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  • If this is water, what is educ If this is water, what is education?

    • From: Spike_Cook
    • Description:

       

      I was recently sent this amazing video made from a commencement speech title “This is Water.” The speech, given by David Foster Wallace, which was hardly known until it was discovered by The Glossary a few years after David had passed away.

       

      In the beginning few lines of the speech, Wallace describes two young fish swimming past and older fish who says, “Good morning boys, how is the water?” The two young fish swim on and eventually one asks “What the hell is water?”

       https://www.youtube.com/watch?v=xmpYnxlEh0c

      I’ve watched this video about 5 times now, and have discussed it with friends, co-workers and relatives.

      Now I ponder to myself, as a principal… if this is water, what is education?

       

    • Blog post
    • 6 days ago
    • Views: 77

  • You Don't Really Know Until Yo You Don't Really Know Until You Go

    • From: Robert_Zywicki
    • Description:

      Majdanek.jpg

       Majdanek.jpg

       

      I recently returned from Hunterdon Central’s Holocaust Overseas Study Tour.  Our group of twenty students and four educators traveled to Czech Republic and Poland to visit Terezin, Lidice, the Warsaw Ghetto, Treblinka, Majdanek, and Auschwitz-Birkenau. It was a transformative experience for me as an educator, parent, and citizen.

       

      I thought I would be prepared, at least intellectually, for what I would see on our trip. I grew up in a city with large Jewish and Polish populations.  From my earliest years I heard the stories of neighbors and close family friends who had survived Nazi camps.  Beginning in the first grade I was exposed to annual Holocaust education programs. As a social studies teacher I taught about the Holocaust for over a decade. Each camp is a visceral confrontation with the worst depravity known to humanity.  All I can say is that you don’t really know the enormity of the Holocaust until you go and visit the sites. 

       

      I hope more educators launch programs like Central’s Holocaust Overseas Study Tour.  Holocaust education is citizenship education.  The benefits are not just historical knowledge of the Holocaust. It is an opportunity to reflect upon what it means to have rights as a citizen and a reminder that we must be eternally vigilant to protect human rights.

       

      The inscription on the mausoleum at Majdanek in Lublin, Poland reads “let our fate be a warning to you.” The twenty students on the trip who come from a variety of religious and cultural backgrounds were in a word – inspiring. Their desire to study the Holocaust and return to present to their peers and the community about their experience is at the heart of everything we aspire to instill in students.   Tonight, our students will share their experiences from our trip and bear witness at the Flemington Jewish Community Center.

       

       

    • Blog post
    • 2 weeks ago
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  • Majdanek.jpg Majdanek.jpg

    • From: Robert_Zywicki
    • Description:
    • 2 weeks ago
    • Views: 43
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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
    • 3 weeks ago
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  • Atinuke_Fadipe

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  • Jessica_Ferrese

    • ASCD EDge Member
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  • Autonomy Breeds Change Autonomy Breeds Change

    • From: Eric_Sheninger
    • Description:

      A year and a half ago I decided to implement a job-embedded growth model at the suggestion of some of my teacher leaders. They desperately sought time during the school day to engage in professional growth opportunities, learn how to integrate Web 2.0 tools, and develop their own Personal Learning Networks (PLN’s). After some thinking and looking at various options inherent in the current schedule, I decided to cut all non-instructional duties in half to create a Professional Growth Period (PGP). The inspiration for this idea came from Google’s 80/20 Innovation Model where engineers are encouraged to take 20 percent of their time to work on something company-related that interests them personally. Duties that we cut are now assumed by me and my administrative team.

       

      The PGP was launched in September 2011.   It virtually gave every New Milford High School teacher two to three, forty eight minute periods a week, depending on the semester, to engage in growth opportunities of personal interest.  The only catch was that each staff member had to create and present a learning portfolio at his/ her end of year evaluation conference.   This learning portfolio clearly articulated how they integrated what was learned during this time into professional practice.  They also had to keep a log detailing what was done during each PGP day throughout the year.


