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587 Search Results for "Chicago"

  • DanceGroupInternational DanceGroupInternational

    • From: Denise_Thomas1
    • Description:

      We're an Organization that encourages, promotes, supports, the development for Performing Arts and other attributes; such as , Theatrical Performers, Health and Fitness, Mental Health , Channeling boundless energy we  provide social and communication skills. We also provide Preventive and Intervention Programs for youth and teens who are neglected, delinquent, or at Risk?.

    • 1 week ago
    • Views: 42
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  • Denise_Thomas1

    • ASCD EDge Member
    • Points:250
    • Views: 25
    • Since: 1 week ago
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  • L2L News: May 2013 L2L News: May 2013

    • From: Meg_Simpson
    • Description:

      ASCD Leader to Leader (L2L) News is a monthly e-mail newsletter for ASCD constituent group leaders that builds capacity to better serve members, provides opportunities to promote and advocate for ASCD’s Whole Child Initiative, and engages groups through sharing and learning about best practices. To submit a news item for the L2L newsletter, send an e-mail to constituentservices@ascd.org.

       

      Your To-Do List: Action Items for ASCD Leaders

       

      Newest Policy Points Revisits A Nation at Risk

      ASCD’s newest Policy Points (PDF) takes a closer look at A Nation at Risk, the 1983 report on the state of U.S. education that launched a spirited and ongoing debate about the quality of our public schools. This issue of Policy Points examines the specific recommendations of the report, the accuracy of its dire prediction about “a rising tide of mediocrity” undermining the nation’s well-being, and the evolving school reform debate the report kick-started three decades ago.

       

      Throughout May on www.wholechildeducation.org: The New Poverty

      In today’s global economic state, many families and children face reduced circumstances. These “poor kids” don’t fit the traditional stereotypes—two-thirds live in families in which at least one adult works and the percentage of poor students in many rural districts equals that in inner-city districts. In the United States, the economic downturn has dramatically changed the landscape, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.

      Join us as we share what new—and old—solutions we are using to support learning and ensure that each child, whatever her circumstances, is healthy, safe, engaged, supported, and challenged.

      Download the Whole Child Podcast for a discussion on the current economic downturn; its result that many families and children face reduced circumstances; and implications for schools, many of which have seen drastic changes in the populations they serve and their communities. Guests include Deborah Wortham, superintendent of the School District of the City of York, Pa., and former assistant superintendent for high schools and director of professional development for Baltimore City (Md.) Public Schools; Felicia DeHaney, president and CEO of the National Black Child Development Institute; William Parrett, director of the Center for School Improvement and Policy Studies and professor of education at Boise State University;  and Kathleen Budge, coordinator of the Leadership Development Program  and associate professor in the Curriculum, Instruction, and Foundational Studies Department at Boise State University. Parrett and Budge are also coauthors of the 2012 ASCD book Turning High-Poverty Schools into High-Performing Schools.

      Throughout the month, read the Whole Child Blog and tell us what has worked in your school and with your students. E-mail us and share resources, research, and examples.

       

      ASCD Leader Voices

       

      Arkansas Governor Signs Whole Child Legislation

      Arkansas Governor Michael Beebe signed a new bill into law that promotes a whole child approach to educating the state’s children. The legislation (PDF) establishes a Whole Child Whole Community recognition program and aims to measure the comprehensive well-being of children and how well stakeholders are meeting their needs according to the five whole child tenets and their indicators as identified by ASCD.

      The recognition program will acknowledge and highlight the work of Arkansas educators, parents, community members, and policymakers who support the whole child. The legislation also indicates that one purpose of the recognition program is to help spur systemic collaboration and coordination within and beyond schoolhouse doors and to promote a shift from narrowly defined student achievement and traditional education reform to broader, more comprehensive efforts that recognize the crucial out-of-school factors that influence teaching and learning. A diverse state working group will work over the course of a year to recommend a framework and process for recognizing exemplary whole child and whole community successes.

      Congratulations to Arkansas ASCD, which played a crucial role in supporting the bill’s development and introduction!

