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93 Search Results for "Cave Creek"

  • Engaging reluctant readers wit Engaging reluctant readers with a multi-media reading experience

    • From: Ryan_Thomas1
    • Description:
       

      reluctant readersReviewers have called it gimmicky, but we’re confident that even your most reluctant readers will stand by Patrick Carman’s multi-media Skeleton Creek series. 

      Engaging reluctant readers with a multi-media reading experience

      Strange things have happened on an old dredge in the woods and best friends Ryan and Sarah are determined to unearth what people in town are hiding. Forbidden to see one another after Ryan is injured during an earlier misadventure, the duo continues to communicate through email.

      The “book” portion of Skeleton Creek, a Mead-style, handwritten journal, is Ryan’s contribution to the story. Here we find his musings along with a series of links and passwords taking us to Sarah’s field videos. Following in the footsteps of films like the Blair Witch Project and Paranormal Activity, readers accompany Sarah as she’s forced to confront several unsettling truths: That those closest to her may be linked to murder; that Ryan’s “accident” might not have been an accident; and that there’s a specter of a ghost haunting a wreck in the woods.

      Do the prose and filmmaking merit high accolades? They’re certainly not Joycean or Langean, but to your reluctant readers—they just might be.


      If you’re looking for a few more tips for engaging your reluctant readers, check out one of our recent blogs, Teaching Reading Means Teaching Students to LOVE Reading or download our free Reading Comprehension Best Practices guide.

       

       

      Guide to Reading Comprehension

      

    • Blog post
    • 2 months ago
    • Views: 245
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  • Tracy_Kleine

    • ASCD EDge Member
    • Points:250
    • Views: 40
    • Since: 2 months ago
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  • Teaching Plot Diagram in a Fun Teaching Plot Diagram in a Fun Way! Grade 6

    • From: Carley_Grab
    • Description:

      Well, just as I suspected I got swept up in the hustle and bustle of the semester and was carried right away, leaving my poor little blog behind.

      I've had so many exciting classroom experiences, events, and ideas, yet I have fallen quite short on my ability to blog about them. My apologies.

      Since last checking in I have started and finished a four-week field placement in a local middle school, where I was able to plan and teach my very first lesson to a real class from start to finish. I also taught a mini-lesson to a college class, and just this morning I turned in a 10 lesson unit that I created with 4 other classmates for a hypothetical ELL classroom.

      There was also Halloween (one of my favorite holidays), a hurricane, and two show performances thrown in there. Plus about a million other assignments, meetings, and events, but those are the highlights.

      I suppose the most important thing was my field experience. For four weeks I was able to shadow a teacher in a 6th grade English classroom at what would probably would be considered a rural middle school. My co-op was great, the school was great, but most of all the students were absolutely wonderful.

      6th grade, in this school anyway, was the perfect age. All of the kids were in the process of developing such unique, strong personalities, yet their strong personalities didn't mean strong attitudes. They were excited to see me every time I came in, even though I was only there twice a week until around noon. Although I can't say I'll miss the 5:40 am wake up time or the 35 minute commute, I will miss those kids. It warmed my heart when students gave me notes, cards, and little presents on my last day as they begged me not to leave them. It also broke my heart a little bit to have to say good-bye.

      While at the school, I was able to plan and teach a lesson all on my own. My co-op teacher cave me a few suggestions for lesson topics, but was very open to my ideas. I chose to do a lesson on the plot diagram, not the most exciting topic, but I was determined to make it work.

      After thinking about my lesson for about two weeks, all the while getting to know the kids and their needs better, I wrote up a plan for a physically and mentally engaging lesson. Unfortunately, Hurricane Sandy put a little dent in my plans by causing the schools in my area to close for two days. Luckily, however, my area was not hit nearly as hard as places like New Jersey or NYC.

      So, my lesson was pushed back a few days. As fate would have it, my co-op also happened to get a flat tire on the way to school the morning I was scheduled to teach. I was disappointed that my lesson, which I was all ready for, might be postponed again. Apparently my co-op had a lot of faith in me though, because the assistant principal came into my class that morning to let me know that, on my co-ops suggestion, I would be leading the class for the morning. A teacher from the building was sent to essentially baby-sit me, and for legal purposes, of coarse. For the most part, though, I was on my own!