      A great deal was learned after I reflected on year one of the PGP.  For starters, I read Drive by Daniel Pink this past summer and made a few slight changes.  In order to give each staff member a greater level of autonomy, I removed all top-down mandates such as keeping a log and watching a certain number of PD 360 videos.  This year teachers had true freedom to learn anything and follow their passions as long as the time was spent to improve NMHS’s bottom line – student learning and achievement.  Sample PGP activities include the following:

       

      • becoming a connected educator by developing and engaging in a Personal Learning Network (PLN)
      • researching best practices
      • developing innovative learning activities
      • creating interdisciplinary lessons
      • engaging in face-to-face professional development
      • learning to use new technologies
      • collaborating on projects with colleagues. 

       

      I also used last year as an opportunity to work with my teachers and better articulate how to compile their learning portfolios. Last week I began conducting end of year evaluation conferences with my teachers.  I was extremely eager to see their respective learning portfolios and discover what they had been working on over the course of the year.  Let me tell you this, I was not disappointed.  As each staff member presented their learning portfolio they all shared how appreciative they were to have this time.  Below is a sample from some of the portfolios:

       

      • Math teacher Kanchan Chellani has been using her PGP time to create engaging learning activities with Adobe Captivate to flip her classroom.  She has also created her own website filled with resources for students.
      • English teachers Jessica Groff and Nanna Westbook used their PGP time to collaborate.  Throughout the year they met to develop extensive binders to compile resources related to text complexity as outlined by the Common Core Standards.  Jessica also used the time to develop the school’s digital newspaper, The Lance, from scratch.
      • Math teacher Jeff Fiscina learned how to create engaging learning activities using Educreations. He also developed his own blog and started a Twitter account for his classes.
      • English Teacher Sue Michels read numerous books, such as Drive by Daniel Pink and Fair Isn’t Always Equal by Rick Wormeli.  She also re-wrote the entire Honors English 11 curriculum.
      • History teacher Joe Manzo learned how to use iMovie and created a project on the Vietnam War to engage his students in some of the essential concepts.  He is now working on developing a student project where they will use iMovie to create artifacts of learning related to historical concepts later this year.
      • History teacher Rebecca Millan started her own blog and is now having her students blog as well in Sociology.
      • Math teacher April Millian has been exploring the flipped instructional approach and has begun to implement it on a routine basis with the use of Edmodo.
      • English Teacher Jerry Engstrom created several unit plans aligned to the common core and read How to Read Literature Like a Professor by Thomas Foster and Readicide by Kelly Gallagher.  Jerry provided examples of how he has integrated specific concepts and insights learned from each book. He has begun to research how to implement student portfolios using Evernote for next year. 

      Similar to FedEx days discussed by Dan Pink in Drive, my teachers have been given the opportunity to follow their passions, unleash their creativity, and deliver a learning portfolio that illustrates professional growth to enhance teaching and learning.  Based on the conversations I had with teachers after they presented their learning portfolios, they are already beginning to talk about innovative ideas to pursue next year.  I am excited to see what some of my other teachers have been working on in the coming weeks and am proud that time during the school day is being used productively. 

    • Blog post
    • 1 month ago
    • Views: 779

  • How about we let the kids figu How about we let the kids figure out the achievement gap?

    • From: Spike_Cook
    • Description:

      We started a Saturday program at my school in order to provide students with additional academic remediation, support, and some fun. I know that some of you might think this is just another "test prep" venture to raise scores considering we identified specific students, and it's April.... You would be both correct and incorrect (or maybe it is just how you define test prep).

       

      Here is a little information about the program. We have targeted about 30 students in grades 3, 4, and 5 to provide math and language arts remediation through a very effective tool. The tool that we use is SuccessMaker which is a digital learning curriculum that is designed to assess, remediate and instruct based on the Common Core and New Jersey Model Curriculum. In addition to the online instruction and assistance, we have teachers who work with students individually on their specific needs. SuccessMaker can develop specific lessons for the teachers and students to master. Additionally, SuccessMaker also facilitates 21st century learning as the students are required to use high levels of Blooms Taxonomy to solve problems while also providing them with the experience for taking the online assessments such PARCC.

