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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 email@example.com.
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.
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.
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
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.
In the forward of William Parrett and Kathleen Budge’s recent book, Turning High-Poverty Schools Into High-Performing Schools, Michael Copland describes standing in front of the faculty in an after-school meeting to discuss data regarding student achievement.
Copland recalls presenting the information on an overhead projector and stoking his colleagues to produce a dialogue that would help him better understand the unsettling gaps in student achievement. To him, the problem seemed blatantly obvious: The needs of the students—who, by the way, came from one of the poorest areas in the district—were not being met.
At this point, the hands of several teachers went up. Although they were bothered by the fact that their students were struggling, Copland noticed a pattern in the faculty’s rhetoric: “How can you expect us to teach our students at the same level as students who come from a middle-class, two-parent household?” Does this sound familiar?
Copland recalls working hard to push the conversation into critical and self-reflective direction, but ultimately, it regressed into scapegoating and blaming students and their socio-economic “maladies” instead of taking ownership for the lag in student achievement.
The general consensus in the room seemed to be that what the school and the teachers needed to “ensure adequate learning growth” was not a more effective approach to teaching, but better students.
The purpose of this “blog” (which is quickly turning into an article) is not to rehash Copland’s or Parrett and Budge’s 220 page argument in its entirety—there’s not enough time or room for that. We would, however, like to emphasize a few of Parrett and Budge’s simple action steps that the authors argue are intimately connected to increased student achievement:
The statistics on the number of failing schools throughout the country and in Michigan puts us on notice that change is necessary if we are to salvage a whole generation of young people. Marygrove College’s Master of Arts in Educational Leadership program online is committed to preparing you to be a leader in this movement.
You should also know that Marygrove College has reduced tuition rates for several online graduate programs by 19 percent! This is one step—amongst a few others—that the college is taking to ensure that a Marygrove education is an achievable, financially-sustainable investment.
Average or low-performing schools do not become successful schools through good will and blind luck; they are successful through deliberate planning, tenacious follow through and stubborn refusal to accept the fact that 70 percent of high school freshman are reading below their grade average; that 40 percent of students drop out of school; that we spend $2.6 billion a year replacing teachers because they do not receive the proper training or support to transform low-performing schools into successful schools.
Below are 5 student intervention strategies boiled down from William Parrett and Kathleen Budge’s book, Turning High-Poverty Schools into High-Performing Schools.
1. Create a Unified Instruction Strategy
Without a unified vision—one that is based on coherent instructional programs designed to meet state and district standards—there will be no standard by which to evaluate what happens in the classroom. Successful schools have a set of common, core values—and everyone subscribes to them.
2. Provide Student Intervention
Successful schools do not implement a conditional approach to student instruction. In other words, “good” schools not only buy into the notion that all children—regardless of their socioeconomic status, race or gender—can learn, they also provide the additional support and student intervention strategies necessary to make this notion a reality. No school can choose its student body—nor should it want to. Rarely (should we say never?) will a school have equally motivated, well-nourished students who come from safe neighborhoods and a stable home. Successful schools meet each student where s/he is at, not the other way around. To accomplish this, schools must use targeted student intervention strategies: additional support—small-group and individual tutoring—that happens outside of the traditional school day, week or year.
3. Ensure That All Students Develop Literacy Skills
Reading is, according to Parrett and Budge, “the gateway skill to other knowledge.” Start with reading. End with reading. Of course there is a lot of important stuff in between, but if students cannot read, how can teacher leaders expect them to accomplish the rest of it? To ensure that each student is literate, successful schools must design a comprehensive approach to reading that
4. Use Research-Based Models for Professional Learning
Student and teacher learning are inextricable from one another; they are, as the saying goes, “two sides of the same coin.” What Parrett and Budge are suggesting is that once students’ needs are identified, it logically follows that in order to meet those needs, the learning needs of the teacher leaders must also be identified. Try using a vertical approach to professional learning: pair a 5th grade teacher with a 6th grade teacher; these duos will not only observe one another, but collaborate and engage in a dialogue guided by the school’s core vision.
5. Engage in Continuous Data-Based Inquiry
Parrett and Budge suggest that “second only to the development of caring relationships in schools” is the collection, evaluation and response to data. Here are several steps used by successful schools:
To read more about this topic and others related to Educational Leadership, visit Marygrove College's onlinegrad site.
ASCD's Jamie Greene talks to authors William Parrett and Kathleen Budge about their new book, Turning High-Poverty Schools Into High-Performing Schools in this latest Talks With Author.
ASCD's Jamie Greene talks with William H. Parrett and Kathleen M. Budge, authors of the new book, Turning High-Poverty Schools into High-Performing Schools.
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. If you have a question about the L2L newsletter, send an e-mail to firstname.lastname@example.org.
