As part of LFA’s commitment to focus on how to get CCSS implementation right, LFA will host a Twitter Town Hall discussion on July 24 at 8 pm ET. Join us @learningfirst with #CCSSTime.
Safe Great Places
By Morgan Lang, Unified Partner from Special Olympics Maryland
Morgan, a high school student in Calvert County MD, recently competed in unified basketball at the Special Olympics USA Game in New Jersey. Dedicated to promoting social inclusion through shared sports training and competition experiences, Unified Sports joins people with and without intellectual disabilities on the same team. It was inspired by a simple principle: training together and playing together is a quick path to friendship and understanding. The teams are comprised of similar age and ability matching of unified partners (individuals without intellectual disabilities) and Special Olympics athletes (individuals with intellectual disabilities). Click here to learn more about Unified Sports.
Below is a poem Morgan wrote about being a unified partner and how the Special Olympics athletes have impacted her life. ...
Mark White is the incoming President of the National Association of Elementary School Principals (NAESP). He began his career as a principal 25 years ago, after serving as a classroom teacher for six years, and he is eminently qualified to share best practices and recommendations as a long-serving building leader. Mr. White has been the principal of Hintgen Elementary School in La Crosse, Wisconsin, since 1990. He has served as President of the Association of Wisconsin School Administrators and held a variety of positions with NAESP, including State Representative and Federal Relations Coordinator. He is in his third year on the NAESP Board of Directors, representing Iowa, Michigan, and Wisconsin.
Public School Insights (PSI): You’ve been a principal for 25 years. How have principal needs changed in the past decade or so? And what advice would you give to newer principals who are starting out?
White: The role of the principal has shifted dramatically in the past decade. The need for a refined set of leadership skills by principals has never been more important. The expectations by the community, parents, and staff point directly to the principal’s office. With those high expectations comes great responsibility and resulting possibility. The education community has never been more open to innovation and creativity on the part of principals. Along with the openness comes increased expectations and accountability ...
By Terry Pickeral, Project UNIFY Senior Consultant
Through my work with Special Olympics Project UNIFY, I recently had the privilege of visiting elementary, middle and high schools throughout the nation. I was able to see how they integrate social inclusion and the impact they make on all students. The corresponding Social Inclusion Lessons From the Field report can be found by clicking here.
One of the unique characteristics of Special Olympics Project UNIFY is a focus on creating socially inclusive schools by ensuring all students are encouraged and supported to be “agents of change” where all students are capable of being leaders. All students deserve the opportunity to experience an engaging school and community environment that recognizes their gifts and shares them with others. ...
By Jenn Kauffman, NEA Health Information Network
I was three-years-old, and my mother had minutes before given me a walnut to snack on as I rode in the backseat during a family road trip. I was suddenly quiet - unusually so for a talkative toddler - and when she turned around, she realized I had stopped breathing.
I was experiencing anaphylaxis - a severe, potentially life-threatening allergic reaction. My reaction had been triggered by a tree nut food allergy - one of the 8 most common food allergy triggers in the U.S.
Food allergies can be a scary event not only for the estimated 15 million Americans like me who have a food allergy, but also for family, educators, co-workers and friends who witness an allergic reaction. Awareness, education and prevention can literally save a life. The National Education Association Health Information Network produced "The Food Allergy Book" in English and in Spanish to help school staff and families be prepared in the case of ...
I’m sitting here trying to convince myself to go to class. Class begins in two hours, and I am not ready. I have not studied. I have not finished the homework. Actually, I’m not even certain what homework I was supposed to do. I’m worried that the teacher will call on me and that I won’t be ready. I don’t want to be embarrassed. Again.
Maybe I’ll just skip class. Maybe I’ll drop the course.
Not being the best student in class is new territory for me. I have always excelled in class, and I expected to excel in this one as well. How wrong I was!
When I decided to go to Haiti this winter (see my article on p. 76 of the May 2014 Kappan) and learned I would lead a PDK trip to Amsterdam and Paris next fall, the time seemed right to brush up on my French. With ...
By Anne Foster, Executive Director, Parents for Public Schools (PPS)
I hear a lot these days about how standardized, high-stakes testing has killed creativity and innovation in the classrooms of America. I can understand why so many people think this is true, because when tests are omnipresent, there is a huge amount of time spent in preparation, and this leaves less time for other ways of teaching. The right place for testing and the right amount of testing are relevant topics for parents today, and their voices should be heard in this debate.