       

      Rhode Island Passes Whole Child Resolution

      The Rhode Island General Assembly passed a joint resolution (PDF) supporting a whole child approach to education that ensures each child is healthy, safe, engaged, supported, and challenged.

      The resolution affirms that to educate Rhode Island’s children effectively, the state must pay attention to factors within and beyond its school buildings as well as integrate efforts among schools, families, and communities. In addition, the resolution expresses the assembly’s intent to model whole child concepts in its own work and to join with other stakeholders who support the whole child.

      Congratulations to Rhode Island ASCD(RIASCD), which worked hard to have this joint resolution introduced into the Rhode Island legislature!

      To help the state fulfill its commitment to whole child education, ASCD and RIASCD offered some initial steps (PDF)—organized by the five whole child tenets—for educators, parents and community members, and policymakers to take. RIASCD also highlighted some of ASCD’s free resources to help the state put its whole child vision into action. 

       

      South Carolina ASCD Featured in ASCD Inservice Blog Series

      Weasked some of our affiliate leaders to tell us how the implementation of the Common Core State Standards (CCSS) has been going in their home states.In the seventh post of the series, South Carolina ASCD leader Josh Patterson writes about the challenges and successes that South Carolina has had with CCSS implementation.

      Previous Posts:Tennessee ASCD, New Jersey ASCD,Alabama ASCD, Arkansas ASCD, New Hampshire ASCD, and Florida ASCD

       

      The Effective Principal

      What we see through our research, reading, and conversations with principals and school staff is that to see what an effective principal is, don’t look at the person; look at the effects of her leadership on student achievement, school culture and climate, teacher effectiveness and satisfaction, and community relationships. As the wearers of many hats, principals are crucial to implementing meaningful and lasting school change. Read more on the Whole Child Blog.

      In April, we looked at what qualities principals in today’s (and tomorrow’s) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders. Listen to the Whole Child Podcast with guests Donna Snyder, manager of Whole Child Programs at ASCD; Kevin Enerson, principal of Le Sueur-Henderson High School in Minnesota (an ASCD Whole Child Network school); and Jessica Bohn, an ASCD Emerging Leader and principal of Gibsonville Elementary School in North Carolina.

      Also this month on the Whole Child Podcast, we talked with educators from Oregon’s Milwaukie High School (winner of the 2013 Vision in Action: The ASCD Whole Child Award) about how they meet student and staff needs, taking challenges and turning them into opportunities for all. Guests include principal Mark Pinder, assistant principal for curriculum Michael Ralls, assistant principal for student management Tim Taylor, dean of students Donnie Siel, and teacher leader David Adams.

      Have you signed up to receive the Whole Child Newsletter? Read the latest newsletter and visit the archive for more strategies, resources, and tools you can use to help ensure that each child is healthy, safe, engaged, supported, and challenged.

        

      Something to Talk About

      ·         Most recent blog posts on ASCD EDge®

      ·         Mostclicked stories from ASCD SmartBrief

       

      Association News

      Killeen Independent School District Deepens Professional Development Partnership with ASCD—Killeen Independent School District (ISD)—whose more than 6,100 staff members serve approximately 42,000 students—is deepening its relationship with ASCD to meet its professional development goals. Read the full press release.

      ASCD Publishes Leadership Guide on Transforming Any Teacher into a Master—ASCD is pleased to announce the release of Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom by best-selling education author, renowned educator, and professional development expert Robyn R. Jackson.
      Never Underestimate Your Teachers offers school leaders a new model for understanding great teaching as a combination of skill and will, and it's the first book of its kind to support leaders as they facilitate teacher growth in both areas through differentiated leadership. Jackson shows readers how to design and deliver targeted professional development to help each teacher realize his or her potential and achieve great results for the benefit of every student. Read the full press release.

      New ASCD Common Core Academy Supports School Leadership Teams Across the United States—ASCD is bringing its inaugural ASCD Common Core Leadership Team Academy to Chicago August 5–8, 2013. This intensive four-day professional leadership experience offers groups of administrators, teacher leaders, and nonprofit and higher education partners an accelerated plan for putting the Common Core State Standards (CCSS) into routine practice. Read the full press release.