       

      But there is more to our program then SuccessMaker. First, team-building and cooperative learning activities are embedded within the structure of the program because we feel urged to not only address the academic needs but also the social and emotional needs of our learners. We want them to feel confident as they approach problems and situations that involve critical thinking. Since we have the students grouped into three teams, we wanted to continue to push the envelope and challenge the students, and that is where Problem Based Learning comes in.

       

      For our "problem", the students are going to have determine why there is an achievement gap and what they can do to "solve" the problem. During the first session, we presented them with the challenge and what the end result could look like (an invention, commercial, iMovie trailer, etc.). We also asked them to define what is a "problem" and why are some students achieving while others are not. For instance, in order to engage them in self reflection (we all know that kids like to point fingers), we asked the students this question, "Who is responsible for the achievement gap... is it parents, teachers, principals or students?" Most, if not all the students said the responsibility falls on themselves. Their rationale for owning the problem included items such as low self esteem, not paying attention, and not taking school seriously.

       

      Over the next few weeks the students in PBL will be presented with data about the achievement gap as well as what adults say about the achievement gap. Ultimately, the students will solve this problem and present their findings to parents, teachers and other students at our culminating event on May 11.

       

      I will make sure to report back on their progress each week as well as their solutions to this age old problem... why do some students achieve while others do not.....

    • Blog post
    • 1 month ago
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  • Amor_De_Torres1

    • ASCD EDge Member
    • Points:250
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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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  • The Age of Uncertainty: Who is The Age of Uncertainty: Who is Bold?

    • From: Spike_Cook
    • Description:

      I love it when ideas converge. I wrote a blog post on the plane traveling to ASCD 2013 on the concpet of uncertainty (see below). Then, as luck would have it, soon after finishing my session, I had the opportunity to hear from Will Richardson. Honestly, I needed time to decompress after my session, but I couldn’t miss the man who has me wrestling with that enduring question… Why School? For 90 minutes Will took me to the future, through the past, and directly back to the present.

       

      Will has an amazing gift of asking questions. For instance, reflect on these:

      - Why School? (Buy this book!)

      - What are the conditions for optimal, sticky learning?

      - What are we doing in school that can not be Khanified?

      - What do students need to learn in school when they can learn so much without us?

      - Why college?

      - What are the skills that our students need now to succeed?

      - Where do we start?

      I used to think I knew the answers to those questions. I am not sure (maybe a bit uncertain) as to what the future holds for our concept of “education.”

       

      Will didn’t just leave us with big questions and then walk away. He gave us two words on how we can answer those (and many other questions).. BE BOLD! Along with those two powerful words, he gave us nine qualities of Bold Schools.

      Bold Schools are…..

      1. Learner Centered

      2. Inquiry Driven

      3. Support Authentic Work

      4. Digital

      5. Connected

      6. Literate (by 21st Century Standards)

      7. Transparent

      8. Innovative

      9. Provocative

       

      Are you in a Bold School?  

       

      Thoughts on the plane (prior to the Be Bold session by Will Richardson) … 

      Are we facing something that we haven’t faced before? Are we entering a new age? Does anyone really know what tomorrow will bring? This is the age we are living in…. The age of uncertainty. It has appeared at the school doors, ready to be let in… Maybe even demanding to be let in!

       

      Recently, as I reflected on my leadership as the principal of a Focus School, I thought about the concept of transparency. Am I open with my staff, or do I shoulder too much of the responsibility? Have I gotten away from the “many hands make light work”? Do I understand change, and uncertainty? These questions forced me to learn a valuable lesson, and it was my teachers who, once again, taught the lesson.

       

      On a cool morning in march about 12 teachers participated in the first Transparency Leadership Committee (TLC).  The TLC is designed to provide an opportunity for collegial discussions, problem solving, and transparency. I began this committee after I had a great talk with a teacher leader in the building. She presented concerns from the staff in such a professional way that I knew I had to take action.

       

      I began the meeting by recapping the recent professional development I attended through the state DOE and local RAC. My gut was telling me that the staff was wondering why I was out of the building so much. Then it hit me. Although that could have been a concern, the most important concern they had was what in the world was going on next year with the impending uncertainty of teacher evaluations, common core, parcc, and the model assessments. These just happened to be the topics I have been working on this year!

