexible tutoring hours to align with your schedule.

    4. Customized Study Plans

    Tutors design customized study plans based on your syllabus, ensuring all important topics are covered within the limited time.

    5. Regular Assessments and Feedback

    Weekly tests and progress reviews help identify weak areas and monitor improvement, keeping you on track.

    6. Stress Management Tips

    Apart from academics, tutors also guide students on managing stress and maintaining focus during the final days

    6. Crash Course Facility

    For students needing a quick yet thorough revision, TheTuitionTeacher also provides tutors who specialize in crash courses. These intensive sessions focus on revising important topics, solving high-weightage questions, and building confidence within a short span of time. To hire a personal home tutor call now at 8573666999 or post your tuition requirement here https://thetuitionteacher.com/request-a-tutor/

    Final Words of Advice

    The last 30 days before your board exams can feel overwhelming, but with proper planning and the right resources, you can make them count. Stick to your schedule, stay consistent, and don’t hesitate to seek help when needed. If you’re in Lucknow, consider leveraging platforms like TheTuitionTeacher to receive expert guidance tailored to your needs.



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  • Morning Activities for Students – 20 Morning Bin Ideas

    Morning Activities for Students – 20 Morning Bin Ideas


    What are your mornings like in the classroom? Are kids being crazy, are you scrambling to get lunch counts done and attendance taken, are your kids doing morning work, are they interrupting you with questions about their morning work or not completing it at all? These are all problems I had in my classroom up until last year. I implemented morning bins/tubs for morning activities for students. These morning activities for students are not always educational. They are fun creative tubs to get kids settled and ready for the day. This gives them time to interact with others, learn through play, and get themselves ready for the day.
    morning activities for students

    What are Morning Tubs?

    Morning tubs or bins are quick, easy, and creative morning activities for students to work on during the morning. There are no completion papers or work that they need to show you. It is a time for them to interact with peers, talk about their day, and engage in meaningful play and learning. I have between 3-5 tubs set out the in the morning. Students can switch tubs whenever they want. Some can be educational games and activities but they don’t have to be. Morning bins give you the freedom to have a stress free morning. It gives you time to address all the needs and paperwork of the classroom. Your class will not be interrupting you, but instead be busy with their morning activities for students learning how to talk and work together with others.

    [otw_shortcode_button href=”https://educationcoffeebreak.com/wp-content/uploads/2018/09/Bin-Labels.zip” size=”large” icon_position=”center” shape=”radius” color_class=”otw-aqua” target=”_blank”]FREE DOWNLOAD: Morning Tub Labels[/otw_shortcode_button]

    Favorite Morning Activities for Students – Morning Tub Ideas

    So what goes in the morning bins or tubs? Here are some of my favorite ideas:

    1. Drawing papers, markers, stampers, crayons. This allows your artists to get their creativity on paper 1st thing in the morning.
    2. Tangrams- I have large floor tangrams that my students love to build with. I also have the smaller ones. My students always love building or making pictures with them.
    3. CVC word games. My kids always love the game pop. We play this with a variety of different words and seasonally pictures. ***Link with centers** or dessert tubs.
    4. STEM bins- There are some great ideas on TeachersPayTeahcers.
    5. Letter cubes or magnetic letters. Students can build words- real or nonsense.
    6. BrainQuest Cards. Students love learning about all different fun facts.
    7. Sequence. I have a ABC sequence game and other ones that follow our phonics skills.
    8. Dominoes. Student can build, add together, or make a pattern.
    9. Connecting links and cubes. The possibilities are endless.
    10. Plastic coins, fake money, and a cash register. Students will play store. They love learning about money and are fascinated in learning how they buy things at the store.
    11. Whiteboard and markers. Math problems, stories, drawings, or word practice. Students will enjoy this time with their boards.
    12. Coloring pages
    13. Nature/ Science Bin. I include items for the season or our science unit. I add magnifying glasses and paper to make observations and record their scientific findings.
    14. Playing Cards- Students can play go-fish, War, addition games, or just build with the cards.
    15. Geoboards
    16. Lace Letters and Numbers: Great for beginning of 1st grade and Kindergarten! The fine motor skills are great practice and allow students to learn how letters and numbers are formed. The lacing also helps with learning to tie shoes.
    17. Puzzles
    18. Kynex or Legos
    19. Word Jenga: I wrote sight words on the Jenga pieces. Students flip a card and have to read the word, find the word, and remove that piece.
    20. ANYTHING fun and engaging!

    morning activities for students - morning bins

    The Goal for Morning Activities for Students

    The goal is not for students to learn something new. This time is for students to bond with their peers, build relationships, problem solve, and work together. I am a firm believer in learning through play and these activities are great. They can be educational along with fun morning activities for students. The main goal in my classroom is that my students are building relationships with others, engaging in conversations, and having fun. It’s the perfect way to start the day.

    Where to Get These Materials?

    There are many items on Amazon and Lakeshore along with many other teacher stores. Not ready to foot a big bill? I have had great success with using Donor’s Choose website.



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  • How to Study Smarter, Not Harder for Board Exams?

    How to Study Smarter, Not Harder for Board Exams?


    Board exams are a crucial milestone in every student’s academic journey. Many students believe that studying for long hours guarantees success, but that’s not always true. Instead of studying harder, it’s essential to study smarter—a strategy that maximizes learning while reducing unnecessary stress. Here’s how you can do it:

    1. Follow the Pareto Principle (80/20 Rule) – Board Exams

    Not all topics carry equal weight in the exam. The 80/20 rule suggests that 80% of your results come from 20% of your efforts. Identify high-weightage chapters and focus more on them while ensuring you understand the basics of the rest.

    2. Use Active Learning Techniques – Board Exams

    Passive reading won’t help you retain information. Instead, try:

    • Teach what you learn – Explaining a topic to someone else strengthens your understanding.
    • Use Flashcards & Mnemonics – These help in memorizing formulas, vocabulary, and key facts faster.
    • Make Summary Notes – Instead of re-reading entire chapters, jot down key points in your own words.