      ASCD Summer Reading List Identifies 10 Books That Can Transform Teaching and Learning—In the spirit of promoting year-round professional development, ASCD has assembled a diverse list of books essential to educators who seek to improve their practice over the summer months. These books—organized by how they help educators transform teaching and learning—offer readers the opportunity to dive deep into the hottest topics in education, including using data to focus improvement, project-based learning, child development, and neurodiversity. All books are currently available in paperback and e-book formats. Read the full press release.

      Arkansas Governor Beebe Signs Education Reform Law Supporting the Whole Child—Arkansas Governor Michael Beebe has signed a new bill into law that promotes a well-rounded whole child approach to educating the state’s children.“An Act to Establish the Whole Child– Whole Community Recognition Program; and for Other Purposes” (Senate Bill 1051[PDF]) outlines a plan for the Arkansas education system that ensures Arkansas students receive a whole child education. Read the full press release.

      New ASCD Staff Expand Association’s Ability to Design, Deliver, and Evaluate Professional Development Resources—ASCD welcomes three new staff members to the association’s Program Development Work Group. Dr. Andrea Muse has accepted the position of director of research and program evaluation, Jen Thompson will serve as director of program management and process improvement, and Elizabeth Thurman has joined ASCD as director of customer engagement and product support. The additions of Muse, Thompson, and Thurman expand ASCD’s capability to design, deliver, and evaluate the crucial professional development resources today’s educators need to learn, teach, and lead. Read the full press release.

       

       

    • Blog post
    • 2 weeks ago
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  • Gregory_Caswell

    • ASCD EDge Member
    • Points:250
    • Views: 154
    • Since: 4 weeks ago
    • Not yet rated

  • "Teacher"- the ringmaster "Teacher"- the ringmaster

    • From: Megan_Albrecht
    • Description:

      Warning: I just saw Billy Collins speak, so I apologize if I try to be too poetic.


      I'm learning that teaching is a dynamic and personal profession.  Every day has solidified that I found myself doing exactly what I should be doing.  It is upbeat, energetic, and significant.  What I have noticed about myself as a new teacher, however, is that I am still a rookie at managing the circus.  It's not just about teaching; I'm pretty good at planning a lesson.  It's not about being in front of the class; subbing has definitely prepared me for that.  It's about the 1,000 decisions you make daily: when can this student use the bathroom, should the students be allowed to use their notes on the activity, should that child really be working that partner, just to name a few.  This is one aspect of the dynamic nature of teaching.


      The optimistic part of this is that I think these decisions get easier once you start answering them frequently, and seeing how they play out... in other words "experience."  And I know we already read about and discussed these things in class, but I'm going to rock the boat and say that it's completely different than when you're in the line of fire.  It's the difference between theory and practice (which I intend to have a full blog about later).  But you can have a set of automatic classroom management answers, and this will surely help.  But the practice of entering a classroom and thinking on your feet is what is most needed to help you become a better ringmaster of the circus.

    • Blog post
    • 1 month ago
    • Views: 441
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  • Energy! Energy!

    • From: Megan_Albrecht
    • Description:

      It’s amazing to me how much confidence levels fluctuate daily (and even throughout the day) as a new/student teacher.  It is an exhausting profession which, while rewarding, requires every ounce of energy you have.  However, teachers can emulate the energy their students possess and vice versa.  This exchange is very powerful, determines the dynamic of the classroom, and defines the special teacher-student experience.  Internalizing and sharing energy seems to be a delicate balance, however.  It is the teacher’s responsibility to be upbeat and engaging.  But teachers also must work to shape and steer the energy, which the students have either acquired from the teacher or simply brought themselves, in productive ways.  You want the students to be animated and engaged, but only if they are on-task.  As a new teacher, it is hard for me to read the subtle cues that tell me when energy is positive and when it is not.  I have also not perfected how to boost the energy levels in certain classes (and quiet distracting energy in others).  I think there are many factors that contribute to the classroom experience.  I think the grace of properly creating and sustaining on-task engagement comes with experience as a teacher becomes better acquainted with the complexity of the classroom environment and different teaching strategies.  As with anything new, the days are tiring as the energies quickly fluctuate from non-existent to on-task to distracting and then back again (and with it fluctuates the teacher’s confidence and feeling of control of the classroom experience).  But experience brings confidence as the teacher learns, possibly unconsciously, how to utilize on-task energy and reign in distracters through simple exposure to different classroom dynamics.