Your To-Do List: Action Items for ASCD Leaders
Leaders in Action: News from the ASCD Community
2011 Emerging Leader Featured in Christian Science Monitor
Jennifer Pellegrine, a 2011 Emerging Leader, was featured with several other educators in the Christian Science Monitor series “Thirty Ideas from People Under 30.” According to the article, “Jennifer Pellegrine’s turning point came when she discovered the importance of giving students multiple chances to master skills.” Read the full article.
Outstanding Young Educator Award (OYEA) Program Celebrates 10 Year Anniversary
Ten years ago, ASCD granted its first $10,000 award to an outstanding young educator. To celebrate this milestone, ASCD is featuring past winners on the ASCD Inservice blog in the weeks leading up to Annual Conference, when this year’s 2012 winners will be announced. Read 2005 OYEA winner Pete Hall’s post on the importance of listening to students.
Bahamas ASCD Connected Community Hosts Inaugural Conference
The Bahamas ASCD Connected Community hosted its inaugural conference, “Instruction That Produces Desired Results for the 21st Century Learner” on October 15th, 2011. Elma Garraway, Permanent Secretary at the Ministry of Education; Lionel Sands, Director of Education at the Ministry of Education, and Walter McKenzie, Director of Constituent Services for ASCD, each spoke to conference attendees about the significance of the work Bahamas ASCD is doing on behalf of educators.
Approximately 100 education professionals and education majors at the College of the Bahamas participated in the workshop sessions. This was a significant turnout on a Saturday after a national holiday! Session presenters were local educators who excel in their areas of expertise, and they focused on how educators can help students achieve the best possible results on the Bahamas national examinations, inEnglish language, mathematics and technology, from elementary school to grade 12.
The overall response to the first conference was very encouraging, and the event was well-covered by local print and broadcast media. As a result of the conference, Bahamas ASCD Connected Community received more than 50 applications for membership, as well as a significant number of college students joining as they see the benefits of being a part of a vibrant organization that can assist them in becoming first-class educators.
For more information about the Bahamas ASCD Connected Community, contact Verneth Patterson.
Whole Child Resolution Introduced in Illinois Senate
With the encouragement and help of Illinois ASCD and supported by the ASCD policy team, legislation to designate the month of March as Whole Child month was introduced in the Illinois Senate by state Senator Terry Link on January 31, 2012. Designated as SR0545, the resolution makes whole child education a state priority, recognizing that students need to be healthy, safe, engaged, supported, and challenged to compete in today’s challenging global climate. The resolution also encourages parents, educators, and communities to support a whole child approach to education. A similar resolution will soon be introduced in the Illinois House of Representatives.
· Missouri ASCD is hosting a State Board Dinner and Legislative Luncheon on February 21 and 22.
· South Carolina ASCD hosted its third annual Student Conference on February 4. One hundred college students heard South Carolina Teacher of the Year Patty Tate speak, attended sessions, and interviewed for teaching positions with school districts from across the state.
· New Jersey ASCD hosted a successful annual conference on January 18; 225 attendees participated in a day with Rick and Becky DuFour.
· Ohio ASCD will host Mapping to the Core: Integrating the Common Core Standards into Your Local School Curriculum, on May 16-18.
· Washington State ASCD is hosting a Whole Child Conference on May 4 and 5.
· New York ASCD Executive Director Anthony Mello announces his retirement, effective June 30. In addition to serving in this role for the past 18 years, he also served on ASCD’s Board of Directors for several terms and chaired numerous committees. “We will be forever indebted to Tony for his dedication and leadership to New York State ASCD,” said New York ASCD President John Bell.
· ASCD Welcomes Kean University Student Chapter. Please join ASCD in welcoming Kean University to the ASCD Student Chapter program! Kean University established the student chapter to give students networking opportunities, access to current trends and resources in education, and the opportunity to develop their teaching portfolios. Kean University joins 70 other student chapters in the United States, Canada, and the Caribbean. To learn more about ASCD Student Chapters, visit www.ascd.org/chapters.
· 2011 Outstanding Young Educator Award Winner Luis Torres will speak about how he has worked to make P.S. 55, his school in the Bronx, N.Y. a truly community-based school, at the LinkEducation Expo on March 10 in New York City. Read his interview on the LinkEducation blog.
· 2011 ASCD Emerging Leader Christina Yuknis dutifully sent her thank-you notes to the representatives she visited during the ASCD Leadership Institute for Legislative Advocacy (LILA) last month, and one of them responded seeking advice! Representative’s staff member asked Christina if she and ASCD staff would review some legislation regarding educational leadership. Great work, Christina!
· 2011 ASCD Emerging Leader Hannah Gbenro knows it only takes one person to make a difference…and she made a video to share her message. Check out her inspiring piece on ASCD EDge.
