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ASCD Leader to Leader (L2L) News is a monthly e-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 email@example.com.
Action Items for ASCD Leaders
Policy Points Highlights Funding Sources for Educator Professional Development
Despite shrinking education budgets, there are still opportunities to pursue funding for educator professional development. Check out the latest issue of Policy Points (PDF), which provides links to these resources.
Leaders in Action: News from the ASCD Leader Community
ASCD Leader Voices
Welcome University of Southern California ASCD Student Chapter
ASCD is pleased to announce a new ASCD Student Chapter, started by ASCD emerging leader Eric Bernstein. Please join us in welcoming University of Southern California ASCD Student Chapter to the ASCD community!
2013 ASCD emerging leader Melany Stowe was recently appointed director of communications and community outreach for Danville Public Schools in Virginia.
OYEA winner Bijal Damani is one of 250 educators chosen for the Microsoft Expert Educators Program. She is also a finalist for the 21st Century Learning Teacher of the Year award, and will be sharing her experiences at their global conference next month in Hong Kong.
Throughout November on www.wholechildeducation.org: Supporting Student Success and the Common Core Standards
The Common Core State Standards are not a curriculum. Standards are targets for what students should know and be able to do. Curricula are the instructional plans and strategies that educators use to help their students reach those expectations. Central to a supportive school are teachers, administrators, and other caring adults who take a personal interest in each student and in each student’s success. How are we designing course content, choosing appropriate instructional strategies, developing learning activities, continuously gauging student understanding, adjusting instruction accordingly, and involving parents and families as partners to support our students’ success?
A whole child approach to education is essential to realizing the promise of the standards. Only when students are healthy, safe, engaged, supported, and challenged will they be able to meet our highest expectations and realize their fullest potential.
Download the Whole Child Podcast for a discussion on supporting student success as schools implement the Common Core State Standards. Guests include Peter DeWitt, an elementary school principal in New York, author, and Education Week blogger; Thomas Hoerr, head of New City School in St. Louis, Mo., author, and ASCD Multiple Intelligences Professional Interest Community facilitator; and Rich McKinney, an assistant principal for a middle school in Knoxville, Tenn., and Common Core coach for the state of Tennessee. 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.
Something to Talk About
What I Learned Lately (WILL 13/14 #7)
What Does Love Have To Do With It?
Early one morning this week, before anyone was up and the first cup of coffee was even sipped, my son asked me if I loved my job. I smiled and said yes, thinking that this would be the end of the conversation. I was wrong… Like I was being sprayed with a fire hose, he hit me in rapid fire with the following:
How can you love going to all those meetings? How can you love something that make you so tired? How can you love people who make you mad? How can you love something that makes you cry? How can you love something people are talking bad about? How can you love something, people are fighting against? How can you love something so big? How can you love something that is so hard to explain? How can you love something when you see people die and be hurt? How can you love something that makes you spend time away from us?
I took a “big drink of coffee” and smiled, thinking to myself “wow, you are thinking about some heavy stuff for being so young and so early in the morning. I asked him, “Why are you asking all these questions”. He looked at me with pure clarity and said, “Dad you fight for them like you fight for us”.
What did I learn this week? I learned that even though it may not be politically correct, that it is ok to love your work, the people you serve and the people who you work with. Most of this week, I have reflected on my son’s questions and I know I am not alone in my love. I am proud of our schools and the people that work in them. I am proud of our city and its commitment to getting better and supporting our students. On this cold, foggy Friday, I proud to say, “I Love Tacoma”.
Finally from Merriam-Webster,
a (1): strong affection for another arising out of kinship or personal ties
I follow a wonderful Facebook page called Humans of New York. It’s a page that photographer Brandon Stanton put together to curate the images of the incredible cross section of humanity that resides in New York City. He talks to these people and photographs them and shares their stories on his Facebook page. You can access his page HERE. As you scroll through his page, you’ll notice that on October 1st, he featured our own Heidi Hayes Jacobs, who shared the following:
"There's three things you can do when life sends a wave at you. You can run from it, but then it's going to catch up and knock you down. You can also fall back on your ego and try to stand your ground, but then it's still going to clobber you. Or you can use it as an opportunity to go deep, and transform yourself to match the circumstances. And that's how you get through the wave."
I’m so impressed with what Brandon does. He is visually cataloguing the people of the melting pot in New York City, but he’s also collecting their stories--sharing a positive side of humanity that is so desperately needed in our world today.