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    • 1 month ago
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  • L2L News: April 2013 L2L News: April 2013

    • From: Meg_Simpson
    • Description:

       

      Thanks for a fantastic 2013 ASCD Annual Conference in Chicago, Illinois!

      Read ASCD Executive Director Dr. Gene Carter’s annual conference reflections here.

      Your To-Do List: Action Items for ASCD Leaders

       

      Register for the Whole Child Virtual Conference: May 6–10, 2013

      Join ASCD for its third annual Whole Child Virtual Conference. This free online event offers thought leadership discussions; presentations from leading authors and experts; and an exploration of the steps outstanding schools, communities, and individual countries take as they move along the continuum of a whole child approach—from implementation to sustainability to culture. No matter where you are on this continuum, you’ll find lessons you can learn and questions you can ask to improve and grow your schools.

      This year the conference will include 24 sessions over 7 days between the hours of 10:00 a.m. and 5:00 p.m. eastern time, with sessions on May 2 and 3 specifically for Australasian and European audiences. This year’s conference speakers include authors and experts Thomas Armstrong, Michael Fullan, Andy Hargreaves, Eric Jensen, Wendy Ostroff, William Parrett and Kathleen M. Budge, Pasi Sahlberg, and Yong Zhao.

      Sessions will also feature presentations from ASCD Emerging Leaders, ASCD’s Outstanding Young Educators Award winner, the recipient of Vision in Action: The ASCD Whole Child Award, and members of ASCD’s Whole Child Network of Schools.

      Registration is now open. Go to www.ascd.org/wcvirtualconference to sign up.

       

      ASCD Nominations Committee Applications Open in May

      ASCD is seeking ASCD leaders who are interested in serving on the 2013–14 ASCD Nominations Committee. More information—the committee’s charge, qualifications for service, and time commitment—will be available starting May 1 on www.ascd.org. ASCD will be accepting applications May 1–31. We invite ASCD leaders to consider their interest in this opportunity over the next few weeks before the application becomes available.

        

       ASCD Leaders in Action: News from the ASCD Leader Community

       

      ASCD Student Chapters Help Chicago’s Hungry During ASCD Annual Conference

      On March 15, 46 ASCD Student Chapter members volunteered to make a difference in the fight against hunger in Chicago. Working together the Friday morning before ASCD’s Annual Conference, the students packaged more than 15,000 pounds of food to help feed the nearly 678,000 people who rely on emergency and supplemental food from the Greater Chicago Food Depository. Thank you and congratulations to our ASCD Student Chapter volunteers! Read the full Conference Daily article.


      ASCD Forum Session at ASCD Annual Conference Gives Educators a Voice on Teacher and Principal Effectiveness

      On March 17, ASCD Past President Debra Hill facilitated a discussion of the ASCD Forum topic “how do we define and measure teacher and principal effectiveness?” Ten ASCD leaders stepped forward to help lead the discussion:

      ·         Jason Flom, ASCD Emerging Leader

      ·         Ben Shuldiner, Position Advisory Committee Member

      ·         Amy Vanden Boogart, ASCD Emerging Leader

      ·         Jeffrey Lofthus, Alaska ASCD Executive Director

      ·         Daina Lieberman, ASCD Emerging Leader

      ·         Mamzelle Adolphine, Professional Interest Community Facilitator

      ·         Laurie McCullough, Virginia ASCD Executive Director

      ·         Alice Wells, Arizona ASCD Executive Director

      ·         Matthew Cotton, ASCD Emerging Leader

      ·         Torian White, ASCD Emerging Leader

       

      Session attendees stepped up to the front of the room to share their thoughts and also posted tweets to the #ASCDForum hashtag. Many thanks to the ASCD leaders who participated to make this session a success!

