Leading school counselors Cory Notestine and Dan Peabody discuss how the implementation of the Common Core has impacted their work and the ways in which they are collaborating with colleagues.
Safe Great Places
When and where do new teachers learn about the bullies?
When three-year-old munchkins, barely out of training pants, are already showing their muscle through inappropriate and aggressive behavior, it's time to pay attention. In 2005, Yale professor Walter Gilliam shocked anyone listening when he said that 3 year-olds were being expelled at three times the rate of children in kindergarten through grade 12. Over three million elementary and secondary school students are suspended a year, and 28% of middle and high school students report being bullied at school. This statistic worries us, especially when we know that novice teachers, be they pre-K or 12, have little or no preparation to deal with this phenomenon.
Expulsion is just a quick fix that is neither a means to an end nor an end in itself. Nothing gets solved and the opportunity to alter that challenging, aggressive behavior is lost. The scared children remain. Learning is impaired when children are scared. ...
Let’s talk frankly. Most relationships between the school systems and their communities are dysfunctional - like a bad marriage. Each has suffered deeply crushed expectations. If each party were to write a letter to each other trying to save the relationship, letters might read like this:
I am writing this letter to you because I care about you. I believe every child has to be given access to a quality education--no matter what form--as long as its quality meets the needs of kids and prepares them to be productive citizens. I’m deeply disappointed in our relationship. Time and time again you have asked for support and whenever I could, I have provided it whether it was money, mentors, internships, volunteers, speakers and even helping out at school events. You promised that this is what you needed to be healthy and that kids would benefit. ...
By Heather Naviasky, Program Associate, Coalition for Community Schools
Twice in the last several months, schools have received attention because of their strong academic performance. But in telling their stories, the Education Trust (in the case of Menlo Park Elementary a "dispelling the myth school" in Portland, OR) and the Washington Post (in the case of Carlin Springs Elementary in Arlington, VA) focused only on academic improvements, overlooking the role of educators and their community partners in ensuring that low-income children also have the opportunities and supports they need to thrive. Last month we at the Coalition for Community Schools expanded on the success of Menlo Park Elementary; this month, we dive deeper into Carlin Springs.
On January 10, 2015, the Washington Post highlighted how Carlin Springs Elementary was raising test scores. It focused on how "teaching to the test" and test prep created double digit test score gains for the school. Once again, while they zoomed in on one area of achievement, the Post did not capture other dimensions of the school’s improvement strategy ...
By Teri Dary, Anderson Williams and Terry Pickeral, Special Olympics Project UNIFY Consultants
The problem with public education is that there isn’t enough tension. The other problem with public education is that there’s too much tension. And, perhaps the biggest problem is that both of these are correct, and we don’t distinguish between creative tension and destructive tension.
Without distinguishing between the two, we cannot intentionally build structures and relationships that create the systems our students need: systems of shared leadership, strategic risk-taking and mutual responsibility. Systems of creative tension. Instead, we more commonly build top-down structures that generate destructive tension and bottom-up structures to avoid, relieve, or push back against them. ...
By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)
I’ve always preferred having blinds or curtains covering the windows in my home — at least the windows that face the street or my neighbors. I don’t want just anybody peeking into my house.
But the windows of my home office are only partly covered, allowing light to stream in and brighten the room and to let me look out to watch cardinals perch in nearby trees.
And, because I live in a three-story house, I have a few windows up high that aren’t covered at all, which allows me to look out over the evergreens and maple trees without any worry about nosy neighbors peering into my private space.
I’m guessing that most folks are like me — picking and choosing the times and places where we value our privacy and the times and places where we’re willing to open up a little because of the benefit we’ll gain by being a little less protective ...
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.
By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
This week, the White House announced a new push to protect students’ digital privacy, as ever-expanding data collection efforts heighten concerns from parents and advocacy groups about appropriate uses of the data. Institutions of higher education share the administration’s priority of protecting elementary and secondary students and upholding diligent safety and privacy practices in preparing teachers for the classroom. Ultimately, safeguarding student data is everyone’s business. ...
By Helen Soulé, Ph.D, Executive Director, Partnership for 21st Century Skills (P21)
The class of 2031—these are the students who are in Kindergarten this year! If the past decade is any indication, these post-secondary graduates will face a very different world than we can imagine. Our challenge—help them get ready!
Now Is The Hour
Now more than ever, the traditional factory model approach to education practiced over the last 50 years in which students are "widgets" to which "parts" (content) are added by the workers (teachers) as they move along an assembly line and emerge identical to each other will not prepare our students for post-secondary education, work or life. In order to be successful, all students need both broad and deep content knowledge plus the 21st century's 4Cs, life and career skills and a global perspective. Learning must be engaging, connected to the real world, collaborative and personalized. Policymakers, district and school leaders and teachers must embrace new roles as facilitators, collaborators, leaders, lifelong-learners and project managers.
The Most Recent Research
For the last decade, P21 has advocated that 21st century learning requires large-scale transformation of our educational systems, including reimagining teaching, learning and structure. New models are emerging with promising results. Research just released by the American Institute for Research (AIR) ...
By Joan Richardson, Editor-in-Chief, Kappan magazine (PDK International)
Robin Williams’ death by suicide in August could be the best thing that’s happened for mental health awareness in years.
Yes, we lost a comic genius who made us laugh so hard that our bellies ached. But his singular act — and, more to the point, his family’s generosity in acknowledging the truth of his death with the public — focused much needed attention on the anguish of depression and the reality that suicide too often accompanies the darkness that characterizes the disease.
How many times have you known someone or the spouse, child, or sibling of someone who committed suicide? How often have you talked about that event in the hushed tones of embarrassment? How often have the leaders in your schools been directed to avoid being specific about how a student or staff members died when the cause of death was suicide? ...