    3. Break Down Study Sessions (Pomodoro Technique) – Board Exams

    Avoid marathon study sessions. Use the Pomodoro Technique:

    • Study for 25-50 minutes, take a 5-10 minute break, and repeat.
    • This method boosts focus and prevents burnout.

    4. Solve Previous Year Papers & Mock Tests – Board Exams

    Practicing past board exam papers helps familiarize you with the exam pattern and boosts confidence. Try to simulate exam conditions while solving them.

    5. Prioritize Understanding Over Rote Learning – Board Exams

    Instead of memorizing, understand the concepts behind formulas and theories. When you grasp the logic, you can apply knowledge effectively in different types of questions.

    6. Improve Retention with Mind Maps & Diagrams – Board Exams

    Visual learning aids like mind maps, flowcharts, and diagrams make complex topics easier to remember. These techniques work well for subjects like Science, History, and Geography.

    7. Maintain a Study-Life Balance – Board Exams

    Don’t exhaust yourself. Ensure you:

    • Get 7-8 hours of sleep for better memory retention.
    • Take short walks or exercise to keep your mind fresh.
    • Stay hydrated and eat brain-boosting foods like nuts and fruits.

    8. Get Personalized Help from an Expert Tutor – Board Exams

    If you struggle with certain subjects, personalized guidance from an experienced tutor can help. A home tutor can:

    • Explain difficult topics in a way that makes sense to you.
    • Provide study plans customized to your strengths and weaknesses.
    • Keep you accountable and motivated.

    How TheTuitionTeacher Helps You Study Smarter – Board Exams

    At TheTuitionTeacher, we connect students with experienced home tutors who provide one-on-one coaching, helping you:

    • Focus on weak areas while reinforcing strong ones.
    • Learn exam strategies to write better answers and score high.
    • Get personalized attention that isn’t possible in large coaching centers.

    Instead of spending long, unproductive hours struggling alone, let an expert guide you. Find the perfect tutor near you and start preparing for your board exams the smart way!

    Studying smart isn’t about cutting corners—it’s about using the right techniques to learn efficiently. With proper planning, active learning, and expert guidance, you can excel in your board exams with confidence!



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  • 5 Tips for Authentic PBL

    5 Tips for Authentic PBL


    PBL Project ideas Image

    Explore Project Idea

    To delve into a project concept, it’s important to cultivate your idea by identifying potential starting points, as mentioned in the book PBL in Elementary Grades.

    The information for project ideas is from the following in this blog:

    • PBL IN THE ELEMENTARY GRADES Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects book suggests to look at the standards.
    • Trevor Muir, author of 5 ways to Engage PBL Project Ideas, suggests 5 tips to developing PBL Project Ideas.

    Develop an idea

    PBL In Elementary Grades book reminds us of a good project includes significant content and 21st Century Skills features and they are:

    • Significant Content. At its core, the project focuses on teaching students’ important knowledge and skills, derived from standards and key concepts at the heart of academic subject areas.
    • 21st Century Skills. Students build skills valuable for today’s world, such as critical thinking/problem solving, collaboration, and communication, which are taught and assessed.
    • In-depth inquiry. Students are engaged in a rigorous, extended process of asking questions, using resources, and developing answers.
    • Driving Question. Project work is focused on an open-ended question that students explore or capture the task they are completing.
    • Need to know. Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.
    • Voice and choice. Students can make some choices about the products to be created, how they work, and how they use their time, guided by the teacher, depending on age level and PBL experience.
    • Revision and reflection. The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products and think about what and how they are learning.
    • Public audience. Students present their work to other people, beyond their classmates and teacher.

    Places to Start Explore Project Idea

    The book suggests looking at the standards you teach. You want to ask yourself, as you read through your standards documents and curriculum guides, “Which are the more complex standards — the ones where students need to show in-depth understanding or apply what they’re learning?” Those are the best candidates for projects. Here are some examples the book provided:

    • Science Standard (K): “Students know objects can be described in terms of the material they are made of and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking).”

    Potential project: To demonstrate the physical properties and characteristics of various materials that everyday objects are made of, kindergarten students create and host interactive displays for the school’s “Science Night” using toys, clothing, and other common objects found in the home.

    • Social Studies Standard (1st grade): “The student understands the concepts of goods and services. The student is expected to: identify examples of goods and services in the home, school, and community; identify ways people exchange goods and services.”

    Potential project: Students interview their parents and visit various businesses near the school to find out what and how they buy and sell, make a map showing local business locations, then create and operate a “flea market” in their classroom.

    • Science Standard (2nd grade): “Describe how animals may use plants, or other animals, for food, shelter and nesting.”

    Potential project: Students are placed in the role of scientists in a fictitious scenario in which various plant species in a local ecosystem are threatened by pests and disease, and try to predict the effects on the ecosystem if they disappear from it.

    • Math Standard (3rd grade): “Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.”

    Potential project: Students measure the wind in the field behind their school by designing and building a simple anemometer to answer the question, “Is it windy enough here for a wind turbine to create enough energy to power our classroom?”

    • English/Language Arts Standard (4th grade): “Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.”

    Potential project: Students showcase stories from various cultures with written commentary, comparing and contrasting them on the website pages they create.

    • Social Studies Standard (5th grade): “Draw upon data to describe the experience of immigrant groups.”

    Potential project: Students capture the experience of a child immigrating to America by using information gathered from stories, maps, interviews, and diaries to write and perform a play.