       

      Congratulations to ASCD Affiliate Recognition Award Winners

      Please join ASCD in congratulating the ASCD Affiliate Recognition Award Recipients:

      Two affiliates were recognized for the 2013 Overall Excellence Award: Iowa ASCD, for its increased focus on integrating technology into professional learning opportunities and their influence and advocacy work with ASCD, and New Hampshire ASCD, for its work to increase membership and provide increased professional learning opportunities, such as Common Core workshops.

      In addition, New Jersey ASCD received the Area Excellence Award for Programs, Products, and Services for their leadership in their state as a trusted source for professional learning. Texas ASCD received an Exceptional Progress Award in Influence and Policy, and Alberta ASCD, Ohio ASCD, and Vermont ASCD were all recipients of the Exceptional Progress Award in Programs, Products, and Services.

      Read the Conference Daily article.

       

      Welcome to the “Educating Beyond Disabilities” Professional Interest Community

      Please join ASCD in welcoming our newest Professional Interest Community, facilitated by 2011 ASCD Emerging Leader Christina Yuknis. Please join her group on ASCD EDge.

       

      Tennessee ASCD Featured in ASCD Inservice Blog Series

      Weasked some of our affiliate leaders to tell us how the implementation of the Common Core State Standards (CCSS) has been going in their home states. In the sixth post of the series, Tennessee ASCD President-Elect John Combs writes about the challenges and successes that Tennessee has had with CCSS implementation.

      Previous Posts:New Jersey ASCD,Alabama ASCD, Arkansas ASCD, New Hampshire ASCD, and Florida ASCD


      Congratulations!

       

      Other News

       

      Meet ASCD President Becky Berg

      Becky J. Berg is from a family of educators. "My dad was a school board president; my mom was a career educator; and my sister, my grandmother, and my great-grandfather were educators," she says. Despite the genetic pull, Berg wasn't completely convinced she would follow in the family's footsteps until her experience as a summer camp counselor while she was in college. It was then that she realized how much she loved working with kids. Read the full Conference Daily article.

       

      Congratulations to the 2013 Outstanding Young Educator Award Winners!

      ASCD salutes a new generation’s passion for education excellence through this year’s selection of two Outstanding Young Educator Award winners: Joshua Garcia, deputy superintendent of Tacoma Public Schools (Wash.), and Parkville High School  (Parkville, Md.) teacher Ryan Twentey. Twentey teaches art, photography, and interactive media production and also serves as the school’s technology liaison. Read the full Conference Daily article.

       

      Interactive ASCD 2012 Annual Report Features ASCD Leaders

      Check out the ASCD 2012 Annual Report, entitled “Creating Solutions: The ASCD Revolution in Motion.” This interactive report features videos footage of ASCD leaders, including ASCD Emerging Leader Steven Anderson, Florida ASCD President Alina Davis, Alabama ASCD Executive Director Jane Cobia, ASCD Board Member Harriet Arnold, and Connecticut ASCD President David Cormier.


      Throughout April at wholechildeducation.org: Principal Leadership

      Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. Principals who have a clear vision; inspire and engage others in embracing change for improvement; drive, facilitate, and monitor the teaching and learning process; and foster a cohesive culture of learning are the collaborative leaders our schools need to fully commit to ensuring each student—and school staff member—is healthy, safe, engaged, supported, and challenged.

      What qualities do principals in today’s (and tomorrow’s) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders?

      There are two episodes of the Whole Child Podcast in April for you to download and share. The first episode, “Leveling and Raising the Playing Field,” features school staff from Oregon’s Milwaukie High School, winner of the 2013 Vision in Action: The ASCD Whole Child Award, and is available now. On April 11, the second episode will be available. It will focus on principal leadership and include guests Kevin Enerson, principal of Whole Child Network school Le Sueur-Henderson High School in Minnesota, and Jessica Bohn, ASCD Emerging Leader and principal of  Gibsonville Elementary School in North Carolina.