But I continue to believe that there are wonderful teachers all over the country who still find ways to help their students learn in creative and innovative ways. I found one such teacher this week at Moss Haven Elementary School in Dallas, Texas, part of the Richardson Independent School District. Her name is Kim Aman, and she’s a special education teacher who created a farm and a chicken coop at the school. Moss Haven Elementary School promotes good nutrition and exercise and has partnered with the United Way and the Cooper Clinic in Dallas. Their efforts are really ...
Principal Whitney Meissner has worked in public education for a total of 22 years as a math/English teacher, an assistant principal and middle/high school principal for the past 11 years. Her observations and insights reflect the experience gleaned from her decades of experience. In an e-interview, Principal Meissner outlines her own experience in a teacher preparation program, shares her thoughts for supporting new teachers as well as components of good evaluation systems. As an instructional leader, she offers thoughts on the Common Core State Standards and the challenges and benefits associated with them. Finally, she reflects on her own continued learning and growth as a professional.
Principal Meissner has completed the University of Washington Center for Educational Leaderhship training as well as the Association of Washington School Principals Evaluation Training (2013-2014). In 2008, she was a Phi Delta Kappa (PDK) International Emerging Leader and in 2009 she received the 2009 PDK Dissertation Award of Merit. In 2012-2013, she served as the President of the Association of Washington Middle Level Principals (AWMLP). She is an active community volunteer where her newest role is serving as a Zumbathon (c) Coordinator to benefit those affected by the Oso/Darrington Landslide. She received her Ed.D. from Seattle Pacific University in 2008.
Public School Insights (PSI): Thank you so much for taking time to share your insights and wisdom gleaned from your many years in different positions in the education field. We are delighted that we can share your expertise with our readers and the wider community.
First, starting at the beginning, you've spent the past 22 years in education. What inspired you to go into teaching? Were you always interested in school administration as a part of your career?
Meissner: I think I always knew I wanted to be a teacher. I used to play school in the summer with the neighborhood kids. My mom, aunt, and grandfather were/are teachers. I don’t know if I can point to one specific thing that inspired me; it was more like a ...
By Libby Nealis, Behavioral Health Consultant, NEA Health Information Network
When suicide is the third leading cause of death among youth as young as 10 through age 19, it is crucial that our school districts have proactive suicide prevention policies in place.
Anytime we lose a young person to suicide is one time too many. Tragically, most of today’s school shootings end not only in injury and death of innocent students and school staff, but also in the ultimate self-inflicted gun shots and suicide of the perpetrators of these violent events. Therefore, our efforts to reduce school and community violence and ensure student and staff safety in our schools must also include an understanding of suicide prevention and what is involved in the identification and referral of students at risk of suicide. ...
In the past week I’ve attended two meetings devoted to the subject of protecting student privacy in a digital learning world. The question from one of the speakers that stayed with me after both meetings were adjourned is, “How much attention are school administrators paying to this issue?”
Certainly, the education leaders who participated in both programs – Terry Grier, superintendent of the Houston ISD; Jeff Mao, Technology Director at the Maine State Department of Education; Rich Contartesi, Assistant Superintendent for Technology Services, Loudoun County Public Schools (VA); and Jim Siegl, Technology Architect for Fairfax County Public Schools (VA) – are paying plenty of attention to the issue and providing important leadership in their respective districts and state. However, the general message conveyed is that many, if not most, school leaders are both unaware of and uneducated about the issues that could balloon into a major setback for teaching and learning in a digital world if not carefully and appropriately ...
Robin Zorn is the American School Counselor Association's 2014 School Counselor of the Year. Ms. Zorn works at Mason Elementary School in Gwinnett County. She's tireless in her efforts to help some of our youngest students gain a strong foundation to build on for the rest of their academic career. By emphasizing both social-emotional well-being and college-and-career readiness, Ms.Zorn and her team at Mason Elementary empower children to dream and plan for their future while providing them the necessary supports to succeed. We're thrilled to highlight Ms.Zorn on our site as a representative for the great work being done by school counselors across the country.
Question: How long have you been a school counselor?
I started in 1994, so this is my 20th year.
Question: At what levels have you worked (elementary school, middle school, high school)?
I did my internship in the middle school, but I have been in elementary the entire 20 years.
Question: What led you to become a school counselor? ...
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!