      Although I was a little caught of guard, it was really fun to get the chance to be the lead teacher in a class for once. The lesson went of without a hitch, and I would definitely recommend it to anyone with kids grades 4-6 who want to teach about the plot diagram. By having the kids "hike" their way up plot peak, they got to move around and be a little silly, but learn at the same time.

       

      If you would like to see the whole lesson plan, plus the power point, worksheets, and a Hollywood squares power point review game that I made for the lesson click on the following link: 

       

       

       

      Unfortunately, I don't have a copy of the "Pen Pal" story that we read, but the stop and jot could easily be modified to fit almost any short story. 

      Below is the video Alma, which I showed my students. They LOVED it. It's a little spooky in my opinion, but that is what they liked about it so much. The students I was working with all seemed to be really into suspenseful books, and I gave my lesson right around Halloween, so this ended up working perfectly. The kids all got into groups and each group wrote a piece of the plot for Alma, then we put the pieces of the plot all together and read the full story.

       

       

      Hopefully, I will be able to check in again soon! Until then, happy teaching and learning to all! :)

      

    • Blog post
    • 6 months ago
    • Views: 551
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  • Bob_Cooke

    • ASCD EDge Member
    • Points:250
    • Views: 105
    • Since: 6 months ago
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  • The Timely Death of Carrots an The Timely Death of Carrots and Sticks as a Motivating Tool

    • From: Allison_Zmuda
    • Description:

      Over the past several weeks, I had the chance to read Seth Godin’s Stop Stealing Dreams, Will Richardson’s Why School?, and reread Dan Pink’s Drive to better understand the fundamental changes our nation is facing in relation to the motivation of learners. The common denominator of all three works — the industrial education system has a definite expiration date.

       

      At younger and younger ages, students are more disengaged in school because they see that it does not tap into who they are, does not connect to what they are passionate about, and does not value them as powerful change agents.

       

      Consider the traditional model of motivating learners via “carrots and sticks.”

       

      The Carrot (reward-focus)

      • IF you simply pay attention and do your work every day...
      • THEN you will get the grades and diplomas you need to continue on to college AND you will have a successful life.

      The Stick (penalty-focus)

      • IF you do not pay attention and do not do your work every day...
      • THEN you will need to give up your free time to get you back on track OR you will become a miserable failure.

       

      While this may have worked in the 20th century economic model — IF employees followed preset directions and the chain of command, THEN individual success could be reasonably expected. However, it does not work in a 21st century economy where the world is increasingly interconnected, unpredictable, and fast-paced.

       

      The industrial education system as we know it cannot be saved, nor should it. But how do we deal with the messiness of moving from a world where knowledge was scare to a new world where abundance is everywhere?

       

      1. Our challenge as educators is not to control the information but rather teach students to navigate, to discern truth, to create, to contribute knowledge, and to become invested in community problems.
      2. Our challenge as educators is to move from a fear-based to a passion-filled learning structure. If learners are intrinsically committed to a given topic, problem, or profession, they will learn. The challenge is designing customized curricula around what learner(s) are fascinated by rather than marching through topics and texts.
      3. Our challenge as educators is to have students own the learning process through setting a goal, doing the work, seeking out feedback, improving performance, and documenting accomplishments.
      4. Our challenge as educators is to break down traditional classroom walls to connect learners to experts and audiences that go way beyond the schoolhouse door.
      5. Our challenge as educators is to imagine an assessment system that measures 21st century skills (e.g. problem-solving, teamwork, creativity, information literacy) through the use of knowledge.

       

      So many major initiatives that have cycled through schools over the past several decades will once again be resurrected (e.g. creative problem solving, differentiation, inquiry-focused curriculum, portfolios, project-based learning, reading and writing across the curriculum, outcomes-based education, professional learning communities, rubric development, school within a school) as we try to walk out of the 20th century cave into the daylight. The voices are getting louder that what school is for needs to be reconceptualized from the ground up. Welcome to the unknown — an education where anything is possible.