      Throughout the month, read the Whole Child Blog and tell us what has worked in your school and with your students. E-mail us and share resources, research, and examples.

       

      The Best-Case Scenario

      As we review and reinforce our schools’ safety measures, we aren’t planning for the worst-case scenario that might happen; we are working to make sure the best-case scenario—where schools are learning environments that are physically, socially, and emotionally safe for students and adults—is an everyday occurrence that does happen. Read more on the Whole Child Blog.

      In February and March, we looked at what we, as educators, believe is crucial to making our schools safe—not just physically safe, but also safe places to teach and learn. Listen to the Whole Child Podcast with guests Joseph Bergant II, superintendent of Chardon Schools in Ohio; Howard Adelman, professor of psychology at UCLA and codirector of the School Mental Health Project and the Center for Mental Health in Schools (a whole child partner); and Jonathan Cohen, adjunct professor in psychology and education at Teachers College, Columbia University, and president and cofounder of whole child partner National School Climate Center.

      Have you signed up to receive the Whole Child Newsletter? Read the latest newsletter and visit the archive for more strategies, resources, and tools you can use to help ensure that each child is healthy, safe, engaged, supported, and challenged.

        

      Something to Talk About

      Most recent blog posts on ASCD EDge®

      Mostclicked stories from ASCD SmartBrief

       

      Association News

      • ASCD Announces 2013 Conference on Teaching Excellence in National Harbor, Md.—ASCD will host its Conference on Teaching Excellence June 28–30, 2013, in National Harbor, Md. The conference—which will take place over two and a half days—will focus on the topic of teaching excellence and will have more than 150 sessions tailored for educators of all levels, including teachers, teacher leaders, principals, and district supervisors. Read the full press release.

      • ASCD Announces New Spring and Summer Professional Development Institutes Supporting Common Core Implementation—ASCD announces new one- and two-day Professional Development Institutes supporting educators nationwide as they implement the Common Core State Standards (CCSS). Read the full press release.

      • The Third Annual ASCD Whole Child Virtual Conference Launches May 6, 2013—ASCD’s third annual Whole Child Virtual Conference, entitled “Moving from Implementation to Sustainability to Culture,” will run May 6–10, 2013. The free and exclusively online event—which attracted more than 900 participants last year—offers educators around the globe 24 sessions to support their work to implement and sustain a whole child approach to education. Read the full press release.

      • ASCD Names 2013 Elected Leaders and Affiliate Awards Recipients—ASCD announced Becky J. Berg—superintendent of the Deer Park School District in Deer Park, Wash. —as the association’s new President. Berg took office at the conclusion of ASCD’s 68th Annual Conference and Exhibit Show in Chicago, Ill., on March 18. Read the full press release.

      • ASCD Launches Interactive 2012 Annual Report—ASCD is pleased to announce the release of the association’s 2012 Annual Report, entitled “Creating Solutions: The ASCD Revolution in Motion.” This report showcases the association’s achievements and serves as a resource discovery tool for educators who seek programs, products, and services that empower them to support the success of each learner. Read the full press release.

      • Florida Association of District School Superintendents Launches Professional Development Partnership with ASCD—At ASCD’s 68th Annual Conference and Exhibit Show, ASCD and the Florida Association of District School Superintendents (FADSS) announced a new partnership to provide FADSS members statewide with customized professional development that will build participants’ capacity for successfully leading, supporting, and monitoring the implementation of the Common Core State Standards (CCSS) in their districts. Read the full press release.

      • ASCD Selects Washington State Deputy Superintendent and Maryland Teacher as 2013 Outstanding Young Educators—At ASCD’s 68th Annual Conference and Exhibit Show in Chicago, Ill., Joshua Garcia, deputy superintendent of Tacoma Public Schools in Tacoma, Wash., and Ryan Twentey, a photography teacher at Parkville High School in Parkville, Md., were announced as winners of the association’s prestigious 2013 Outstanding Young Educator Award (OYEA). Read the full press release.