       

      As I reflect on the meeting, I learned that transparency can open the door to understanding uncertainty. As a leader, I have to balance the responsibility of being the “lead learner” (thanks @joe_mazza) with being a “systems thinker” (thanks @drgentile_mps) and “story teller-in-chief” (thanks @nmhs_principal). Now I am working on being the systemic, transparent learner in chief…. In the age of uncertainty (thanks @willrich45)

       

      “To be truly innovative you have to look beyond what’s easy and focus in what’s right” Nick Update, OnStar

    • Blog post
    • 1 month ago
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  • J._T._Putney

    • ASCD EDge Member
    • Points:250
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  • K2Twelve: For A Future Educati K2Twelve: For A Future Education

    • From: Vincent_Young
    • Description:

      Originally posted at K2TWelve.com


      The first two parts of Be Social Change and the Center for Social Innovation's three-part series on the Future of Education began with attendees sharing in small groups their personal transformative educational experiences outside and inside of the classroom. At both meetings and in both instances, the general opinion was that transformative educational experiences were personal experiences that felt "out of the box" or "above and beyond" what was expected.

       

      What has been clear in both Future of Education Meetups is that these transformative experiences are currently missing from college and K-12 classrooms. Both teachers and students are dissatisfied with the current education system and has chosen to value.

       

      From the educational entrepreneurs at the first Meetup, who spoke about their role in complementing and enhancing core college curriculum with hands-on job experiences, to the K-12 educators at the second Meetup, who spoke about an "educational ecosystem" and the necessity for self-efficacy and the acceptance of failure, the resounding message was that there is a disconnect between the classroom and what students want to know. Ivan Cestero of the Avenues school and a panelist at the second Meetup put it best when he said as educators we needed to "meld the passion piece with the stuff they (students) need to know."

       

      Lyel Resner, co-founder of Startup Box: South Bronx and moderator of the second Meetup began the discussion by asking the audience: What is school for? I was reminded of something Eduwonkette wrote years ago, conveying historian, David Labaree's vision of school as an environment that nurtured children's ability to

      • prepare children for their place in the economy
      • achieve democratic equality
      • nurture social mobility

      Participants responding to Lyel's question echoed Labaree's vision. They responded that the purpose of school was to prepare students for civic engagement and to teach them how to apply their passions, as well as build their social and emotional skills.

       

      Like going to an art opening and dropping words like "derivative" or "jejune", for the past couple of years, the password into educational cliques has been "Common Core" (sometimes "STEM", sometimes "21st Century skills/literacies"). When the topic of Common Core State Standards came up, there was no overtly negative criticism, only a cautionary thought from Ivan Cestero that the standards required "habits of mind, passion, and social skills to be meaningful."

       

      When the issue of standardized testing came up, panelist Tim Shriver, Dream Director at The Future Project said "test scores won't matter to students if they are not hopeful about their future success." Most everyone in the room (including me) believed portfolios are a superior and more accurate assessment than test scores.

       

      Panelist Leigh Ann Sudol-DeLyser, Computer Science Teacher & Consultant at the Academy for Software Engineering NYC, spoke of the trial and error process that software engineers engage in when writing code. She said that it was important to get students to try and fail at something and then try again. She said "self efficacy" needed to be cultivated. Students need to believe in their ability to solve difficult problems and overcome seemingly impossible challenges. Most of the room agreed with what Leigh Ann was saying.

       

      What has interested me most about these Meetups is the pragmatism. There is a lot of talk of innovation and "new" ways, but it has been tempered with talk of "accreditation" on the college level and systems level implementation in the K-12 grades. Andrea Coleman, CEO of the Office of Innovation at the New York City Department of Education, cited her office's partnership with The Future Project. I'm looking forward to that same pragmatism in the final Meetup of this series.