Today’s entry involved this young man:
Brandon had the following conversation with this boy:
"Why are you wearing a pilot's outfit?"
"I wear it every day."
"Do you want to be a pilot when you grow up?"
"No, I want to be a teacher."
"Why aren't you wearing a teacher's outfit?"
"I don't have one."
I thought this was a huge message for today’s teacher. We are still inspiring the next generation. We are still solidly having an effect on the future.
In this day and age of educational nitpickery, I think it’s extremely important to look for the bright spots and use them for both furthering our cause and believing that we are doing what’s best for our children.
I was going to write this week about standards based education and how we swim through the hoopla to get to the root of why we do what we do. This picture and conversation changed my whole mindset this week.
This child values our profession. What better validation do we need?
If you’d like to know more about Humans of New York, Brandon Stanton has just released a book about the portraits and stories he’s collected. You can access the link HERE. You can also follow him on Facebook using the link above or ACCESS HIS WEBSITE.
I thought it was important today to remind teachers how much of a difference they really make. I thought it was important to remind you that you are shaping the future outside of the bureaucracy and national fluff movements. You are needed, you are important, and you are incredible. Every President, every engineer, every scientist, every pilot--needs a teacher. It’s just really cool that this little pilot wants to be a teacher too.
Our value has not diminished. Your value has not diminished.
Pat yourselves on the back, teachers. You are still inspiring the next generation.
Follow Mike on Twitter: https://twitter.com/fisher1000
Upgrade Your Curriculum, now available from ASCD
Digital Learning Strategies: How Do I Assign and Assess Digital Work? coming this Winter from ASCD
Picture and conversation copyright Brandon Stanton and used with permission.
To answer this question in the very month that the United States Department of Education has set aside to recognize as Connected Educator Month, we need to first examine what a connected educator is. We also need to understand to what it is that educators are connected.
The way information and content is housed and disseminated today has little resemblance to the housing and disseminating of a few short decades ago. Information then was stored in a manner that required some form of physical media. Text was stored in print on paper, and film. Movies were stored on both film, and videotape. Sound was stored on audiotape. All of this media needed to be stored somewhere until someone needed access to learn from it, or to share it with others. Colleges, schools, and libraries served as hubs of information to give access to specific people for that purpose. That was the model for centuries. Access to information was limited to few, and that often came at a price. There has always been a cost for education and access to information.
The speed at which technology has changed this dynamic is mind-boggling. The conversion of all information and content spanning centuries of history in any form to a digital version took less than 50 years. Access to the Internet is now almost seamless using many different devices. Access is no longer limited to a select few, but rather it is available to anyone who is digitally literate.
Ubiquitous access is one reason why digital literacy is now going to be taught in American schools as we move forward. Students in our school system today will be given the keys to the information lock boxes of our society for their consumption. That addresses the needs of the digital savvy students, but what about the educators who came from another era? Believe it or not, some educators are still pondering whether or not technology tools for learning even belong in education.
There is a growing group of educators who are digitally literate. Some may be techies, but most are self-motivated life long learners. Using technology is less generational and more about learning. Social media and its acceptance in our culture has been a catalyst to connectedness. Social media applications like Twitter and Facebook offer an easy means to exchange Internet addresses of: Websites, Blogs, Videos, Podcasts, Books, Articles, Webinars, Panel Discussions, Skype Interviews, and Google Hangouts. More importantly, it connects teachers with the thought leaders of their profession. These are often practicing educators who have expertise in specific areas of education. Educators can now connect for a first hand account of how to affect changes in their practice in meaningful ways.
Who educators connect with is a very critical consideration. Acquiring numbers of educators who share concerns and interests is essential. Once an educator connects with other educators, they begin to collect them as sources in a Professional Learning Network of educators, a PLN. A connected educator may then access any or all of these sources for the purpose of communication, collaboration, or creation. This connectedness is not bound by bricks and mortar. It is not bound by city limits or state lines. It is not limited by countries borders. The only nagging inconvenience is dealing with time zones on a global level.
In a technology-driven society, things change at a faster rate than ever before in history. Educators who are connected use that technology to maintain relevance in the fast-paced, changing world of education. Being connected is not an add-on or a luxury for educators; it has become a necessity. We must have digitally literate educators, if we want digitally literate students. We need relevant educators in order to provide relevant teaching. We need connected educators, if we are to expect them to be life long learners and to model that for our children. Yes, we really need to have connected educators.