      • Oregon's Milwaukie High School Named 2013 Vision in Action: The ASCD Whole Child Award Winner—ASCD announced that Milwaukie High School, located in Milwaukie, Ore., is the 2013 winner of the association’s Vision in Action: The ASCD Whole Child Award. Principal Mark Pinder accepted the award on behalf of Milwaukie High School from ASCD Executive Director and CEO Dr. Gene R. Carter at ASCD's 68th Annual Conference and Exhibit Show in Chicago, Ill., on Sunday, March 17. Read the full press release.
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  • Creative Funding in Education Creative Funding in Education

    • From: Robert_Thollander
    • Description:

      What do you do when Graduate School loands and Fellowships only cover have of your expenses and you need structure too much to wait another 2-3 months about scholarships? 

      I tried Crowdfunding. It's actually kind of like a social experiment. I learned so much making this project funding page. 

      Please read it, I'm very interested to hear what people think. 

      Help fund my grad degree so I can help others! I'm about begin a program in Environmental Science and Policy at Columbia University in NYC, but I need support.

      Please read it, I'm very interested to hear what people think.
      Change for A Sustainable Future | Indiegogo
      http://www.indiegogo.com/projects/change-for-a-sustainable-future/x/2957109?c=home
      Help fund my grad degree so I can help others! I'm about begin a program in
      Environmental Science and Policy at Columbia University in NYC, but I need support.
    • Blog post
    • 1 month ago
    • Views: 92

  • Columbia at Night Columbia at Night

  • The next frontier of reform: J The next frontier of reform: Just do it (right)

    • From: Spike_Cook
    • Description:

      During the 2013 ASCD in conference in Chicago I was able to see one of my favorite speakers, Bryan Goodwin. Bryan, who was recently promoted to Chief Operating Officer of McREL and is a regular contributor to Education Leadership, discussed his take on the next frontier of reform.

      Bryan began his presentation by asking a question about education reform… How well are we equipped with implementation? I could see his point because we often talk of ideas, espouse our theories, and pontificate on what is right… but do we know how to implement? Measure the implementation?

      Knowing is not the same as doing

      The objectives for his presentation were….

      • Identify common faulty assumptions about implementation
      • Provide you with new ways of thinking about implementation
      • Practical tips and guidance for better implementation

      Bryan talked about some research that he conducted on the “Gold standards of studies” regarding programs to increase student achievement. The results were lackluster. What stood out to Bryan and his team was that the implementation had a significant impact on the the results. It left him with more questions then answers…

      if we know better, why don’t we do better?

      Bryan reviewed 5 implementation fallacies….

      • Truth shall set them free (When people know what to do, they will do it) -Professional Development doesn’t always work – Do people always automatically adopt new methods? He researched PD and found that just by telling people what to do (study the theory or demonstration or even practice) yields little in transferring the knowledge into the pedagogy  Yet, the research was clear that Peer Coaching has 95% transfer rate (Joyce & Showers,2002).
      • Talk slower and lower (Fear, facts and force overcome resistance)  – Bryan asked us a simple questions… Would you change or die? How many people out of 10 would change or die? The research shows that only 1 would actually change their behavior. What makes us change? Seeing how the change is possible, experiencing success and emotional support.
      • Shock and awe(Doing more does more) -What does your school implementation plan look like? Bryan showed us a few slides of various school districts’ implementation plans for school improvement. We were all amazed at how long the list grew (and what was put in the list)…. I think one slide had 50 or more implementation strategies (more like ideas) for improving reading… How could you possible achieve all 50 plus ideas?
      • Running before walking (ignoring improvement progressions) –  What is your progression? Mourshead, M (2010) researched how the world’s most improved systems keep getting better. For instance, aviation success rate is 99.999%. Standard Operating Procedures(SOP) ensure that the progression is always followed… What are your SOPs for continuous classroom improvement?
      • Focusing on the what, not the who (ignoring culture) - So much reform, so little change. Who have beat the odds, and actually improved schools? According to Bryan, the schools who have turned themselves around have somethings in common… Each has a culture of high expectations for learning and behavior. What is the secret sauce of improvement?  Culture is the secret sauce of school implementation!

      

      No one buys what you do, they buy why you do it

      Here are some suggestions Bryan offered us on implementation..