      

    • Blog post
    • 2 months ago
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  • Rhonda_Schroeder

    • ASCD EDge Member
    • Points:250
    • Views: 135
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  • L2L News: March 2013 L2L News: March 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

      • We are seeking blog post writers for the ASCD Forum. How do you think teacher and principal effectiveness should be defined and measured? Constituent Services is seeking ASCD leaders who are interested in writing blog posts aligned with a series of themes on the topic of educator effectiveness. To learn more, e-mail Meg Simpson at constituentservices@ascd.org.
         
      • Submit a proposal for ASCD’s 2014 Annual Conference. ASCD is accepting proposals for 2014 Annual Conference presentations until May 15.
         
      • Nominate a colleague for the ASCD Emerging Leaders program. ASCD is accepting nominations and applications for the Emerging Leaders program until April 1. For more information, go to www.ascd.org/emergingleaders 

      Attending ASCD Annual Conference?

      We hope to see you in Chicago this weekend at ASCD’s 2013 Annual Conference: Our Story, Our Time, Our Future. Here are a few tips as you head out for St. Patrick’s Day weekend:

       

      Can’t make it to Chicago? Attend the ASCD Virtual Conference instead!

       

      Join the ASCD Forum Conversation

      For the first time, ASCD is hosting a forum to focus on a topic of importance to educators across the globe. Nations, states, and provinces all around the world are grappling with the issue of educator effectiveness. ASCD invites all educators to make their voices heard in an ongoing discussion of the question, “How do we define and measure teacher and principal effectiveness?” The current discussion theme (March 3-16) is:

      Educator Evaluation Systems: What research and evidence support the validity of existing evaluation systems?

      Upcoming themes include:

      • Multiple Measures (March 17 – 30): What measures do we use and how do we weight them to measure educator effectiveness?
      • Conclusion:How do we define and measure teacher effectiveness? (March 31 – April 6)
      • Conclusion: How do we define and measure principal effectiveness? (April 7 – 12)

            The ASCD Forum concludes April 12. We invite educators to join the conversation by blogging on the ASCD EDge®social network, commenting on other blog posts, taking a survey, and attending a live session at ASCD Annual Conference. Results from the ASCD Forum conversations will inform the ASCD Board of Directors’ position development process. To learn more about the ASCD Forum, join the ASCD Forum group on ASCD EDge or contact constituentservices@ascd.org.

       

      Newest Policy Points Highlights Teacher Evaluation

      ASCD’s newest issue of Policy Points (PDF) spotlights the association’s original 50-state analysis of educator evaluation systems as outlined in states’ NCLB waiver applications and other resources; it features a series of maps for easy comparison of key evaluation system components across the states. The resource provides graphic depictions of the frequency of state teacher evaluations, the rating levels used by states to rate teacher performance, and the extent to which states use student learning data in teacher evaluations.  

       

      Save the Date! ASCD Whole Child Virtual Conference: Moving from Implementation to Sustainability to Culture

      May 2–10, 2013

      How can schools implement and sustain a whole child approach to education? ASCD invites you to participate in the free, online Whole Child Virtual Conference from May 2–10, 2013.

      You will

      ·         Hear from renowned speakers, including Pasi Sahlberg, Michael Fullan, and Andy Hargreaves.

      ·         Learn from educators, authors, and experts who have successfully implemented a whole child approach in schools around the world.

      ·         Discover the steps taken by ASCD’s Vision in Action award-winning schools and Whole Child Network schools to implement comprehensive, sustainable school improvement and provide for long-term student success.

      ·         Discuss how you can bring a whole child approach into your schools.

      Twenty sessions will be broadcast live over five days, May 6–10, between the hours of 10:00 a.m. and 5:00 p.m., Eastern time, with additional sessions on May 2 and 3 for Australasian and European audiences.

      No matter where your school falls on the whole child continuum, be it the early implementation stage or well beyond, the Whole Child Virtual Conference provides a forum and tools for school sites and districts that are working toward sustainability and changing school cultures to serve the whole child.