       

      For more information, ideas, interviews, and inspiration, visit http://just-startkidsandschools.com/

    • Blog post
    • 6 months ago
    • Views: 1199

  • Katelyn_Fowler

    • ASCD EDge Member
    • Points:250
    • Views: 127
    • Since: 8 months ago
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  • Mary_Margaret_Dark

    • ASCD EDge Member
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    • Since: 8 months ago
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  • Respecting Neanderthals Respecting Neanderthals

    • From: Mindy_Keller-Kyriakides
    • Description:

      First, I need to state that David Hutchens' Shadows of a Neanderthal is a lively, humorous adaptation that I do appreciate. Additionally, Gombert's illustrations are appropriately quirky and fun. I have no issue with this short text as a reader. For anyone seeking a quick grasp of the need to be flexible and open-minded, it's a wonderful choice. In fact, it would probably work nicely as a choice for high-school students, given its ease of accessibility to the morals.

      My issue is that it is required reading for a graduate level Education course.

      (Spoiler Alert)


      Shadows of the Neanderthal: Illuminating the Beliefs that Limit Our Organizations




      It's Plato's "Allegory of the Cave".

      Why not just have us read Plato's "Allegory of the Cave", perhaps followed by Hutchen's analysis of the principles within the text?

      Maybe I'm over-thinking this and shouldn't feel that my intelligence has been insulted. Really, it's as though I've been told that I'm incapable of grasping the point from The Republic. Maybe an undergrad course,sure. Maybe an organizational/leadershippy sort of course, sure. By all means, everyone should read and understand these principles.

      Teachers, however, particularly those working at the graduate level and no matter their content area, need to be able and expected to grapple with a seminal text.

      Project RESPECT, initiated by Secretary Duncan,calls for a rebuilding of the profession of teaching. I humbly suggest that one building block be avoiding the quick and easy way to one of the most powerful messages ever written.

       

      Mirror Site:  Joyful Collapse.


       

    • Blog post
    • 9 months ago
    • Views: 354

  • Melissa_Rezner

    • ASCD EDge Member
    • Points:250
    • Views: 36
    • Since: 9 months ago
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  • Cathy_Creek

    • ASCD EDge Member
    • Points:250
    • Views: 91
    • Since: 10 months ago
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  • Gastrid_Harrigan

    • ASCD EDge Member
    • Points:250
    • Views: 29
    • Since: 11 months ago
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  • Bridget_Braney

    • ASCD EDge Member
    • Points:250
    • Views: 458
    • Since: 11 months ago
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  • Leader to Leader (L2L) News: J Leader to Leader (L2L) News: June 2012

    • From: Meg_Simpson
    • Description:

       

      Leader to Leader (L2L) News: June 2012

       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

       

       

       

      Leaders in Action: News from the ASCD Leader Community

       

      26 Educators Announced As ASCD’s 2012 Class of Emerging Leaders

      ASCD has selected 26 educators for its 2012 Emerging Leaders Class. The Emerging Leaders program recognizes and prepares young, promising educators to influence education programs, policy, and practice on both the local and national levels. To view the entire list of the 2012 emerging leaders, visit the Emerging Leaders Directory.

      Congratulations and welcome to this year’s class!

       

      @WorldofLanguage and @MentorTeachers Increase Twitter Following

      After implementing a few minor changes to their Twitter accounts, Professional Interest Community facilitator Richard Lange and his colleagues Patrick Riley and Steve Kozma were able to increase their Twitter following on two Twitter accounts in just two weeks: a 35% increase for @MentorTeachers and a 600% increase for @WorldofLanguages. The changes they implemented to increase their following included writing a comprehensive user bio, tweeting at least once a day and re-tweeting at least once a day, and engaging in #Follow Friday. Congratulations to Richard, Patrick, and Steve!

       

      2012 OYEA Winner Matt McClure Named To Tech & Learning Magazine’s Big 10

      Each year, Tech & Learning Magazine’s editors, reporters, and advisors feature 10 individuals who, in the words of Editorial Director Kevin Hogan, they feel “are making, or have the potential to make, the greatest change in the world of [education technology].”

