On Monday, November 21, Deborah Loewenberg Ball joined Alex Nock, David Cleary, and moderator James Kvaal for a lively discussion on the current state of education in the U.S. and where it might go under a Trump administration. Video of the discussion is available here.
On Tuesday, September 20, Deborah Ball lent her voice to a Twitter panel focused on ensuring that all children have access to skillful teaching by increasing teacher diversity and training through effective teacher preparation. The panel was hosted by the Center for American Progress and Hope Street Group. The entire chat can be viewed here.
Deborah Loewenberg Ball delivered one of the plenary addresses at the 13th International Congress on Mathematical Education in Hamburg, Germany on Saturday, July 30. Her talk, "Uncovering the Special Mathematical Work of Teaching," focused on the specialized set of instructional practices that are core to helping young people develop mathematical skills, ways of thinking, and identities, and supporting classrooms as equitable communities of practice. Slides from her address are available here and a video is available here.
Deborah Loewenberg Ball served as the keynote speaker at the 2016 Commencement Ceremony of the University of Notre Dame’s Alliance for Catholic Education (ACE) on Saturday, July 9.
“Deborah Ball is a one of those transformative educational leaders that comes along only once in a generation,” said Rev. Timothy R. Scully, C.S.C., co-founder of ACE and the Hackett Family Director of Notre Dame’s Institute for Educational Initiatives. “Throughout her prodigious career, she has formed and inspired countless teachers, school leaders and research scholars dedicated to improving educational quality at every level. Her life’s vocation serves as a powerful witness for the ACE community.”
Read more about the event here.
Deborah Loewenberg Ball recently sat down for an interview with Detroit Free Press reporter David Jesse to talk about, among other things, her time as dean of the School of Education and how teacher preparation has evolved in those 11 years.
“We do have the expertise to do research on what makes a good teacher and how we can better train them," Ball told the Free Press. "We study and improve education practice. By education practice, we mean the doing of education. We want to be an incubator of new methods, to really look at what works in teaching."
Read the full article here.
Deborah Loewenberg Ball delivered the address at the University of Pennsylvania’s Graduate School of Education commencement ceremony on Saturday, May 14. Ball urged the nearly 600 graduating Penn students to stand up for the power of teaching and seek to advance education and social justice throughout their careers. In her remarks, she compelled the graduates to “speak up about the power that good teaching has. Explain that it has to be learned, that it is not a natural talent. Promote its development. Stand up against interventions that take skillful teaching for granted, or overlook what it really takes to learn to do it.” She concluded her remarks by asserting that “the evidence is clear. The order for social justice in this country is long, tall, and overdue. Just remember that, among the resources for that societal change, is the power of teaching.”
Deborah Loewenberg Ball has been voted president-elect of the American Educational Research Association (AERA). Her term as president begins on May 1, 2017, at the conclusion of AERA’s 2017 Annual Meeting.
She will succeed Vivian L. Gadsden, William T. Carter Professor of Child Development and Education at the University of Pennsylvania Graduate School of Education. Gadsden will assume the AERA presidency on April 12, 2016, after the close of the association’s 2016 Annual Meeting in Washington, D.C.
“I am honored to have been elected as president-elect of AERA,” Ball said. “The organization has an important role to play in advancing systematic efforts to study and improve education. I will be working with many others to determine the most useful steps we might take together in the coming few years. I look forward to building on the work that Vivian Gadsden will do in her term as president, as well as on that of others who have served in this position before us.”
Deborah Loewenberg Ball has been named to a new commission announced by the American Academy of Arts and Sciences to “examine the vast—and expanding—array of learning options available to high-school graduates, including both students newly out of high school and older adults returning to school to further their lives and careers.” The aim of the Commission on the Future of Undergraduate Education is to study how well current students are served by today’s education system, as well as to identify challenges and opportunities that will be encountered by higher education in coming decades.
The Academy received $2.2 million from the Carnegie Corporation of New York to fund the three-year initiative. Spencer Foundation President Michael S. McPherson and TIAA-CREF President and CEO Roger W. Ferguson, Jr. will co-chair the commission. “The critical issues in this area—cost, financing models, accessibility, dramatic changes in learning patterns and in technological possibilities—require our attention and close scrutiny, on behalf of all Americans,” McPherson said.
Deborah Loewenberg Ball is featured on National Public Radio’s series on 50 Great Teachers. In a wide-ranging feature, Ball talks about educating educators: "I'm really trying hard to dispel this idea that teaching is this thing you're born to do and it's somehow natural to everyday life. I don't think either of those things is true. Nobody goes out in a pilot school and is told: 'Go out in the plane today! Try it out. See how it works.’"
The feature also mentions TeachingWorks, and especially the Elementary Mathematics Laboratory (EML). The NPR story illustrates the approach in EML with an actual fractions problem taught in the laboratory.
The feature concludes with a summarization of Ball’s approach to education: “What Ball is trying to model at U-M is a system where future teachers have to demonstrate they can do some core things–like present a math problem, and lead a discussion about it–before they're safe to practice.”
Listen to “Teaching Teachers to Teach: It’s Not So Elementary” (or read the transcript) here.