      Register Now! Go to www.ascd.org/wcvirtualconference

       

      Throughout March at wholechildeducation.org: Reducing Barriers and Expanding Opportunities

      Addressing students' needs levels the playing field. Or rather, addressing students' needs is only leveling the playing field. If a child is hungry, then schools can address the need by providing breakfast, lunch, and assistance as needed. The same applies if the child is unwell. Many schools have made great strides in addressing students' needs, but some schools have gone further. They have taken an issue that was initially a need and used it to enhance and improve what the school offers.

      Join us throughout March as we look at schools that have taken a deficit and turned it into an asset. Some schools have used connections formed into and across the community to enhance and build on what they first envisaged. Other schools are forming alliances to improve a specific situation and have then used those same alliances to improve the entire school. How has your school or community taken a challenge and turned it into a win?

      Check out 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.

      We are taping this month’s Whole Child Podcast in front of a live audience at ASCD’s 2013 Annual Conference and Exhibit Show, on Saturday, March 16, in Chicago, Ill. Joining hosts Sean Slade and Donna Snyder of ASCD’s Whole Child Programs team will be representatives from the winning school of the 2013 Vision in Action: The ASCD Whole Child Award as they discuss this month's topic and what works in today's schools. The podcast will be available for download on Monday, March 18.

       

      ASCD Leaders in Action: News from the ASCD Leader Community

       

      New Jersey ASCD Featured in ASCD Inservice Blog Series

      ASCD asked 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 fifth post of the series, New Jersey ASCD Executive Director Marie Adair writes about the challenges and successes that New Jersey has had with CCSS implementation.

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

       

      Join the ASCD Forum Conversation

      The ASCD Forum has begun, and you’re invited to be a part of it! Check out these ASCD EDge posts on teacher and principal effectiveness:

      Be Prepared: The ASCD Forum Discusses Educator Preparation Programs

      Use Emotional Intelligence as an Effectiveness Tool and Both Sides of the Scale by Professional Interest Community Facilitator Mamzelle Adolphine

      The Road to Principalship and Beyond by 2012 Emerging Leader Dawn Imada Chan

      Making Teacher Observation Matter by Virginia ASCD Executive Director Laurie McCullough

      Conversation is also taking place in the ASCD Forum group on ASCD EDge, and the #ASCDForum hashtag on Twitter. You are also invited to join us for a live face-to-face session at Annual Conference that will also stream live via Virtual Conference. For more information, go to www.ascd.org/ascdforum.

       

      ASCD Leaders to Ignite ASCD Annual Conference

      With the tagline “Enlighten us, but make it quick,” Ignite presentations are a fast-paced, breathtaking, and inspiring way to share stories. Each presentation is 20 slides long, and each slide automatically advances every 15 seconds; this format keeps the presentations moving quickly. The following ASCD leaders will present their Whole Child stories in Ignite session format at ASCD Conference on Saturday, March 16:

      • 2011 Emerging Leader Kimberly White Glenn
      • 2010 Emerging Leader and Maryland ASCD President-Elect David Stovenour
      • Western Kentucky University Student Chapter Leaders Rachel Glass and Kateiri Kintz with Student Chapter Faculty Advisor Rebecca Stobaugh
      • 2011 Emerging Leader Doug Paulson
      • 2012 Emerging Leader Jessica Bohn
      • Assessment for Learning Professional Interest Community Facilitator Michael Rulon
      • ASCD Board of Directors Member Gabriel Rshaid
      • OYEA Honoree and 2010 Emerging Leader Dallas Dance
      • 2012 Emerging Leader Ember Conley
      • 2010 Emerging Leader and Florida ASCD Board Member Jason Flom

      Please join us for an exciting Saturday afternoon session from 1:00 to 2:30 p.m.!

       

      Welcome to the new Common Core Professional Interest Community

      We are pleased to announce the newest ASCD Professional Interest Community: Common Core in the Classroom facilitated by Suzy Brooks of Massachusetts ASCD! The group will share ideas and resources for implementing the Common Core State Standards in instruction. Please join the group on ASCD EDge.

      Congratulations to Matthew Cotton

      2012 ASCD Emerging Leader Matthew Cotton has been selected to serve as a reviewer for the music standards by the National Association for Music Education (NAfME). Matthew was identified from among hundreds of applicants and nominees nationwide as an expert in an area of music education who can contribute to this process. Congratulations to Matthew on this exciting achievement!