      “One of the biggest changes in rural areas is directly correlated with the flattening of the world. Students and individuals in these areas [need] to have access to information and opportunities at the same rate as their urban peers and the ability and requisite skill sets to live anywhere,” said McClure. “Access to technology and a great education can be the great leveling point to ensure that all students, regardless of geography, have the skills, knowledge, and habits of mind to succeed in today’s global economy.”

      Congratulations to Matt McClure, who is featured on page 45 of the June 2011 issue of Tech & Learning (the digital version is available online with sign-up for a free subscription).

       

      Virginia ASCD Addresses Challenges with Strategic Training Opportunities

      Many new initiatives are being implemented in Virginia and Virginia ASCD (VASCD) is working hard to provide support and training in the key areas, taking into account the new rigorous standards in mathematics, English, and science, as well as a new teacher and principal evaluation system being implemented throughout the state.

      The Southwest Conference, to be held in Abingdon, Va., on September 20, themed “Moving Forward with Instructional Tools and Strategies that Work,” will feature Bruce Oliver and Christopher Gareis as presenters. The VASCD Annual Conference in Williamsburg, Va. Nov. 28–30 is themed “Taking on Challenges in Teaching, Learning, and Leading.” Conference presenters include Heidi Hayes-Jacobs; Seth Kahan, author of Getting Change Right: How Leaders Transform Organizations from the Inside Out; Anthony Muhammad, co-author of The Will to Lead, the Skill to Teach–Transforming Schools at Every Level; Diana Laufenberg; and Andy Hargreaves, co-author of Professional Capital. With these presenters and 45 concurrent sessions, VASCD hopes to give educators the key tools and knowledge to move forward in their schools. For more information, visit the VASCD website.

       

      Congratulations!

      • ASCD 2011 Emerging Leader Bryan O'Black was recently promoted to Director for Curriculum and Technology at Shaler Area School District. Brian was also just named Annual Conference Chair for the 2013 Pennsylvania ASCD Conference in November 2013.
         
      • Marianne True, New Hampshire ASCD board member and past president, Plymouth State University (PSU) ASCD Student Chapter faculty advisor, and New Hampshire Journal of Education editor, has just been named Chair of the Elementary Education and Childhood Studies Department at PSU.
         
      • After 11 years in the classroom, 2010 Emerging Leader Jason Flom will work for QED Foundation as the Director of Learning Platforms, managing their Neurodevelopmental Framework for Learning initiative. 

      Other News

      ·         Diane Jackson completed her term as Oklahoma ASCD president on May 31, 2012. Pamela King is now Oklahoma ASCD president as of June 1, 2012.

       

      ASCD Whole Child Virtual Conference Archives Available

      ASCD conducted its second Whole Child Virtual Conference in May. This free conference showcases schools, authors, and research about implementing a whole child approach for a worldwide audience. View and share archived session recordings, presenter handouts, and related resources at www.ascd.org/wcvirtualconference.

      A number of ASCD constituent group leaders shared their expertise and school examples:

      ·         ASCD Board of Directors member Pasi Sahlberg as part of a European panel on The Whole Child Around the World

      ·         Healthy School Communities mentor site Iroquois Ridge High School in Supporting the Whole Child: The Journey of the Parent Engagement Program

      ·         2011 Vision in Action: The ASCD Whole Child Award-winning Quest Early College High School with a student panel discussing the Whole Child Tenets

      ·         Healthy School Communities mentor site Batesville Community School Corporation in The ABCs of Educating the Whole Child

      ·         2012 Vision in Action: The ASCD Whole Child Award-winning Byrne Creek Secondary School shared The Byrne Creek Story

      ·         ASCD Assessment for Learning Professional Interest Community facilitator Mike Rulon in How to Make Classrooms Responsive to the Whole Child

      ·         2012 Outstanding Young Educator Matt McClure in One District’s Plan to Educate the Whole Child

      ·         ASCD Emerging Leader Jason Flom in More Brains, Less Brawn

      ·         2012 Outstanding Young Educator Liliana Aguas in Healthy School Farm and Garden: LeConte Elementary School

       

        

      Something to Talk About

      Association News

      • The Essential Ed-Tech Guide to Flipping Any Classroom Now Available from ASCD and ISTE—ASCD and ISTE are pleased to announce the release of Flip Your Classroom: Reach Every Student in Every Class Every Day. Authored by pioneering educators Jonathan Bergmann and Aaron Sams, and copublished by ASCD and ISTE, this practical guidebook introduces readers to the “how-to” and “why” behind the flipped-classroom approach. Read the full press release.