    5 Tips Developing PBL Project Ideas

    5 Tips Developing Engaging Project idea Video

    Trevor Muir, author of 5 ways to Come Up with Engaging PBL Project Ideas, suggests 5 tips to developing PBL Project Ideas. Muir, who is a teacher, author, and speaker, has 10 years of experience with Project Based Learning. As a former teacher myself, I would use his 5 tips for developing PBL project ideas. See below for Muir explanations of the 5 tips:

    1. Create a List of Problems
    2. Alter Existing Project Ideas to Fit Your Classroom
    3. Identify a Theme Within Your Power Standards
    4. Brainstorm With Other Educators
    5. Use Your Network to Find Authentic Partners

    Create a List of Problems:

    One of the best ways to come up with a project idea for a specific unit of instruction is to first ignore that unit of instruction. It can be easier to brainstorm project ideas when the academic standards do not encumber you that must be covered. Instead, create a list of problems that your students could solve in your school and/or community. Be as broad or specific as you want. Consider issues that matter to your students, or you think will be relevant to them once they are introduced to this problem. The list might include items like:

    • Neighborhood littering
    • Crowded hallways
    • Homelessness
    • old playground equipment
    • lonely elderly
    • Kids at Children’s Hospital
    • Busy Street needing a crosswalk

    Once you have this list, you can then begin to consider how to incorporate them into a set of standards or learning unit.

    *As a tip, consider what they are passionate about AND what you are passionate about. I’ve found the most successful projects to address problems everyone can be inspired to solve – including the teacher.

    Alter Existing Project Ideas to Fit Your Classroom

    There is no need to reinvent the wheel. There are thousands of other educators out there who have led their students through Project Based Learning, and thanks to the internet, many of those ideas are available to anyone who searches for them. Some of the best projects my students have ever completed were ones I altered to fit my classroom.

    I once had a unit on World War II, so while brainstorming PBL project ideas I Googled, “WW2 PBL Project.” I found a blog post where a teacher wrote about her students interviewing veterans and writing their life stories. Inspired by this, I had my students do the same. However, because most of my students have cell phones with videos cameras, we filmed our interviews and turned them into documentaries. At the end of the project, the students showcased their work at a local theater.

    It became one of the most amazing things I’ve ever been a part of, and it all started with a Google search. There are some great resources online with project ideas to borrow for your classes. Check out PBLWorks’ Project Resource, this list from the site TeachThought, or the number of project ideas I often share in my blog.

    Another great place to discover existing project ideas is social media. Post a tweet saying something like, “Has anyone ever done a PBL project about geometric shapes?” or “Have you ever found an engaging way to teach students about invasive species?” On Twitter, you can use hashtags like #PBLCHAT, #ELACHAT, #SSCHAT, or #EDCHAT to widen your reach. It sounds crazy, but asking a bunch of strangers for ideas often works in the education world. Whether it’s in PBL Facebook groups or on Teacher-TikTok, teachers all over the place are willing to share their ideas.

    Identify a Theme Within Your Power Standards

    Sometimes your content standards will have thematic elements to them that can help you generate project ideas. A theme is a universal takeaway from a learning unit, something bigger than just the subject of what students are learning. If you can identify a theme at the start of project planning, you can begin to think about how students will learn that theme.

    For instance, let’s say these were standards you were working with:

    Industrialization – Analyze the origins, characteristics, and consequences of industrialization across the world by describing the social and economic impact of industrialization.

    Increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities.

    After analyzing these standards, you could determine that a theme might be, “Industrialization can have a major impact on people and society.” From there, you can begin to brainstorm how students can learn that theme. Ask questions like: Who is being impacted by industrialization right now? Is it happening in our community? Who could my students serve in this project? What can they create to lessen this impact?

    Brainstorm With Other Educators

    Once you determine a theme or identify a problem for students to solve, find a group of people to brainstorm with. Of course you can come up with ideas on your own, but the best creativity often happens during collaboration. Share the problem, theme, and set of standards with teacher friends at a staff meeting or during a planning period, and start throwing ideas at the wall.

    And when I say throw ideas at the wall, I mean literally. Write down every idea, whether it’s crazy or not, on a whiteboard or sticky notes. Forget about what’s possible or reasonable for the constraints of your classroom, and see what people come up with. After a short time, you will start to see a project idea take shape that is possible. For instance, I had these industrialization standards to brainstorm with my peers. At one point someone said, “This reminds me of a documentary I saw about how refugees from developing nations often struggle to adapt to our industrialized society when they arrive in America.”

    After some further brainstorming, I ended up planning a project where students created tools and resources for a social work agency that help incoming refugees assimilate to our city. You can learn more about that epic project here, but I will tell you, there is no way I could have come up with that project on my own.

    Use Your Network to Find Authentic Partners

    For the past 10 years I have been leading workshops for teachers on how to plan Project Based Learning projects, and at every single one I ask if anyone knows someone who relates to their local zoo. At every workshop for 10 years, at least one person raises their hand and shares a connection they have with someone at the zoo. I then make the point that if you want to plan a project that has something to do with animals, and you’re looking for an authentic audience, all you must do is ask a group of teachers and someone will be able to connect you with the zoo!

    The point is, we all have networks. When coming up with PBL project ideas, we need to take advantage of that. Want your students to present to an official in local government? Someone in your circle probably knows someone who your students could create a project for. Would bringing in a pilot enhance a physics unit? I’m guessing you at least know someone who knows a pilot who could work with your class. Reaching out to friends, family, parents, and colleagues asking for help planning for projects is a great way to come up with ideas and up the authenticity in your classroom.

    Muir wished there was a magical formula for coming up with strong project ideas. You just do this, this, and this and you now have a project that will make learning more authentic and engaging for students. But the truth is, coming up with project ideas is a creative process. It requires thinking outside the box and collaborating with others. Ideation might mean searching online and using your network. However, when you do this, when you approach project design with a creative lens, you will come up with engaging projects. And when that happens, learning will be deeper, richer, and dynamic for your students.

    If you want to dive deeper into Project Based Learning Check Muir’s epicPBL.com where he has free resources, videos, workshop options, and online courses.

    Conclusion

    Developing an idea to create a project is the beginning of the PBL project planning process. Other things to consider when you plan a project are:

    • Deciding on the Scope of the Project
    • Focusing the Project on Content Standards and 21st Century Skills
    • Deciding What Major Products Will be Created and How They Will be Presented
    • Writing a Driving Question

    If you are just starting Project Based Learning, I understand it can be overwhelming. I will help you understand PBL as best I can.

    Keep Learning

    You can review 8 elements of Project Based Learning to refresh your memory on the basics of PBL.