       

      Check Out These Great Pieces by ASCD Leaders

       

      Something to Talk About

      Most recent blog posts on ASCD EDge®

      Mostclicked stories from ASCD SmartBrief

       

      Association News

      • ASCD Continues Expansion of Award-Winning Professional Development Offering with New PD In Focus Videos and PD Online Courses—ASCD announces the release of two new PD In Focus® videos and three new PD Online® courses. These new resources address a variety of topics important to educators today, including instructional leadership, formative assessment, and Common Core State Standards implementation. Read the full press release.

      • ASCD Makes Professional Development E-books Available Through International Retailer Kobo—ASCD is pleased to announce that its e-books are now available through Kobo, a global leader in e-reading. More than 80 of ASCD’s professional development e-books are now available at www.kobo.com to educators in 200 countries, and counting. Read the full press release.

      • ASCD Introduces New Conference App, Offers Support for First-Time Attendees—Attendees at ASCD's 2013 Annual Conference and Exhibit Show, held March 16–18, at McCormick Place in Chicago, Ill., will be able to improve their conference and professional development experience by downloading a new ASCD app that puts important conference information at their fingertips. Read the full press release.

       

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  • All Students Deserve a Second All Students Deserve a Second Chance

    • From: Eric_Sheninger
    • Description:

      The following is a guest post from Jeff Fiscina, one of my math teachers at New Milford High School.


      Today is the day after a test.  I walk around to hand back tests to the students. Students, who did well, put a smile on their faces.  Students, who did poorly, sink into their chairs in displeasure.   I come back to the board to review the problems which created the most difficulty.  The students who did well are so excited they don’t want to listen.  The students who did poorly are so upset with themselves they can not concentrate.  So, what am I doing?  I’m pretty much talking to no one.  I’m not helping those students who received a bad grade and the students who were successful are now bored.

       

      After about two and a half years of doing this in my classes, I realized something must change.  Some students were not successful on a test.  The only way they can help their grade is to do better on the next test.  But they need the material from the previous test to help them.  So what service am I providing to my failing students?  How am I motivating them to do better?  I used to say, “You are going to need to learn this to do well on the midterm.  Don’t just put the test away and not look at it.  Study it and learn from it.”  After thinking about how I would take that statement as a student, I realized how little impact it actually has.  Something needed to change in my grading philosophy, and change fast.


      Everyone deserves a second chance, right?  You fail your driver’s test; don’t you get another shot at it?  You do poorly on the SAT’s; you can take them again right?  So for a test in class, why are students only getting one chance?  After much questioning, research, and consideration, I decided to implement a re-take policy for my classes.


      After students receive their test and are not happy with the score, they can come to me and inquire about a re-take.  I give the student a contract that lists the steps they must follow in order for the opportunity for a retake.  The contract must be signed by the student and their parent/guardian.  The steps are as follows:


      1.    Get the test paper signed by a parent/guardian

      2.    Attend extra help session for corrections on the test

      3.    Complete given assignment on your own (if necessary)

      4.    Make an appointment after/before school to take your re-take


      (You can see my full written policy and contract HERE)


      Once students take the re-take, I look at how much knowledge they have gained, and use my professional judgment to assign a new grade.  Students are appreciative of the second chance and are taking full advantage of it. Students are recognizing how much more work they need to put in if they are unsuccessful.  This gives them some motivation to do well the first time.  And it also gives them an opportunity to right the wrong.


      What is our goal as educators?  My goal is for every student to have the best opportunity at succeeding in my class.  If my students have only one chance at every test, then they really don’t have the best opportunity at succeeding.  I want my students to learn and one of the best ways to learn is from your mistakes.  I have a little saying I like to use:  “Failure is not an ending, it’s a beginning.”