      • ASCD’s Summer Showcase Institutes Focus on Improving High-Poverty Schools, Rigor, and Closing Achievement Gaps—ASCD has gathered a team of renowned education experts to lead intensive, four-day Summer Showcase Institutes this July in Baltimore, Md., and Denver, Colo. Read the full press release.

      • ASCD Announces New PD Online® Courses Addressing Differentiated Instruction, Common Core State Standards, and More—ASCD announces the release of seven new PD Online® courses for educators focused on differentiated instruction, Common Core State Standards implementation, and teaching students in high-poverty communities. Read the full press release.

      • ASCD’s Summer Reading List Provides Opportunities Galore for Teachers and Administrators—ASCD has compiled a summer reading list for administrators, teacher leaders, and classroom educators interested in low-cost, high-impact professional development. Read the full press release.

      • ASCD Expands Support for Common Core State Standards Implementation with New Professional Development Resources and Events—ASCD has expanded support for Common Core State Standards implementation with a new two-day institute series and a PD In Focus® channel dedicated exclusively to the topic. Read the full press release.
    • Blog post
    • 11 months ago
    • Views: 354

  • What Is Technology? What Is Technology?

    • From: Tom_Whitby
    • Description:

      My friend, John Carver, a prominent education leader in Iowa, Skyped me the other day just to kick around some ideas in education that he was considering.  John and I often have discussions about education. Of course my favorite thing about our discussions is that John often likes what I have to say. As always, things came around to the role of technology in education. John has been a leader in the 1:1 laptop movement in Iowa schools.

      During the course of our discussion we both agreed that there is a need to clarify and agree on quite a few of the things that many of us take for granted. These are things that we all assume are commonly understood in education. The most obvious being an agreement on what the goal of education is. It has been my experience in my observations that if you ask 50 educators, “what is the goal of education?”, there will be as many as 49 different answers. Of course point of view has a great deal to do with one’s definition. Students, teachers, administrators, and parents would each approach it from their own perspective, but that would be true of anything.

      There is no subject however, that this is more obviously less definable than when we attempt to define technology. Ironically, many believe that the definition is universally agreed upon. I often argue that when it comes to using technology that there is not a generation gap, but a learning gap. I do believe that. The idea of what anyone considers technology however, is very different depending on a person’s age. This may be a reason for a slow adoption of technology as a tool for learning. I have written about this before, inspired by a Sir Ken Robinson video. The idea being that, what we consider to be technology, is totally dependent on when it was introduced into our lives.

      There is a book and a movie that immediately come to mind that underscore this: A Connecticut Yankee in King Arthur’s Court; and Back to The Future. In both stories the main characters introduced tools from their culture that were no longer considered technology, to a culture unfamiliar with them, and therefore astounded at their existence as well as their capabilities. That is a concept that we easily understand, as long as the future is brought back into the past. It gets tricky trying to apply the same idea from the present moving forward.

      Let us consider the automobile. When it comes to travel today, beyond using our feet, the automobile is probably our transportation of choice. Rarely do we refer to it or even think about the car as technology, because it has always been with us. We were born after that technology was invented, so it has become a tool of our everyday life. We don’t research its worth or try to decide whether people should use it or not. It is here to stay and evolve without another thought other than how to make it better or cheaper. The same is probably true of TV’s and Phones. We have them. We use them. We always expect that they will be with us in some form.

      Now let’s address computers. Much of our adult population can readily remember when this technology was introduced. They have a memory of the first PC’s and Mac’s. They can track memories of rotary phones, princess phones, car phones, and mobile phones. These were all invented within their lifetime. Most adults knew where they were when “Al Gore invented the Internets”. This, to them, is technology. They reserve the right to use it, or not, since they know the benefits of what came before. Not too many are holding on to rotary phones, but I have not yet given up my land line (My Choice).This attitude accounts for the experience of many, many educators today. They grew up and learned without technology. It was invented in their lifetime so they have a choice to use it or stay with the tried and true of days gone by.