      • Focus – Do a few things well.
      • Challenge, engage, be intentional and motivational
      • Develop data-driven “high-reliability” systems
      • Create high-performance school cultures
      • Provide whole-child student support
      • Seek quick wins with a 6 week cycle
      • Don’t do the Forrest Gump for learning (Box of Chocolates)

       

      As I processed the presentation with my colleagues, our curriculum coach said, “We need to stop resting our laurels on excuses, and shift our mindset into a “can do” culture. This is how we can improve our implementation!”

       

    • Blog post
    • 1 month ago
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  • James_Burnette

    • ASCD EDge Member
    • Points:250
    • Views: 71
    • Since: 1 month ago
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  • Sara_Henderson1

    • ASCD EDge Member
    • Points:250
    • Views: 55
    • Since: 1 month ago
    • Not yet rated

  • Oh technology! Oh technology!

    • From: Megan_Albrecht
    • Description:

      I especially encountered technological problems my first day student teaching, which (added to my already anxious state) made me super flustered. When I finally got my presentation working, I charged full-speed ahead and didn’t breathe until it was over.

      What I learned was to not let minor hiccups throw you off your game. By not devoting the proper time to something because I was "mad" at technology, my students missed out and I didn’t get to properly display something I had worked hard on. I can also thwart this in the future by planning my lessons accordingly. Now that I know it takes a while to set up, I can use the bellringer time or an individual activity to set everything up.

      Here is the link to my Introduction video:

      http://youtu.be/IbdCovG-sEg

    • Blog post
    • 2 months ago
    • Views: 111

  • Student teaching- First week Student teaching- First week

    • From: Megan_Albrecht
    • Description:

      I can't believe how much I have learned after my first week! I was so jittery the first day, I sped through my presentation, and the rest seemed like a blur. My teacher had fabulous feedback, and I was given the confidence to take on the next day.

      That next day, I felt like a completely different person. I was in my realm, and I wasn't easily freaked. The third day was even more seamless (not without minor bumps, of course).

      I think the biggest thing I'm learning it CLEAR INSTRUCTIONS. I have great ideas for activities; but if I don't specify exactly what I want, those great ideas do nothing. By the third day, I had demonstrated twice (three times, maybe more) what I wanted the students to do. And I think this is the best way for the students to get the most out of an activity. I've learned to not sell my ideas short by simply not explaining them properly.

       

    • Blog post
    • 2 months ago
    • Views: 179
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  • Roconda_Knox

    • ASCD EDge Member
    • Points:250
    • Views: 46
    • Since: 2 months ago
    • Not yet rated

  • IMG_7438a.jpg IMG_7438a.jpg

    • From: Glenna_Adams
    • Description:

      President's Reception honoring Dr. Debra Hill on Mar 17, 2013 at Chicago Hilton Ballroom.

    • 2 months ago
    • Views: 111
    • Not yet rated

  • IMG_7444a.jpg IMG_7444a.jpg

    • From: Glenna_Adams
    • Description:

      President's Reception honoring Dr. Debra Hill on Mar 17, 2013 at Chicago Hilton Ballroom.

    • 2 months ago
    • Views: 111
    • Not yet rated

  • DSCN3131.JPG DSCN3131.JPG

    • From: Glenna_Adams
    • Description:

      President's Reception honoring Dr. Debra Hill on Mar 17, 2013 at Chicago Hilton Ballroom.

    • 2 months ago
    • Views: 91
    • Not yet rated

  • DSCN3136.JPG DSCN3136.JPG

    • From: Glenna_Adams
    • Description:

      President's Reception honoring Dr. Debra Hill on Mar 17, 2013 at Chicago Hilton Ballroom.

    • 2 months ago
    • Views: 103
    • Not yet rated

  • DSCN3128.JPG DSCN3128.JPG

    • From: Glenna_Adams
    • Description:

      President's Reception honoring Dr. Debra Hill on Mar 17, 2013 at Chicago Hilton Ballroom.

    • 2 months ago
    • Views: 96
    • Not yet rated
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