       

      I am so proud of Jeff and the rest of my staff for re-evaluating their grading practices to focus on the most important aspect of education - student learning. As a school community we decided to tackle our grading philosophy last winter. We were guided by the work of Wormeli, Reeves, Gusskey, and O'Connor. An emphasis was placed on no zeros, multiple forms of assessment, establishment of a failure floor, 7 intervention steps to ensure student success, and retests/re-do's. I think my entire staff can attest that the process was initially difficult, but as you can see from Jeff's post that positive change has resulted. This change is being embraced and it has been a total team effort. I could not be more proud of my staff.

    • Blog post
    • 2 months ago
    • Views: 503

  • Craig_Gerlach

    • ASCD EDge Member
    • Points:250
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    • Since: 2 months ago
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  • Learning to Teach, Learning to Learning to Teach, Learning to Lead: ASCD Student Chapters in Action

    • From: Melissa_Dube
    • Description:

      The ASCD Student Chapter program is designed to accelerate preservice educators and student teachers’ professional development and their self-identification as education professionals and leaders. ASCD student membership establishes the link between the classroom and chapter member’s first jobs as they transition into a career in education. Learn more about the benefits of Student Chapter membership from this video. Highlights from a few of our Student Chapters are featured below.

       

      The Montclair State University ASCD Student Chapter held four recruitment sessions to introduce new members to the organization, provide background information, and survey students on their needs and interests. Their chapter membership has grown to 67 students! In the future, the chapter anticipates that general meetings will be used to provide information about upcoming professional development opportunities and review ASCD Smart Briefs to keep abreast of new advances in educational research and practice. Coming up on March 23, the Montclair State University ASCD chapter will co-host their first professional development workshop with New Jersey ASCD title, “Acing your interview: How to plan and execute a demo lesson.” To get in touch with the Montclair State University Student Chapter Faculty Advisor, please contact Nicole DiDonato.

       

      The Ohio Northern University ASCD Student Chapter helped put together an event to revamp the university’s Child Development Center (CDC) this past fall. Many education students, professors, and other volunteers devoted a Saturday to helping repaint the facilities. Student Chapter President Jessica Liska describes that the CDC is to the Education Department like a science lab is to a chemist. All Early Education majors spend significant amounts of time in the CDC and wanted to help create a space they could be proud of. Throughout the spring semester, the chapter will focus on increasing membership and collaborating more effectively with other education groups on campus to host events. For more information about Ohio Northern University’s Student Chapter, please contact the Faculty Advisor, John Gillham.

       

      The Southern New Hampshire University ASCD Student Chapter started out the fall by hosting a welcome back BBQ for education students and professors. During the fall, student members worked to increase communication with other education majors on campus. As a result of an increased presence on campus, student membership has increased by fifty percent! The chapter also participated in Hunger and Homeless Awareness week on campus. In order to raise awareness of the amount of homeless families in the Manchester community, students slept outside the Dining Hall from 8 p.m. to 6 a.m. Although it was only one night, the experience was an eye opener for club members. This spring the chapter is hoping to create a resource drive to benefit homeless children in the Manchester, New Hampshire area. For more information about the Southern New Hampshire University Student Chapter, please contact their Faculty Advisor, Audrey Rogers.

       

      Two professional development events were hosted by Western Kentucky University’s Student Chapter: “Common Mistakes Made by First Year Teachers” and “Diversity in the Classroom.” At the first event local teachers and principals provided information to future educators about the mistakes that first year teachers tend to make. They offered advice for these future teachers and answered questions. The second event, “Diversity in the Classroom”, featured elementary, middle, and high school teachers sharing strategies to accommodate diversity in the classroom and reach individual student needs. Four Western Kentucky University students presented at the Future Educators Association (FEA) regional and state conferences this past fall. Two students led a presentation introducing the education program and the benefits of becoming a teacher. The presenters also explained the essentials of lesson planning. For more information about Western Kentucky University’s Student Chapter, please contact the Faculty Advisor, Rebecca Stobaugh.

       

      ASCD Student Chapters may form on the campuses of community college, colleges, and universities with accredited education programs. To learn more about starting a chapter, complete this request form to receive a Student Chapter Start-Up kit.

    • Blog post
    • 2 months ago
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  • Pegge_Basham

    • ASCD EDge Member
    • Points:250
    • Views: 69
    • Since: 3 months ago
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