      Now let’s look at the student perspective. There isn’t one kid today in our modern culture that doesn’t have access to a computer. Most kids today live with cellphones, if not Smartphones specifically. If you don’t know it already, a smartphone is simply a complex computer with phone capabilities.What many adults don’t get is that computers and smartphones are not considered technology by kids. They are not in awe of the capabilities of these tools. They expect it. It is part of their world. Educators should not be so arrogant as to think they have the ability to decide whether or not kids can use these tools for learning. The kids do it with, or without adult permission. Any educator has the right to choose to live in a cave, however, they do not have the right to drag their students in there with them.

      As long as these technologies exist and continue to move forward, we as educators have an obligation to teach responsible and thoughtful use of these tools. We as educators have a responsibility to be relevant in what and how we teach. I do not know if kids’ brains are wired differently as a result of all that is new in technology. I do know that what astounds me with these tools, is thought to be expected by students. They sleep with their Smartphones. Just ask them. Their perspective to this technology is the perspective we must deal with, and not our own. Our perspective becomes more irrelevant each day.

      I love this video. If you have any doubts of what I have just said, watch this video. This is how a one year old approaches something that we all take for granted, a magazine. The child’s perspective however, is one that assumes the very technology that many adults have yet to accept. Learn from this small, but tech-savvy, one-year-old. Click here to view the video.

      I now will send this post to my friend, John Carver to use any way he sees fit. I welcome you to do the same. Of course your comments are welcomed.

       

    • Blog post
    • 11 months ago
    • Views: 417

  • Tara_Stuck

    • ASCD EDge Member
    • Points:250
    • Views: 33
    • Since: 1 year ago
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  • Leader to Leader (L2L) News: M Leader to Leader (L2L) News: March 2012

    • 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.


      Join the L2L Conversation on Twitter

       

      Your To-Do List: Action Items for ASCD Leaders

      1. Nominate a colleague for the ASCD Emerging Leaders Class of 2012. ASCD is seeking innovative, driven educators with 5–15 years of experience who wish to demonstrate their passion for learning, teaching, and leading through ASCD’s two-year leadership program. Learn more and access the online Emerging Leaders program application at www.ascd.org/emergingleaders. Online applications for the class of 2012 are open until April 1. E-mail constituentservices@ascd.org to nominate a colleague; please include the nominee’s name and e-mail address in your nomination.
         
      2. Review the proposed changes to the ASCD Constitution for the upcoming vote. ASCD members will be asked to vote on a set of proposed changes to the ASCD Constitution in early May 2012. Click on www.ascd.org/governance to read a message from President Paul Healey and to access a copy of the ASCD Constitution with the proposed new language. Information on how to vote on these changes will be available in the May issue of the L2L news.
         
      3. You’re invited to attend a special Annual Conference session on Friday afternoon, March 23, from 1:00-4:00 p.m.. RSVP here to attend, (space is limited; RSVP required). With the motto of “Enlighten us, but make it quick,” this event is the first of its kind for ASCD, and it’s not your typical conference session. ASCD Emerging Leaders and Student Chapters will present a series of five-minute Ignite presentations in room 103C at the Pennsylvania Convention Center. After cheering on the presenters, attendees will participate in a fast-paced, hands-on networking activity.Check out the agenda for this session, and RSVP today!
         
      4. Can’t go to conference? Attend virtually! ASCD will be offering a package of 22 Annual Conference sessions streamed live from Philadelphia, March 24-26. The sessions, covering 30 hours of content, will also be archived for participants to view up to 6 months after the event. Learn more.
         
      5. Submit a proposal for the 2013 ASCD Annual Conference. ASCD is accepting proposals for the 2013 Annual Conference themed “Learning: Our Story. Our Time. Our Future” until May 15. Visit the ascd.org website for more information and to access the online submission form.
         
      6. Write for Educational Leadership. Would you like to publish a manuscript in Educational Leadership? ASCD is looking for high-quality, original submissions that shed light on our monthly themes. We will also consider non-theme related articles for Special Topics. View complete list of our upcoming 2012–13 themes and deadlines at ASCD.org.