    Reference

    Hallermann, Sara; Larmer, John; Mergendoller PhD, John. PBL in the Elementary Grades: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects. Buck Institute for Education. Kindle Edition.

    Keep Learning

    Check out my next post on The First PBL Project Modest in Scope Achieve the Best Results.



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  • 3 Strategies for Holistic Cybersecurity

    3 Strategies for Holistic Cybersecurity


    Nov 21
    2024

    3 Strategies for Holistic Cybersecurity

    Austin Anderson

    By Austin Anderson, a certified network engineer and IT professional, who travels around Wisconsin helping school districts secure and optimize their networks.  

    Schools are prime targets for cybercriminals not because their data is pricelessly valuable, but because criminals know school IT teams are chronically overworked, understaffed, and working within a tight budget.

    While it’s important to invest in purposefully built and trustworthy software solutions, that’s just the beginning. Invest in your school’s cyberculture instead of isolating data security practices to IT teams alone, and soon keeping data safe becomes everyone’s job. A holistic approach to cybersecurity might be one of the strongest school CTOs and their teams can employ.

    What does holistic cybersecurity look like?

    Network security can conjure up images of a firewall that keeps bad guys out and only lets certain things in. It might be antivirus software installed, a network security plan, or some other high-level strategy. All these solutions are crucial, but there’s still more work to be done.

    Just like you or I listen to the expert advice of doctors, we also partake in everyday practices to keep ourselves healthy. It’s the same concept with cybersecurity. A holistic approach invites everyone to learn more to scrutinize their own cyberspace habits. Training programs like KnowBe4 help users shift their mindset from passive trust of software to a proactive use of services including applications, social media, and other systems. The information employees share on personal social media is regularly mined by bad actors to gather intelligence they can use to infiltrate networks. Holistic cybersecurity strategies teach folks how to protect both personal and professional networks. Anyone can learn how to be more mindful in online spaces, and every little bit of practice helps secure district networks.

    Though we tend to imagine computer networks as cloud formations, they also need very practical care. Physical security for data centers, hardware, and network devices all help keep systems out of harm’s way. Ensure doors lock and that data centers aren’t doing double-duty storing liquids or other items that might pose a physical threat.

    Above all, this holistic approach (physical, software, and human firewall working together) is designed to work proactively to protect private data and minimize downtime. There’s no better time to improve than when you’re already feeling confident.

    Get your leaders on board

    Leading by example pays dividends for many reasons. It will help to roll out security changes to administrators, business managers, and leaders first. These folks have the largest share of responsibility in systems, and they’re most likely to be targeted in a phishing or other type of cyberattack. They should be the first people to be secured and the first to understand the stakes—that way, their training can trickle down to their peers, teams, and students. Understanding the “why” behind increased security measures is a worthwhile investment. That way, rather than advocating for IT to “ease up,” leaders can emphasize the importance of constant vigilance, even when users complain about using multi-factor authentication or other extra-secure steps.

    Time spent recovering from an attack takes exponentially longer than strengthening your defense. A recent U.S. Government Accountability Office study found that learning time lost post-attack ranged from three days to three weeks (!) while total recovery time took up to nine months.

    Off-campus, cyberattacks shake the strong foundation of trust school leaders work tirelessly to build. It’s not fair to the district leaders, but an even stronger motivator to look at every email, attachment, and link with a critical eye. After all, the cost of proactive security is far less than reactive security.

    Maximize the tools you already have

    Take part in professional development experiences. Your student information system (SIS), enterprise resource planning solution (ERP), and learning management system (LMS) all contain built-in security measures, including task-based permissions, geofencing, and more.

    Now’s the time to maximize your interoperability capabilities and implement single sign on (SSO) solutions. Fewer paths of entry to exploit plus a better UX is a win/win for staff, students, and your IT team.

    Plus, hardware and network partnerships provide much-needed trustworthy support and backup for your in-house technology teams.

    Get your students on board

    Contrary to popular belief, students aren’t really the technology wizards we might imagine them to be. It’s true they’ve been surfing the Web since they could read, but that comfort simply means they don’t know quite how to protect themselves (and their personal data) online.

    Digital citizenship skills are wholly appropriate and crucial at school and outside it. Why not teach great online safety tips to protect students on school devices, since hopefully, those good digital habits will translate to their personal devices? Parents can learn a thing or two as well.

    Finally, students using school credentials on social media led to a new type of cyberattack for Las Vegas schools. Teaching good social media strategies to students can not only protect their own accounts but also your heavily protected edtech.

    School data is worth protecting. Get everyone involved and lean on great technology partners, and your chances of weathering the rough seas of cyberattacks increase.



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  • Scrum A Tested Organization Tool for Project Based Learning

    Scrum A Tested Organization Tool for Project Based Learning


    What is SCRUM?

    Scrum Project Management Image

    Why I Scrum: Using a Project Management Tool for PBL

    SCRUM tools support Scrum ceremonies, including planning sprints, keeping track of daily work, refining backlogs, and using data from the past to keep improving. When people work together on these tasks, Scrum tools help them stay focused by connecting the work to its value.

    If you are a teacher who works on projects with students in PBL, you know that PBL can be messy and hard to track due to the multi-step process. Todd LaVogue, a design thinking teacher at the Conservatory School in North Palm Beach, Florida, knows all too well. LaVogue, author of Why I Scrum: Using a Project Management Tool for PBL article, had difficulty keeping track of every student, every task, and every PBL project management process.

    LaVogue saw a sitcom about a tech startup in Silicon Valley trying to get their product ready for consumer use, with a deadline approaching. LaVogue saw one frantic scene where the team started grabbing post it notes off a white board, working on the task written on the post it, and moving tasks from left to right through various columns on the white board. LaVogue began researching about this magical board online, and he loved that no scrum board images were the same. He began to change to a scrum board to fit the needs of his students.