This is Connected Educator Month. There are many connected events taking place online during the entire month. We need to get the unconnected educators to become aware of the advantages and sources available through connectedness. Please share!
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 firstname.lastname@example.org.
Action Items for ASCD Leaders
School Improvement is tough and requires putting a lot of pieces into place to ensure that all schools meet the needs of kids. The whole child “Improving Schools”blog entry, written by ASCD Whole Child Programs Director Sean Slade, takes a look at the various factors required for successful student outcomes by tackling the issues kids and schools face today. During his more than two decades in education, Slade has written extensively on topics related to the whole child and health and well-being (PDF) and has been at the forefront of promoting and using school climate, connectedness, resilience, and youth development data for school improvement.In the latest “Improving Schools” column, Slade discusses the importance of preparing students for the futureby teaching them the skills they need for tomorrow. Read Sean’s entire “Improving Schools”column.
Throughout September at wholechildeducation.org: Resilience
Resilience—the ability of “each of us to bounce back stronger, wiser, and more personally powerful” (Nan Henderson); “not only survive, but also learn to thrive” (Bonnie Benard); or even to “bungee jump through the pitfalls of life” (Andrew Fuller)—is more than a trait; it’s a process that can and should be taught, learned, and required. Being resilient helps youth navigate the world around them, and schools and classrooms are becoming more attuned to providing the cognitive, emotional, and developmental supports needed for resilience to prosper and grow in each of us.
“If children are given the chance to believe they’re worth something—if they truly believe that—they will insist upon it” (Maya Angelou). What benefits do schools, classrooms, and students gain through increased attention to resilience teaching and development? How is resilience best developed: taught as a curriculum, integrated across all content areas, or organically developed by each student?
Download the Whole Child Podcast for a discussion on resilience with host Sean Slade, director of Whole Child Programs at ASCD, and experts Sara Truebridge and Andrew Fuller. 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 Leaders on Reflection
A defining trait of leadership is a passion for success and continuous improvement. With progress comes new vistas and new goals, as well as new challenges to overcome in our never-ending quest for knowledge and excellence. Leaders envision a future, and great leaders shape that future. With that in mind, the Whole Child Blog asked ASCD leaders to share their thoughts on what reflection means to them as learners, teachers, and leaders. Here’s what they said:
ASCD Leader Voices
Reflecting on How We Learn, Teach, and Lead
Educating the whole child and planning for comprehensive, sustainable school improvement requires us to be whole educators who take the time to recharge, reflect, and reinvigorate. How did you reflect on your practice this summer and what goals have you set for the new school year? Read more at the Whole Child Blog.
Over the summer months, we looked at educators’ need to reflect on the past school year, refresh their passion for teaching, recharge their batteries, and look ahead. Listen to the Whole Child Podcast hosted by Kevin Scott—a former history teacher and current director of constituent services at ASCD—and featuring guests Peter Badalament, principal of Concord-Carlisle High School in Massachusetts, and Jason Flom, director of learning platforms at whole child partner Q.E.D. Foundation.
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
Keynote Speakers Announced for ASCD's 2014 Annual Conference and Exhibit Show—ASCD has released the keynote speakers for the 69th ASCD Annual Conference and Exhibit Show, held in Los Angeles, Calif., March 15–17, 2014. The conference will showcase ideas and best-practice strategies that are driving student achievement and will unlock ways to boost teacher and leadership effectiveness. Attendees will choose from more than 350 sessions that will enable them to prepare our world's learners to be creative, critically minded, and compassionate citizens. Read the full press release.
ASCD Kicks Off Yearlong “Membership Means More” Campaign, Announces Insurance Benefits—ASCD announced today new benefits available to current and future members as part of a yearlong rollout of new member perks and benefits during the association's “membership means more” campaign. Read the full press release.
ASCD Publishes Eric Jensen’s Book about Engagement Strategies to Help Students in Poverty Succeed—ASCD announces the release of Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement, a new book by seasoned educator, prolific author, and brain expert Eric Jensen. Read the full press release.
CEO and Executive Director Dr. Gene R. Carter received the Best Health Promotion Practice Award at the 21st IUHPE World Conference in Thailand for his service promoting a whole child approach to education and fostering greater alignment between the health and education sectors. Dr. Carter was selected by the Global Scientific Committee of the International Union for Health Promotion and Education (IUHPE) as one of the three award winners for best health promotion practice. Dr. Carter urges educators to promote and view health as fundamental; not only for the individual, but also for the success of education itself. Read the entire press release.