       

      Touching the Future: An Emerging Leader’s Story

      2008 ASCD Emerging Leader David Scott shared his story on the Whole Child Blog about what being an Emerging Leader means to him. Read his story, and feel free to share it with anyone who might consider applying to the ASCD Emerging Leaders program. Remember, the deadline is April 1. Applications and program information are available online at www.ascd.org/emergingleaders.

       

      Illinois ASCD Promotes Whole Child Education

      Illinois ASCD, with support from the ASCD policy team, successfully introduced whole child resolutions that were passed earlier this month by both the Illinois House (HR 0781) and Senate (SR 0545).

      The resolutions recognize March as Illinois Whole Child Month and call on parents, educators, and communities to work together to support a whole child education that ensures each student is healthy, safe, engaged, supported, and challenged. The House resolution also encourages every Illinois school to celebrate Illinois Whole Child Month by adopting at least one of the five whole child tenets to promote and encourage throughout the month. 

      L2L Leaders in Illinois: How are you celebrating Whole Child Month? Share how you’re promoting one or more of the framework’s tenets (healthy, safe, engaged, supported, challenged) with ASCD by sending your stories to  policy@ascd.org.

       

      Iowa ASCD Takes to the Hill!

      Iowa ASCD hosted an advocacy and influence workshop and visits with state legislators last month. ASCD Public Policy Director David Griffith shared his perspective on how national education legislation affects Iowa’s learners and educators and provided advocacy tips for communicating with legislators and their staffers. Then Iowa educators met with their state senators and representatives to discuss a variety of education policy and funding issues, including educator evaluation, professional development, end-of-course exams, competency-based education, and 3rd grade retention. During their discussions, advocates drew from Iowa ASCD’s Legislative Agenda, which supports policies that ensure students are healthy, safe, engaged, supported, and challenged as well as prepared to graduate ready for the demands of college, career, and citizenship.

       

      Western Oregon University Student Chapter, Oregon ASCD, and OYEA Winner Provide Valuable Experiences for Preservice Educators

      ASCD Student Chapter Faculty Advisor Hilda Roselli and Student Chapter President Haley Christensen recently shared some highlights from their student chapter activities, which includes hosting an event for a state legislator to speak to students, faculty, and community members about education legislation and what it means for teachers. Western Oregon University (WOU) ASCD Student Chapter also recently partnered with Oregon ASCD to host a preservice conference for over 300 participants where 2011 Outstanding Young Educator Award (OYEA) Winner Brad Kuntz presented a keynote on project-based learning.

      Western Oregon University Student Chapter is currently planning a series of panels for students regarding careers in ESOL, special education, and charter schools, and six students will be attending Annual Conference in Philadelphia next week.

      If you’d like to learn more about WOU’s student chapter activities, contact Faculty Advisor Hilda Roselli.

       

      Events

       

       

      Other News

      2010 OYEA Winner Brian Nichols recently posted several blog entries on ASCD EDge. Check them out:
      Excellence is Never an Accident
      5 Questions to Test Your Leadership Visibility
      Surviving a Leadership Undercurrent
      6 Leadership Lessons From Dr. Seuss
      5 iPad Apps That Bring the News to You
      Leap Before You Look

      Please join us in welcoming the Teacher Evaluation ASCD Professional Interest Community to the L2L community. David Silverberg is the PIC facilitator. Please friend him on ASCD EDge and say hello!

      Hawaii ASCD recently presented their Emerging Scholar Award to Kathryn Muller, a beginning elementary teacher at Liholiho School. Kathryn will receive complimentary travel and registration to accompany the Hawaii ASCD board to ASCD Annual Conference. Congratulations to Kathryn!

      California ASCD would like to announce their Outstanding Instructional Leader of the Year Award recipient, George Manthey. George received the award in recognition of his long-standing achievements in California education and his dedication to educating the whole child. Congratulations to George!

      New Jersey ASCD recently hosted a Common Core series for administrators (PDF). Contact NJASCD Executive Director Marie Adair for more information about how they put these events together.