    Scrum Board Process in PBL

    LaVogue felt no need to overcomplicate the process since scrum boards are configurable. LaVogue has this iteration with five columns:

             
    Team To Do Doing Peer Review Done
    Heading
             
    Team names or   Deliverable names   Individual tasks on note cards or post it notes Tasks remove from To Do column and return as Doing Members of another team give cool or warm feedback Peer group initial the task card as complete and return to Done column.
    Information
    Scrum Project Management for PBL Image

    Team Column: Only team name or deliverable names are listed.

    Reason: LaVogue had no interest in student progress monitor boards. LaVogue did not want to confuse any classroom guests into thinking that is displayed.

    To Do Column: Teams create individual tasks on notecards (cut in half to conserve board space) or post it notes. All tasks start in “To Do” section. Once removed from the board to work on, that card returns to board in the Doing column.

    LaVogue helped teams to create list of all tasks necessary to complete deliverables.

    Peer Review Column: Before tasks are moved to Done column, members of another team will analyze the work and provide warm and cool feedback.

    Done Column: Once the peer group initials the task card as complete, the card is placed in the Done column.

    LaVogue wanted to keep the scrum board idea fresh for his students, so he had created scrum boards using various materials and designs, while keeping the five columns the same.

    Scrum Board Idea Image

    LaVogue believed on “large scale, multi-step projects, scrum boards are an excellent way to keep students on track.

    LaVogue and his students modeled when you are not currently working on a task, to approach the scrum board and select a task. This is one way to ensure everyone has something to do.

    Real-World Application in PBL

    In LaVogue opinion the use of scrum boards across many companies adds another level of real-world application. LaVogue believed peer review is the most important column on the board for his students. Students looked for feedback to find out what revision is necessary on their task. Students gave feedback work on important thinking and communication skills.

    LaVogue explained that once the task has gone through peer review and revised to the satisfaction of all involved, sign off is completed and moved into the final column. LaVogue noted “The sense of student ownership in creating the tasks, teams and deliverables makes the scrum board the focal point of student-centered learning.”

    Keep Learning

    The Key to Create Authentic Project Empower Student Learning

    Scrum Boards are Good for Teachers

    LaVogue typically works with large group of kids during a PBL cycle. LaVogue believes scrum board helps him to keep track of all the teams. LaVogue looks over the scrum board a few times during classes to identify ways he can help.

    LaVogue gives an example of a task for one team that could be to create a 3D printed project. LaVogue will check to ensure the team has all the tools and/or skills to complete that task.

    On exhibition night, students develop ownership of their learning and ownership of their deliverables. LaVogue need not create some exaggerated reason students are doing what they are doing. The students created task. The students created teams. The students created deliverables.

    LaVogue has become a guide to help kids develop the skills to make it all happen.

    Scrum Board Example

    LaVogue provides one example of what goes on in scrum board for his class. Driving question for a Project:

    It focuses on locally threatened or endangered wildlife. Students want to create video games to educate the public about specific species that interest them.

    Task Examples:

    Students would create tasks and add to the “To Do” column of their scrum board, and they are:

    And more —

    Give Scrum Board a Try

    LaVogue points out scrum board has helped his students stay focused and organized. A scrum board helps them to visualize their plan. It helps them see the big things can be done with a plan and an understanding that it is a multi-step process to reach the finish line.



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  • Seize the opportunity to select more effective math curriculum for California students

    Seize the opportunity to select more effective math curriculum for California students


    Credit: English Learners Success Forum

    I am a daughter of Mexican immigrants, born in the United States. Spanish is my first language. When I entered school, the language barrier was overwhelming. I see my story in the recent National Assessment of Educational Progress (NAEP) numbers. The report unveiled troubling trends in math performance, especially among English learners, underscoring the urgency of addressing this critical area.

    As a young Spanish speaker still learning English, I sat in the back of the classroom, feeling lost while my classmates actively participated. Contrary to what my parents taught my siblings and me, in school our linguistic background was considered a disadvantage, rather than an asset. I was a bright student with a father who was great with numbers without a calculator. Though my parents had only a second-grade education, they ensured my siblings and I could do math well. Yet, at school the perception was that because I didn’t know English, I couldn’t comprehend the content in other subjects either.

    Though my parents encouraged us to embrace learning, education and our cultural roots through our language, I struggled with my identity and found it challenging to express myself in English. The class instruction did not support my need to learn English while also helping me grasp rigorous content.

    As California confronts its educational challenges, a critical concern has emerged: the need for math instruction and a math curriculum that is accessible and meets the needs of all students, especially English learners.

    The National NAEP data indicates a concerning trend in math scores for both native English speakers and English learners showing a national decline in math scores for 4th and 8th graders, with 40% of 4th graders and only 28% of 8th graders achieving proficiency. Among Grade 8 math scores, English learners in the lowest percentile group experienced a six-point drop, widening the achievement gap with non-English learners, who only decreased by two points. In California, where nearly one out of every five students is learning English as a second language, it’s even more urgent that we address this crisis.

    Teacher voices and research consistently show that effective instructional materials are crucial. The California Math Framework adopted in 2023 specifically underscored that sense-making in mathematics is intricately linked to language development. It is critical for any math curriculum we choose to support all students in developing the skills needed to excel in mathematics.

    This is a critical moment for California as it is currently in the process of adopting math materials for 2026, which could significantly influence students’ achievement for years to come. The curriculum materials needed to change future outcomes are being selected now, and educators can demand high-quality instructional materials that are designed to support the needs of English learners.

    Education leaders play a pivotal role in this adoption process. We must advocate fiercely for the best interests of our students, especially English learners, to ensure they receive the education they deserve. Collaboration with educators, parents, and the community is crucial to ensure that we make informed decisions that cater to the diverse needs of our students.

    As California’s education leaders, we play a pivotal role, and there are specific actions that we can take to drive change.

    • Learn what high-quality materials for English learners look like. It’s vital to recognize what makes instructional materials effective. They should be culturally responsive, linguistically suitable and engaging, helping students access content while promoting language development.
    • Include representation of interest in committees. Ensuring voices are present in decision-making, like curriculum committees, fosters inclusivity. Engaging families and communities provides insights that create a more equitable educational environment.
    • Get involved now in curriculum adoption. Participating in the curriculum selection process enables educators to advocate for materials that support English learners. District leaders, school board members, educators and parents all have a role to play here.
    • Shift mindsets about materials together with professional learning. Changing educator perceptions and recognizing that traditional materials may not meet the diverse needs of English learners encourages innovative teaching strategies.

