Kentucky Chamber of Commerce CEO David Adkisson discusses why Kentucky’s business community supports college- and career-ready standards and how they have partnered with schools and community organizations to support implementation.
Dealing with a death is never easy, but for young children and teens, it can bring a range of emotional experiences that will undoubtedly impact learning.
The vast majority of children will lose a close family member or friend by the time they are 16, and one in 20 will lose a parent. But while a 2012 survey by the New York Life Foundation and American Federation of Teachers (AFT) found that 92 percent of teachers believe grief is a serious problem that deserves more attention in schools, 93 percent of teachers had never received any form of bereavement training and only 3 percent of school districts offer any such training. ...
By Teri Dary, Anderson Williams and Terry Pickeral, Special Olympics Project UNIFY Consultants
In our February 18 blog, we clarified the distinction between creative tension and destructive tension as they relate to our relationships and our work in schools. And, our example was focused on the relationships among adults in a school.
In this blog, we focus on what creative tension means specifically for the relationship between young people and adults in our schools. For starters, we cannot develop real creative tension unless we change the way we see young people and their role in education.
What would happen if we decided our students were our partners in education, rather than mere recipients of it? What if we believed they had something to teach us? To teach each other? What if our goals were shared goals and our accountability collective? What if education were intergenerational work?
How would this change the relationships between students and adults in a school? ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
When she said, “My husband has set a goal that America will once again have the highest proportion of college graduates in the world,” the audience erupted in applause. Her husband is President Barack Obama, so “she” is, of course, First Lady Michelle Obama. She was speaking in the East Room of the White House at a ceremony honoring the 2015 School Counselor of the Year, Cory Notestine, of Alamosa High School in Alamosa, CO, and the award finalists and semifinalists.
The American School Counselor Association and other organizations have been working with Mrs. Obama for more than a year to develop her Reach Higher initiative to help students compete their education beyond high school. “The more that I learned about our school counselors, the more I realized that often America’s school counselors are truly the deciding factor in whether our young people attend college or not,” she said.
She reiterated a fact that educators know well, that post-secondary education is essential for good jobs with good wages. But she also described a bigger impact ...
Cory Notestine is the American School Counselor Association's (ASCA) 2015 School Counselor of the Year. He worked in Guilford County Schools (NC) at T. Wingate Andrews High School before moving to Colorado, where he currently serves as a counselor at Alamosa High School. Notestine's efforts have resulted in higher college going rates and increased opportunities for students to partake in community college and university courses while still in high school.
Notestine was kind enough to take time to discuss his work and the school counseling program at Alamosa High School in greater depth. He highlighted the importance of the ASCA National Model in guiding the creation of the school's comprehensive counseling program, one that both holds counselors accountable and shows the impact of their work for the students they serve. Notestine also presented his priorities for the next year, when he will be serving as a national spokesman for his profession and his colleagues nationwide.
Students that drop out of school may vanish from the school system, but they do not disappear from society. They will reappear in court or prison, in the unemployment numbers that are released each month or as part of a welfare or poverty statistic. And students with emotional and behavioral disorders (EBD) are more likely to drop out of school, as they face additional barriers to academic success. Fortunately, it is possible to reconnect with this population, with programs that show particular success when it comes to re-engaging these dropouts sharing key characteristics. The most recent issue of PDK International’s Kappan Magazine features an article, “Re-engaging School Dropouts with Emotional and Behavioral Disorders”, which is targeted at these students, though it offers advice that could help reengage all dropouts. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
The 2014-15 AASA International Seminar, under the auspices of the People to People Ambassador Program, took us to Australia and New Zealand. Both countries have a reputation for quality education, and the participants, including AASA President David Pennington and Past President Amy Sichel, were eager to experience whether the hype was deserved.
The Australian government provides funding for all of its schools, be they public or private. We visited with Judith Poole, headmistress of the Abbotsleigh School, an independent Anglican girls’ school serving 1,400 students preschool to grade 12. Poole comes from New Jersey, but she traveled to Australia 18 years ago with her husband, and they remained. Today she runs what is undoubtedly one of the best schools in the country. ...
Aaron Bredenkamp currently serves as the dean of students at Westside High School in Omaha, NE, a position he's held for two years. Prior to this role, he worked for five years in a variety of capacities (including mathematics teacher, curriculum developer, technology director and building representative for the local teachers union) at Westside Career Center, an alternative setting. He began his teaching career in Chicago with Teach for America, and he is currently a doctoral candidate with an emphasis on school finance at the University of Nebraska-Omaha.
Mr. Bredenkamp was recently honored as a 2014 PDK Emerging Leader. In 2012, he was named a U.S Department of Education classroom fellow.
He recently took time to offer his insights on issues he cares deeply about, including approaches to school discipline, the importance of providing support to teachers and staff, and the valuable role of personalized learning as a tool for student engagement.
Public School Insights (PSI): First, let’s start with a little of your background. How long have you been dean of students at Westside High School, and where were you before that?
Bredenkamp: This is my second year as the dean of students. Prior to that I taught at Westside’s alternative setting for 5 years. I began my career teaching in alternative education in Chicago, IL, as a part of Teach for America, before returning home to use the skills I learned in TFA to contribute to the community where I was raised.
Public School Insights (PSI): You have a strong commitment to engaging all students. Would you discuss the role of personalized learning in this effort?
Bredenkamp: My commitment to personalized learning began as a teacher in the alternative setting. I quickly learned that students who were previously unsuccessful, and who often had behavioral issues, did not have their educational needs met in the standard academic environment. After I adjusted my own instruction in order to meet their learning needs, behavioral incidents decreased and academic success increased. Quickly these students developed a love of learning. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
I thought I had died and gone to education heaven. Principal Carolyn Marino greeted me as we were getting off the bus in front of her school by asking me why in the world we were visiting a school in total disarray because of major construction.
“Uh oh,” I thought. “Did somebody make a scheduling error?”
The fear was compounded when we saw a barefoot woman functioning as a crossing guard who turned out to be the assistant principal.
Nevertheless, we followed Carolyn into the school to discover one of the most wonderful learning environments we had ever seen.
Westmere is a K-6 elementary school that is multi-aged and ability grouped with team teaching. In New Zealand, youngsters start school at the age of five—exactly at the age of five, on their birthday, regardless of when the birthday falls ...
By Aimee Rogstad Guidera, Founder and Executive Director, Data Quality Campaign
This article will also appear on The Huffington Post.
“My child is not a number!”
In the era of so-called big data in education, you’re likely to hear this refrain. Education data are, after all, mostly numbers. (I would argue that more anecdotal information—such as classroom observations—should also be considered part of a full picture of student “data,” but that’s a whole blog post in itself.) No child’s experiences can be reduced to a set of numbers on a spreadsheet, and no data policy should be about limiting a student’s options or reducing her experience. On the contrary: effective data use should expand a child’s horizons by providing more information about individual students to help guide the people making decisions about their learning—parents and educators. ...
While the ‘digital divide’ is well documented, studies show mixed results when trying to document technology’s influence on learning for at-risk students. In part, this is because the digital learning ecosystem is so complex. The academic realities for at-risk children, many of whom live in poverty, are also well known. More than half of all students enrolled in public schools today meet this designation. They are more likely to start school less academically prepared than their peers, fall behind throughout the summer due to learning loss and less likely to have access to technology, including computers, at home. ...
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