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After spending a day at Brattleboro Area Middle School (BAMS) in Vermont, I’m considering how my career path could overlap with living in this district. It isn’t likely, but my point is that I want my future hypothetical children to go to exactly this kind of school – and as a resident, I would want my local tax dollars to support this type of institution and all the amazing professionals that educate and care for the students in it.
BAMS is a public school serving 276 7th and 8th grade students, 46% on free and reduced lunch. A long-time family friend is a science teacher at BAMS, and we’ve had some great conversations about education during my time working with the Learning First Alliance (LFA). I was eager to visit his school, so he helped me connect with Principal Ingrid Christo. Upon my arrival, I was welcomed into the school and encouraged to sit in on meetings and classes and talk to people. The entire day – full from start to finish – exemplified the best qualities that we should all look for in our neighborhood school.
What is it about BAMS that makes it feel so special? It starts with an overarching philosophy which results in a combination of exemplar outcomes: there is a building-wide commitment to ...
Every Thursday night, I teach an American high school graduate how to read. Kita and I have worked together for two hours a week almost every week for 3½ years. That means that she has invested roughly 350 hours of face-to-face time with me plus a roughly equal number of hours at home in preparation for our tutoring sessions.
700 hours over three years. By any measure, that is a huge investment of time. After this intense effort, at age 36, Kita now reads at about a 5th-grade level. She’s made tremendous progress, but she still has enormous gaps in her knowledge because of all the years that she couldn’t read. But that hasn’t stopped her from making progress in her retail career. When the store that employed her was sold two years ago, she was on a short list of employees who were rehired immediately by the new owner. Since then, she’s had increasing responsibility, and now she’s part of a formal management training program.
Why promote someone who struggles to read? Because she has so-called noncognitive skills in abundance. She is punctual and faithful to her commitments. She is responsible. She is courteous but courageous about ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
People often tell me how happy they are that the American School Counselor Association (ASCA) has a business person like me as the executive director. I think it’s time I make a confession I’ve told very few people: I’ve never taken a business class in my life.
Which is not to say I don’t know anything about managing a business or, to be more precise, about managing a nonprofit organization. I started working in association management 25 years ago and worked in the private sector before that. Although all my business training has been through experience, I think it’s been every bit as educational as formal training, and unlike a degree program, it’s been going on for 30 years and counting.
One of the more pleasant byproducts of wandering into the business world is that since my older son, Tyler, started taking business classes in high school, we’ve had some intense but exciting conversations about things like equities vs. fixed-income investments, double-entry accounting and ...
Those of us who have spent our professional lives working in public education have come to expect that articles written about schools that contain advice for both parents and the educators who work with students will focus on pointing out what’s wrong with schools and those who work in them and generally be negative in tone and wrong with the advice. So, it was a pleasant surprise to read an article in the August 11, 2013, Parade, the magazine distributed across the country as an insert in Sunday newspapers, entitled “Building a Better School Day.” Since schools across the country started this week (joining the many that kicked off classes in August), I thought it a good time to reiterate the seven great ideas the article proposed:
By Helen Soule, Executive Director, Partnership for 21st Century Skills (P21)
Dana Elementary School is surrounded by apple orchards in the rural community of Hendersonville, North Carolina. Many of the families work in agriculture, and eighty percent of the students attending Dana qualify for free or reduced lunch. “Having those demographics has never stopped us from wanting to have high expectations for our students,” says Principal Kelly Schofield. “And we really just have always felt…that if any students in the state can do it, then so can ours, and we can achieve. Our goal has always been to find the framework, find the curriculum, find the instructional strategies that work for our population of students.”
For Schofield and her colleagues, the skills, content and teaching strategies outlined in the Framework for 21st Century Learning are essential to their shared success. “It’s the way we live in school everyday,” she says. “It is our culture; it’s how we talk, it’s how we act.” For students like Tom Walter, this framework translates into collaborative, project-based learning enhanced by technology—like a recent social studies class in which he built a documentary film project on immigration with a team of his fellow fifth graders. For teachers ...
By Kwok-Sze Wong, Ed.D., Executive Director, American School Counselor Association (ASCA)
My daughter, Tori, attended two high schools. Like most of her friends, she was very active. She was in the National Honor Society, the Chinese Honor Society, the marching band, the orchestra, drama productions. She was the class secretary and took Advanced Placement and honors classes. Tori went to a school of engaged, enthusiastic and energetic students.
There is another school, however, existing under the same roof. In this school, students don’t participate in any extracurricular activities. They don’t take a rigorous course load. Students in this school have attendance and disciplinary problems. This is a school of unmotivated, unchallenged and disenfranchised students.
Many students in the second school come from low-income, ethnically and culturally diverse populations. They don’t see themselves in the same world, much less the same school, as their more involved counterparts. The different socioeconomic populations may be physically desegregated, but they were never integrated into one cohesive student body.
Unfortunately, many schools across the country experience this same “one-roof, two-schools” issue. Every school has students who are engaged and those who are apathetic. Often, student involvement and performance is based on ...
I cannot begin to count the number of times I hear a statistic related to children and education that causes me to pause and ask additional questions about the context. A troubling number is often just an indicator of a larger problem, which serves as backdrop to help explain how we as a society arrived at this measurement. I recently attended three separate events that collectively reminded me, once again, that we can help all children realize their true potential through collaboration and teamwork across schools, districts and communities. By addressing root causes and individual student needs, we may see students take the lead in their learning, becoming the future leaders of tomorrow, today. ...
When District of Columbia Public Schools (DCPS) gets press coverage, it’s not always glowing news. In recent years, DCPS (a major urban city system with a recent history of controversial reforms) is often associated with topics such as their new teacher evaluation system (IMPACT), charters, or poverty and inequity. But just a few weeks ago, I learned about a truly amazing DCPS program at a Partnership for 21st Century Skills (P-21) event. I listened to two panels – one with embassy representatives and the other with DCPS teachers - talk about a life changing experience that could only happen in a system like DCPS: the Embassy Adoption Program (EAP). ...
Updated August 12, 2013
“In a country where we expect free WiFi with our coffee, why shouldn't we have it in our schools?”
So asked President Barack Obama last week in announcing ConnectED, his plan for connecting all schools to the digital age. Acknowledging that success – for individual students, communities and the nation as a whole – in the 21st century is being driven by new technologies, the initiative aims to connect 99% of America’s students to high-speed internet within the next five years.
To meet this goal, President Obama is calling on the Federal Communications Commission (FCC) to “modernize and leverage its existing E-Rate program.” E-rate, created by Congress in 1996 and funded through a surcharge on telephone bills, provides discounts to assist schools and libraries in obtaining communications services, including Internet access. Currently, demand for the program much exceeds money available ...
Technology is an integral part of life in Washington’s Vancouver Public Schools (VPS), located just north of Portland, Oregon – and it has been for quite some time. They are the only district to host three NSBA Technology Leadership Network (TLN) site visits, the first in 1993, the second in 1999 and now 2013, which I was able to attend.
VPS serves 22,744 students in K-12 and it has 21 elementary schools, six middle schools and five high schools, as well as a school of the arts and Vancouver ITech Preparatory. The district is committed to providing an innovative learning environment for all students and helping them develop knowledge and essential skills so that they will be competent, responsible and compassionate citizens. During our visit to VPS, it was immediately apparent that the teachers, administrators and leaders are determined to serve each child. And while the commitment to the effective use of technology in classrooms is priority, the district also provides extensive supports for students and families. ...