    If we fail to address the specific needs of the 1.1 million English learners in California’s K-12 schools, we risk perpetuating systemic inequalities, which broadens the achievement gap. The California Math Framework explicitly calls for the integration of language and content. California has an opportunity to make better curriculum choices that benefit all students and significantly improve the educational experience for English learners.

    By implementing these strategies, education leaders can foster change and a sustainable education process for English learners. Our children deserve nothing less.

    •••

    Alma Castro is the president of the Los Angeles County Schools Trustee Association, a member of the Lynwood Unified School Board, and director of California initiatives at the English Learners Success Forum, a collaboration of researchers, teachers, district leaders, and funders working to improve the quality and accessibility of instructional materials for English learners.

    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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  • Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!

    Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!


     

    Since 2016, one of our most exciting projects here at Team TLAC has been our Teaching Fellowship, which has allowed us to learn from champion teachers and share their expertise through our workshops and materials with schools all over the world. We are excited to announce that we are opening applications for our fourth cohort of TLAC Fellows!  

    The goal of our Fellows program has always been to recognize, support, and develop outstanding classroom teachers. In our initial launch of the program, we described the purpose like this:  

     

    We want to create incentives for great teachers to become even better teachers. That is, we want ways for them to be ambitious and remain in the classroom, to be ambitious about being a classroom teacher, rather than having entering administration be the only way to be ambitious. 

     

    And we want to encourage very, very good teachers to focus on getting even better- to strive to become classroom artisans who love and are fascinated by the mastery of the craft. We want them to love deep study of teaching and importantly, to influence their peers though the excellence of their daily teaching and their passion for the craft- their growth mindset, if you will. We think great schools need people like that. And being who we are of course we also want to learn not just from but with people like that- study them and their work but also study the craft generally alongside them. 

     

    The time is right for a program like this one. Since 2020, teachers have been required to adapt to a constantly changing educational landscape, and students have returned to school with increasingly urgent learning needs. Across the country and around the world, schools are struggling to attract and keep top teachers in classrooms. This is our opportunity to honor the incredibly hard and important work teachers are doing. 

     

    Of course, our team benefits tremendously from the Fellows program. Not only have we been inspired and energized by the work that our Fellows have done in their schools, but we’ve gained invaluable video and reflections about the nuances of various TLAC techniques. Many of our former Fellows are featured in TLAC 3.0, including in our new Keystone videos (extended videos, 10 minutes or so, intended to show a longer arc of a teacher’s lesson where they use multiple techniques in combination). We still have strong relationships with former Fellows who continue to contribute to our team and help us learn. Over the next few months on the blog, we’ll be shining a spotlight on Fellows from our recently concluded third cohort to share some of the work and learning they’ve done during their time in the program (see the end of this blog post for their names and independent study areas). 

     

    If you are a teacher who is looking to be valued and celebrated for your work while being pushed to grow in your own practice to become even better for your students and colleagues, we invite you to apply and learn alongside us!  

     

    Cohort 4 Details:  

    • The program will run from January 2026-January 2028, for which Fellows must remain in the classroom. 
    • The first 18 months will involve active programming (bi-monthly remote and some in-person meetings with the team, classroom filming, video analysis, etc.) and the final 6 months will be an independent project. 
    • A $10,000 stipend (paid over the course of two years, provided that Fellows remain in the classroom and complete the independent project) 

     

    For more detailed information and to see the application, visit our Fellows page here: https://teachlikeachampion.org/teach-like-champion-fellows/  

     

    Here’s a list of our most recent cohort of TLAC Fellows, along with their grade band and subject, and their area of study for their independent project.  

     

    • Ben Katcher, HS History, Implementing Knowledge Organizers in the Classroom  
    • Beth Greenwood, MS Science, TLAC Techniques in the UK 
    • Bob Arnold and Rene Claxton, Medical Education, Engaging Academics in the Medical Education Setting 
    • Casey Clementson, MS Orchestra, What to Do Cycle in Middle School Orchestra 
    • Christina Mercado, MS ELA, Habits of Discussion Implementation and Maintenance 
    • Diana Bentley, HS ELA, Cultivating Facilitator Expertise Across the School 
    • Jamarr McCain, MS Math, Adult PD on Knowledge Organizers 
    • Kathleen Lavelle, HS Science, Supporting Students with IEPs in General Practical Science 
    • Rockyatu Otoo, ES SPED, Increasing Belonging and Collaboration with Colleagues through Culturally Responsive Lesson Prep Checklist 
    • Steve Kuninsky, HS Science, FASE Reading and Accountable Independent Reading in Chemistry 



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  • Concern grows as visas are terminated for dozens of international students at California colleges

    Concern grows as visas are terminated for dozens of international students at California colleges


    UCLA campus in Westwood on Nov. 18, 2023.

    Credit: Julie Leopo / EdSource

    This story has been updated with additional information on visa terminations at UC Riverside.

    California campuses are searching for answers after dozens of international students had their visas terminated in recent days, a worrying trend for the state’s public colleges and universities, which enroll tens of thousands of international students and depend on the millions of dollars in tuition revenue they provide.

    Concerns are also growing that the visa actions could result in a sizable number of international students choosing not to attend U.S. colleges in the fall.

    Across the University of California’s 10 campuses, California State University’s 23 campuses and the state’s 116 community colleges, more than 80 current and former students have had their F-1 visas terminated, a number that could grow. In most cases, campus officials said the federal government, under new Trump administration policies, terminated the visas without explanation.

    The cancellations are especially concerning to UC and CSU because the two systems combine to enroll about 50,000 international students, who make up significant enrollments in many graduate programs and pay tuition at much higher rates than California resident students. Including private universities, there are 154,000 international students in California, according to data from the SEVIS Data Mapping Tool, accounting for about 14% of all international college students in the U.S. and the most of any state.