· 2009 OYEA Honoree Carrie Buck’s school, C.T. Sewell Elementary School in Nevada, was recently recognized for their math achievement and unique instruction methods. The school was featured on CBS, ABC, Fox, and Telemundo.
ASCD Educators Connect the Classroom to the Capitol
Social media isn’t just a shift in communications―it’s a revolution that facilitates change from the ground up, explained Joe Trippi, former Howard Dean campaign manager, at ASCD’s recent 2012 Leadership Institute for Legislative Advocacy (LILA), in Washington, D.C. Trippi encouraged educators to become part of the revolution and use social media to build their “army of Davids” and start “handing out slingshots.” At LILA, participants from across the country also got a first look at ASCD’s 2012 Legislative Agenda (PDF), which outlines the association’s 10 policy recommendations for Congress; heard presentations from national experts on a wide variety of crucial topics including the Common Core State Standards, Elementary and Secondary Education Act reauthorization, and No Child Left Behind waivers; and participated in advocacy skill building sessions that prepared them for Capitol Hill meetings with federal lawmakers. Access follow-up resources from the conference.
Throughout February on www.wholechildeducation.org: Engaging Learning Strategies
Learning is active, engaging, and social. Students need to be engaged and motivated in their learning before they can apply higher-order, creative-thinking skills. They are most engaged when they themselves are part of constructing meaning, instead of when teachers do it for them. By encouraging students to meet challenges creatively, collaborate, and apply critical thinking skills to real-world, unpredictable situations inside and outside of school, we prepare them for future college, career, and citizenship success.
Join us throughout February as we examine effective classroom instruction that embraces both high standards and accountability for students’ learning. Instruction can be project-based, focused on service and the community, experiential, cooperative, expeditionary—the list goes on. These engaging learning strategies are grounded in instructional objectives, provide clear feedback, and enable students to thrive cognitively, socially, emotionally, and civically.
Download the Whole Child Podcast to hear from researcher Shelley Billig, who has conducted national, state, and regional studies on service-learning; teacher, blogger, and ASCD Emerging Leader Jason Flom; and Dorvionne Lindsay, a student from the 2011 Vision in Action: The ASCD Whole Child Award-winning Quest Early College High School. As always, visit the Whole Child Blog to read posts from diverse writers, leave your comments, and get free resources on engaging learning strategies.
Something to Talk About
· New Exhibitors and Exciting Sessions Among the Highlights of Upcoming ASCD Annual Conference and Exhibit Show—ASCD’s 67th Annual Conference and Exhibit Show, “A Collective Call to Action,” now features more than 80 new exhibitors, a new and expanded ASCD Center, and a new generation of speakers and sessions addressing timely topics of interest to educators of every level. ASCD's 2012 Annual Conference and Exhibit Show is being held in Philadelphia, Pa., March 24–26. Read the full press release on ASCD.org.
· ASCD Author Vivien Stewart Paves the Way to a World-Class Education for All—ASCD is pleased to announce the release of A World-Class Education: Learning from International Models of Excellence and Innovation by international education expert Vivien Stewart. Designed to spark meaningful dialogue, this book pays particular attention to current international best practices for developing and maintaining a high-quality teaching profession and to the implications of global trends for creating modern curriculum, instruction, and assessment systems for the 21st century. Read the full press release on ASCD.org.
· ASCD Authors Publish Practical Guide for High-Poverty Schools Ready to Do Business Differently—Now off press, Turning High-Poverty Schools into High-Performing Schools by ASCD authors William Parrett and Kathleen Budge supports education leaders in changing school processes to help students living in poverty succeed. Turning High-Poverty Schools into High-Performing Schools is a guide that principals, teacher leaders, and district leaders can use to help close the achievement gap between students living in poverty and their more privileged peers. Read the full press release on ASCD.org.
· ASCD Releases 2012 Legislative Agenda and Calls for Whole Child–Based Education Reforms—ASCD released its 2012 Legislative Agenda (PDF) outlining the association’s public policy priorities for the year. “At no other time has a high-quality education been more crucial to the nation and its children,” said David Griffith, ASCD director of public policy. “A quality education is the pathway to a successful future for students and society at large. We believe ASCD's 2012 Legislative Agenda provides a framework for improving education in America.” Read the full press release on ASCD.org.
· Educators Nationwide Urged to Sign Petition Calling for President’s Council on the Whole Child—ASCD urges educators nationwide to sign a petition asking President Obama to create a President’s Council on the Whole Child. The petition was launched through the White House’s We the People petition tool. Read the full press release on ASCD.org.
· ASCD Announces Complete Schedule for 2012 Virtual Conference—ASCD announces the complete schedule for the it’s 2012 Virtual Conference. The 2012 Virtual Conference will run concurrently with ASCD’s 67th Annual Conference and Exhibit Show March 24–26 in Philadelphia, Pa. Read the full press release on ASCD.org.