Baruti K. Kafele’s New ASCD Book Shows How to Close the Attitude Gap to Improve Student Learning—ASCD has released Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success by award-winning educator and best-selling education author Baruti K. Kafele. Read the full press release.
New ASCD and McREL Book Presents Simple Approach to Maintaining Focus in the Classroom—ASCD has released The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day by McREL experts Bryan Goodwin and Elizabeth Ross Hubbell. Read the full press release.
ASCD Welcomes New Teachers to Profession, Offers Resources—ASCD is pleased to welcome new teachers to the education profession and offer professional development resources to ensure their success during the coming school year. Read the full press release.
ASCD Launches New Educational Leadership Subscription Offering—ASCD now offers subscriptions to its flagship magazine, Educational Leadership (EL).Read the full press release.
ASCD Releases New Professional Development Offerings for Educators Heading Back to School—As students head back to school for the start of the 2013–14 school year, ASCD offers a new selection of professional development opportunities to enable educators at every level to support the success of each learner. Read the full press release.
Dr. Carter Receives International Award for Best Health Promotion Practice
Often, schools mired in low performance feel as if they could just hit upon some new insight, strategy, or approach that has been eluding them, they could be more successful. Yet when my McREL colleagues and I visit schools, we often find ourselves telling the something quite different: namely, that “the answers are in the room.”
What we mean is this: the field of education is filled with many brilliant people who are doing phenomenal work every day. So as it turns out, most schools don’t need someone to parachute in with a bold new idea or insight; the things that research says works are usually already being done by someone, somewhere in the building. As a result, what schools really need to do is simply find their own bright spots, share them, and encourage others to do great educators known all along works well for their students.
I was reminded of that when earlier this month when I had the privilege of speaking to teachers from Madison City Schools in Alabama. My talk was preceded (and admittedly, upstaged) by presentations from the district’s teachers of the year, Cindy Rhodes and Amy Thaxton.
Ms. Rhodes, a 25-year veteran teacher, offered a top 10 list of tips for new teachers, which included such sage advice as “always have a plan – and just in case that plan doesn’t work, have a backup,” “greet your kids every day at the door,”and “tell [your students] you have faith in them and they will learn to have faith in themselves.”
Ms. Thaxton was introduced by a former student who praised her ability to connect with students. She showed a short excerpt from TED talk given recently by teacher Rita Pierson. During the video, Ms. Pierson tells her audience, “One of the things we never discuss, or we rarely discuss, is the value and importance of human connections” in learning. In some teachers’ eyes, she notes, worrying about student-teacher relationships is just a “bunch of hooey.”
As she recounts, “A colleague said to me one time, ‘They don’t pay me to like the kids. They pay me to teach a lesson, the kids should learn it. I should teach it. They should learn it. Case closed.’” In response, Ms. Pierson observed: “Well, you know kids don’t learn from people they don’t like.’”
As it turns out, these teachers are all spot on in sizing up what teachers can do to help kids learn. Decades of research point to the importance of setting a high bar for them (having faith in them), connecting with kids (as Ms. Thaxton clearly does), and being intentional about what we do in the classroom (having a thoughtful plan—and a back-up plan).
In our new book, 12 Touchstones of Good Teaching, my co-author Elizabeth Hubbell and I call out a dozen big ideas that, when employed every day, hold the promise of helping teachers and their students succeed. While we found these ideas in research journals, we know their true source: passionate, insightful, and dedicated teachers who found better ways to teach. At some point, a researcher came along and studied them to prove what teachers already knew: that these things really work.
As someone who spends a fair amount of time digging through research, let me be the first to admit that research can often be frustratingly abstract, complex, and esoteric. However, at the heart of great research—the kind of that jumps off the page and demands attention—is something quite powerful: a brilliant idea, usually one developed by (or borrowed from) a terrific, “bright spot” educator who tried something different, saw students light up, and realized, here’s something that really works.
Knowing that teachers are often the font of good ideas in education, here’s my question for teachers. Have you hit upon something that really works in your own classrooms? What big ideas or bright spots should researchers be paying attention to now?
Bryan Goodwin is COO at McREL, a nonprofit education research and service organization based in Denver, CO. He has written two books for ASCD, Simply Better, and The 12 Touchstones of Good Teaching. He also writes a regular "research says" column for Educational Leadership and can be reached at email@example.com.