    The timing of the terminations is also concerning: Many prospective international students are currently deciding where they will attend in the fall, said Bernie Burrola, the vice president for international, community and economic engagement at the Association of Public and Land Grant Universities (APLU). 

    Burrola added that he’s worried there could be a chilling effect on international student enrollments.

    “Students spend quite a bit of money when they come to university. Do they want to invest that time and money and then get a visa termination? I’m sure that calculus is happening around the world right now, with students weighing their options between a U.S. higher education and that of another country,” he said.

    According to experts monitoring the terminations nationally, it’s possible the students had an infraction with law enforcement, even something as minor as a traffic violation. Nationally, there have also been reports that students are being targeted for involvement in pro-Palestinian protests. 

    The State Department, which handles student visas, did not return a request for comment Monday.

    In recent interviews, Secretary of State Marco Rubio said the federal government will not cancel the “overwhelming majority of student visas” but is targeting students it believes “are supportive of movements that run counter to the foreign policy of the United States.” He also acknowledged that the government is also pursuing terminations that “are unrelated to any protests and are just having to do with potential criminal activity.”

    Visas have been terminated for current or former students from at least seven UC and CSU campuses and one community college:

    • Six students and six recent graduates at UCLA
    • Seven students and five recent graduates at UC Davis
    • Five students at UC San Diego
    • Four students and two recent graduates at UC Berkeley
    • Three students at UC Santa Cruz
    • Two students and four recent graduates at UC Riverside
    • One student at San Diego State
    • An undisclosed number of students at San Jose State
    • Six students at Santa Monica College

    In total, a CSU systemwide spokesperson said the visas of 32 students had been revoked as of Monday, but did not disclose which specific campuses were affected.

    Four students and two recent graduates at Stanford University have also had their visas terminated, showing the actions are also occurring at private institutions.

    “We reiterate our strong support for all international students and scholars,” UC Santa Cruz Chancellor Cynthia Larive said in a message to her campus. “UC Santa Cruz is enriched by the contributions of our international community members, and we are fortunate to research, teach, and learn with and from such outstanding students and scholars.”

    In fall 2024, the UC system enrolled about 35,000 international students, or about 11.5% of all students. About 20,000 were undergraduates and 15,000 were graduate students. CSU, in fall 2024, enrolled 13,718 international students, or about 3% of that semester’s enrollment. Of those students, 5,765 were graduate students.

    Across California’s 116-campus community college system, 14,533 students had a student visa in fall 2024, or about 1% of the student body. 

    UC and CSU receive significant tuition revenue from international students, who are charged a nonresident supplemental tuition fee on top of the base tuition that is also charged to in-state students. During the 2022-23 academic year, UC received $1.1 billion in revenue from nonresident supplemental tuition charged to nonresidents, which includes both out-of-state and international students. CSU likely receives tens of millions of dollars annually in tuition from out-of-state students.

    Concerns about that tuition revenue come as the universities also worry about federal threats to withhold funds for research and other purposes and a possible reduction in state dollars for UC and CSU because of budget constraints. 

    Higher education experts emphasized, though, that universities stand to lose more than just tuition revenue if international students choose not to attend. Burrola, the APLU vice president, noted that many graduate programs are “heavily dependent on international students” and that certain departments would be in jeopardy without those students, who often add value by working as teaching assistants leading discussion sections and being deeply involved in research.

    Ted Mitchell, the president of the American Council on Education, an important lobby group for higher education, said it is “important for a host of reasons” that the United States remain a top destination for international students, “from the positive impact they make on our economy and cultural vibrancy to the way so many become ambassadors for the value of a U.S. education and our way of life.” 

    “It is important for international students to be treated fairly and afforded due process. It would be detrimental to the United States, both from an economic and academic standpoint, to chill the willingness of prospective international students to come here,” he said.

    In most cases, students at UC and CSU who had their visas terminated were not given explanations. Officials at UC Davis, UC San Diego, UC Santa Cruz, and CSU officials at San Diego State said the federal government didn’t explain the rationale behind the terminations. UCLA Chancellor Julio Frenk offered some clarity, saying the termination notices at that campus “indicate that all terminations were due to violations of the terms of the individuals’ visa programs.”

    The Associated Press reported that some students across the country have been targeted over pro-Palestinian activism, criminal infractions or even things as minor as a traffic violation.

    Burrola said an emerging theme nationally is that students who received terminations might have “some kind of infraction” with law enforcement, sometimes minor ones. He added, though, that his understanding is based only on anecdotal reports and that APLU is seeking further clarification from the federal government. He said the group sent a letter to Secretary of State Rubio asking for a meeting “to better understand why this is happening.”

    Mitchell of the American Council on Education penned a similar letter to Rubio and U.S. Homeland Security Secretary Kristi Noem, requesting a briefing on the terminations.

    “Recent actions have contributed to uncertainty and impedes the ability of our institutions to best advise international students and scholars,” Mitchell wrote. “It is important institutions are in a position to reassure international students so they can continue to make exceptional contributions to their campuses, communities, and the nation.”





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  • As University of California searches for new president, Trump’s policies make the position more difficult

    As University of California searches for new president, Trump’s policies make the position more difficult


    University of California presidents since 2008.

    The presidency of the University of California has long been considered one of the more challenging positions in American higher education. It requires overseeing nearly 300,000 students, 10 campuses, $8 billion a year of premier research, six medical centers and three federally funded national energy laboratories.

    Now, UC’s board of regents is looking for the next person to fill the role and replace President Michael V. Drake, who plans to step down at the end of the academic year. But in the months since the search began, the job has only grown more complicated and pressured as a result of Donald Trump’s election and his policies affecting funding, racial diversity, student protests and many other aspects of higher education.

    “I think the university is dealing with more significant challenges all at the same time than they probably have in the last 50 years, 60 years,” said John Pérez, the former state Assembly speaker who served on the university’s board of regents for a decade, including a stint as chair, before stepping down last year. “My friends on the regents have a difficult task to find the person to lead through this moment.”