      Nancy Cotter recently retired after serving 12 years as Alabama ASCD Executive Director. She has been a member of ASCD for 36 years and a member of Alabama ASCD since its inception. Nancy will continue to serve the affiliate in an emeritus leadership role, and Jane Cobia will replace Nancy Cotter as Alabama ASCD Executive Director.

      Connecticut ASCD just launched a new website.

      New York State ASCD President John Bell attended MSNBC's Morning Joe show on Friday, March 2, 2012, at Fort Lee High School in Fort Lee, N.J., on behalf of the ASCD affiliate. John reported back, “It was great! I got to speak with Mike Barnacle from the Boston Globe and John Meachem, formerly of Newsweek. I got to shake hands with Joe Scarborough. I got to speak with the Delaware Governor for a few minutes as well. It was a well done event!”

      South Carolina ASCD Executive Director Charlene Herring was recently selected as one of the 50 Most Influential People of Columbia, South Carolina. Congratulations to Charlene!

       

      Throughout March on www.wholechildeducation.org : Whole Child Examples

      March is a special month at ASCD, as we hold our Annual Conference and celebrate excellence in education. In the coming weeks, we will honor our 2012 Outstanding Young Educator Award recipients, our ASCD Affiliate Overall Excellence Award recipient, and our 2012 Vision in Action: The ASCD Whole Child Award winner. We'll also spend this month on the whole child website honoring excellence and reflecting on the qualities that make a good school a good school and a good community a good community—even where the context and culture may differ dramatically.

      Whether your school is in Berlin, Sydney, Ramallah, or Omaha, a whole child approach to education and community engagement—in which each child, in each school and each community, is healthy, safe, engaged, supported, and challenged—ensures student growth, learning, and development. Listen to the Whole Child Podcast where we explore schools and communities across the world that emphasize providing safe and supportive learning environments and experiences for students and talk with Whole Child Partner organizations that are promoting and guiding their work. Read the Whole Child Blog and subscribe to the Whole Child Newsletter to stay up-to-date and join the conversation.

      Be sure to visit our updated Whole Child Examples Map where you can find examples of schools and communities worldwide that are actively developing learners who are knowledgeable, emotionally and physically healthy, civically active, artistically engaged, prepared for economic self-sufficiency, and ready for the world beyond formal schooling. Each example highlights a program, focus, or achievement with links to more information.

       

       

      Something to Talk About

       

      Association News

      • Byrne Creek Secondary School Named 2012 Vision in Action: The ASCD Whole Child Award Winner—Byrne Creek Secondary School, located in Burnaby, British Columbia, is the 2012 winner of the association’s Vision in Action: The ASCD Whole Child Award. Principal David Rawnsley is scheduled to accept the award on behalf of Byrne Creek from ASCD Executive Director and CEO Dr. Gene Carter at ASCD’s 67th Annual Conference and Exhibit Show in Philadelphia, Pa., on Sunday, March 25. Byrne Creek Secondary School is the first Canadian school to receive this prestigious award. Read the full press release on ASCD.org.

      • One-Day Passes Now Available for ASCD’s 2012 Annual Conference and Exhibit Show in Philadelphia, Pa.—In an effort to provide educators at all levels even greater flexibility in attending one of education’s most powerful professional development events, ASCD announced today that one-day passes are available for its upcoming 67th Annual Conference and Exhibit Show in Philadelphia, Pa. Read the full press release on ASCD.org.

      • ASCD Offers New Institute Series and Free Webinars to Help Educators Nationwide Implement Common Core Standards—ASCD introduces two new institute series and free webinars to help educators nationwide implement the new Common Core State Standards. Read the full press release on ASCD.org.

      • Free Professional Development Content from ASCD Now Available on the New iTunes U—ASCD is pleased to announce it has made a variety of free professional development content available on the new iTunes U. Read the full press release on ASCD.org.

      • ASCD and the Consortium for School Networking (CoSN) Partner to Launch New PD Online® Course—ASCD and the Consortium for School Networking (CoSN), the premier professional association for school district technology leaders, have launched a new PD Online course titled From Vision to Action: The 21st Century Teaching and Learning Plan. Read the full press release on ASCD.org.

       

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