    The U.S. Department of Justice is currently investigating, among other things, allegations of discriminatory admissions practices and complaints of antisemitism at several UC campuses.

    The federal threats are on top of issues that existed even before Trump took office, such as the likelihood of a nearly $400 million cut or 8% to UC’s state funding this year. Even with that probable budget reduction, the next president will be expected to increase graduation rates — especially among Black and Latino students — and to keep enrolling more California residents.

    And there are the perennial questions of how to deal with the many and sometimes conflicting constituencies within the state and university, including the state’s governor and legislators, faculty, alumni, student leaders, labor unions, political activists and parents.

    “We need a UC president that can be ready to advocate and fight back on any reduction of potential federal funds, and then also be ready to figure out what to do in case we do incur those losses,” said Assemblymember Mike Fong, D-Alhambra, who is chair of the Assembly’s Higher Education Committee. He said some legislators have floated the idea of another tuition hike for out-of-state students.

    University presidential searches often raise the questions of whether to get someone from inside the university or someone with fresh, outside experience, and whether to hire someone with experience in academia or from another background, such as in business, government or philanthropy. UC has tried different routes in its most recent presidential hirings. 

    It’s unlikely that the next president will have every desirable skill and experience, said Hironao Okahana, a vice president at the American Council on Education, a national organization that lobbies on behalf of universities. 

    What’s most important, he said, is that the president be prepared for a constantly evolving job. He noted that in the past five years, college leaders have had to navigate a pandemic, a racial reckoning following the murder of George Floyd and now the many federal threats. “Higher education leadership is never static, especially for a place like the University of California,” he said.

    The search for the next president was launched last summer after Drake announced he would step down. Drake, who earns a base salary of $1.3 million after getting a raise last year, entered the job in 2020 and had to deal with many of the issues arising from the pandemic, including a temporary switch to online classes.

    The university’s website for the search says the regents are seeking “an individual who is an outstanding leader and a respected scholar who has successfully demonstrated these abilities in a major complex organization.”

    At the most recent regents meeting last month, board chair Janet Reilly said the special regents committee in charge of finding the next president “has been working diligently” but did not say when the search would finish. The committee’s work is being tightly held: It has met only in closed session and has not released the names of any potential finalists. 

    UC also hosted three town hall meetings in January to gather public feedback. Assisting with the process is SP&A Executive Search, a national search firm specializing in higher education and nonprofit sectors.

    Drake’s final months on the job have been marked by policies and actions responding to the Trump administration, a reality with no end in sight.

    Last month, his office announced UC would no longer require faculty job applicants to submit statements about how they would promote diversity. That move came after the Trump administration threatened to withhold funding from universities with programs related to diversity, equity and inclusion. Earlier that same day, Drake announced a systemwide hiring freeze in anticipation of those potential funding cuts. 

    In February, UC also filed a declaration of support when California and 21 other states sued the Trump administration over billions in proposed National Institutes of Health (NIH) funding cuts. The judge in the case has temporarily blocked the Trump administration from making those reductions. 

    UC gets about $6 billion annually in federal funds for research and other program supports, with NIH being the top source. Cuts to that funding would be felt across the immense system, which comprises nine undergraduate campuses and one graduate-only campus, UC San Francisco. All 10 campuses have R1 status from the Carnegie Classification of Institutions of Higher Education, the highest tier for research universities.

    Also potentially at risk if the White House and Congress decide to pursue deeper, broader cuts is the $8 billion in Medicare and Medicaid that UC receives for patient care at the medical centers at its Davis, Irvine, Los Angeles, Riverside, San Diego and San Francisco campuses. So far, Trump says he will not reduce those.

    UC’s next president could be squeezed from two sides: trying to preserve federal funds while also facing pressure from students and faculty not to succumb to any potential demands from Trump. Last month, Columbia University agreed to change its protest policies, security practices and Middle Eastern studies department to keep $400 million that the Trump administration threatened to cut.

    Students are “extremely concerned” that a similar scenario could play out at UC, said Aditi Hariharan, a fourth-year student at UC Davis and president of the systemwide UC Student Association. The U.S. Department of Education is investigating UC’s Berkeley, Davis, San Diego and Santa Barbara campuses for possible Title VI violations “relating to antisemitic harassment and discrimination.” Separately, the Department of Justice is investigating Berkeley, UCLA and UC Irvine for potentially considering race in admissions, which UC has denied doing. 

    Hariharan said she was disappointed to see UC stop requiring diversity statements, which she viewed as a concession to Trump. 

    “I’m hoping to see the next UC president push back stronger,” she said. 

    To navigate the many federal complications, UC might consider hiring someone with government experience this time, said Adrianna Kezar, director of the University of Southern California’s Pullias Center of Higher Education. 

    She pointed to Janet Napolitano, who was UC’s president from 2013 to 2020 and took the job after stints as the U.S. secretary of homeland security and governor of Arizona.

    “Someone like that will understand how to navigate all the executive orders, how to navigate shifts in the agencies,” Kezar said. “Over the next four years, this is going to be a landscape where, if you lack that kind of experience, I think it’s going to be really challenging.”

    It would also help if the next president has philanthropic acumen, Kezar added. If UC loses significant federal dollars, the university will need to look for new funding sources, she said. 

    Napolitano was succeeded by Drake, who had a much more traditional academic background. He served as president of Ohio State University and, before that, was UC’s vice president for health affairs and later chancellor of UC Irvine. Napolitano’s predecessor, Mark Yudof, also had an academic background. Before serving as UC’s president from 2008 to 2013, he was the dean of the University of Texas at Austin’s law school, president of the University of Minnesota and chancellor of the University of Texas system. 

    Pérez, the former regent who chaired the board when Drake was hired, said he’d prefer UC to hire another president who has headed a large public research university, especially if they have experience overseeing academic medical centers. 

    Despite the many threats and challenges UC faces, Pérez added that he’s confident “in the strength of the institution to weather these storms.”

    “But having the right leader means that we will weather the storms more easily and that folks will have confidence that we won’t lose sight of all that’s essential in the university,” he said.





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