Living Education eMagazine Winter 2013 edition Volume V

Living Education eMagazine A magazine that discusses education in our everyday lives Vol. V

Winter 2013

The State of Education Maryland the #1 State in the Union for Education

Again!

Maximizing Scholarship Opportunities

Preparing Successful Student Athletes Celebration

Men Make A Difference Day For Academic Success From Alaska and Beyond

Civic Education-An Athenian Debate

Interview with the Most Powerful Educator in Maryland

Non-Traditional Pathways to Teacher

Living Education Everyday

Notes From

Publisher

By Michel S. Davis Robinson Our nation once again has gathered in celebration of what defines us as a culture. Earlier this month, America witnessed the swearing in of its President. The coming together as one Country to observe a ceremony which symbolizes the essence of what is our democracy; it is with pride we all should say I am an American. We should be honored as citizens of this Country to know and to never forget what an inauguration of the President of the United States of American truly represents.

From the original Native Americans who saw their old world change to a different one; to those who traveled by foot, by train, or huddled on the decks of ships in search of freedom; or chained in the dark with only a memory of what was freedom, the swearing in of the President confirms America is the Land of opportunity. The inauguration of an American President is a testimony to the hard work, sweat, sacrifice and blood of a Republic that every four years unite as one, different but one.

As this is the year of Lincoln, it is important to remember the legacy of a peaceful transition or reaffirming of power as one of the greatest inheritance we can pass on to our children. Our differences are the bond we share as Americans and they serve as the thread that binds us all. History has shown we can disagree and maintain our humanity while working for the common good.

This heritage must endure for all our children and their children, if we desire future generation to reap the harvest of all who have made this country great.

Ensuring quality education for all children, will afford them the opportunity to live up to those of the past who made this country the greatest nation on earth. And in doing so, perhaps represent to the world the best of our democracy. It is through education that the understanding of each other’s contributions to this democracy will create avenues for all children to continue what we hold dear as Americans. To paraphrase the words of Dr. Martin Luther King, Jr. who at the Lincoln Memorial 50 years ago believed we cannot default on this promissory note to our youngest citizens. Plainly stated, education is the great equalizer and the birth right of all Americans.

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Popular Music Around the World for Your Playlist

Sky Fall Adele

I Knew You Were Trouble Taylor Swift

Locked Out of Heaven Bruno Mars

Topping Charts in U.K., France, Greece

Topping Charts in U.S., U.K.

Topping Charts in U.S.

Ho Hey The Lumineers Topping Charts in U.S., Ireland

Suit & Tie Justin Timberlake Featuring JayZ Topping Charts in U.S., U.K., Germany, Canada, Denmark, Belgium

Popular Music Around the World for Your Playlist

Adore Miguel Topping Charts in U.S., Denmark

Troublemaker Oily Murs Featuring Flo Rida Topping Charts in Germany, Australia

Diamonds Rihanna Topping Chats in U.S., Spain, Italy, Norway, Portugal

Forever Now Neyo U.S., U.K., Germany, Australia

Girl On Fire Alicia Keys U.S., U.K., Germany, Canada, Denmark, Australia, Italy, Belgium

Executive Perspective Parental Minimization

By Dr. Mike Robinson Whenever you hear of the great successes taking place in schools and throughout an entire school district, one can rest assured there are strong and healthy relationship between the homes and the schools in those communities. In successful models of high achieving schools families and school personnel are working on the same page. There are well developed and robust parental engagement strategies aimed at creating a culture of respect among parents and school staff. There’s an incorporation of best practices in parental engagement that ensure parents have a voice in decision making at all levels. Parents are acknowledged and championed for taking an active role in the achievement of all students. Involving parents leads to student achievement.

However, over the past several months, there’s been an onslaught of news reports criticizing parents for their lack of involvement. Many of these reports profess parents do not care about the education of their children, citing factors such as poor PTA membership and attendance as indicators of their involvement. Reports describing the dearth of parental involvement are seldom based on long term studies. They’re usually a presentation of unfounded assertions suggesting a vast majority of parents send their children off to public schools to be raised by teachers and school administrators. And if time permits teachers are welcome to educate their children. A perception far removed from the reality of millions of parents actively involved in their children’s education in untold ways.

More than 45 years of research by renowned scholars Mavis Sanders, Joyce Epstein, Karen Mapp, Debbie Pushor, Yolanda Abel and others has shown parent involvement extends beyond the classroom and school based activities. Parental engagement is and can be apparent in actions taken by parents as minor as preparing a quiet place in the home for students to complete their homework. In some instance, parental involvement could mean ensuring a child arrives to school on time and prepared to learn.

What is happening to parents in the media and within some school districts is what I call Parental Minimization, a process by which parents are made scapegoats for what ails our public school systems. The criminalization of parents for trying too hard, not hard enough or for simply not complying with cookie cutter standards has pushed parents to seek alternatives for their child’s educational experiences. Now there are reports of efforts by a local school to ban parental involvement, professing the recent tragedy at Sandy Hook Elementary in Newtown, Connecticut as their justification. These attacks on parents who desire to be actively involved in the lives of their children are nothing short of shameful.

Parental Minimization is real and it works to disenfranchise parents, families and community stakeholders. As a result, the most important champions for public education become frustrated, confused, angered and disillusioned about their community schools. The results of such feelings

are dramatic, parents and communities become disengaged, they reduce their involvement with their school district and in extreme cases search for alternative educational opportunities. This is defined as “Give Out”, where parents remove their children from a school system that is not parent friendly. The ultimate results of “Parental Minimization” and “Give Out” are declining enrollment and an increase in low performing schools.

Yes, there is there room for improvement in the level and commitment of involvement by parents and especially young parents and families with low-to-moderate incomes. Pointing the finger of blame and chiding parents for their lack of participation does nothing more than to alienate a valuable community ally and supporter. The better solution would be to expand fiscal and educational support, assist in their ability to navigate the maze known as public education and involve them in the decision making processes at their schools. The hammer and nail approach will not work and it will never increase parental engagement. Conversely, creating a welcoming environment, were parents are viewed as a resource will prove far more effective in stabilizing enrollment and increasing academic success.

Once parents are used as allies; teachers and administrators have a new found freedom to speak openly and truthfully about student performance. An honest and authentic engagement of parents creates a galvanizing force; wiling to advocate on the behalf of their local school district. There are many examples of such effective relationships which have turned poor performing schools into beacons of student achievement.

2Pac, Roy Ayers Mary Mary, Jahiem, Solange, Rick James, Marvin Gaye

Mos Def

Vanessa Bell Armstrong

Vashawn Mitchell, Nat “King” Cole, Atlantic Starr, V V Brown, The Originals, The O’Jays, Tamia,

Tevin Campbell, The Delfonics The Isley Brothers, Shari Addison, Spinners, Sheila E, Sister Sledge One Way, Rebecca Furguson, Rufus Featuring Chaka Chan, Q Parker, Richard Smallwood, Roberta Flack, Prince, Patrice Rushen, Pebbles, Parliament Phill Perry, Teena Marie, New Edition, Musiq, Maxwell,

Leela James, Jaci Valasquez, Eric Benet, Daryl Hall & John Oats, Dinah Washington, Cassie, Ben Allison, Ne-Yo, Lakeside, Bones, Thugs and Harmony, Amel Larrieux

Great classic, contemporary music and with education talk

Living Education Everyday eRadio

Articles Alaska National Men Make A Difference Day Celebration (p.24) Martina Bex teaches first and second year Spanish to 6th, 7th, and 8th grade students in Alaska. She began teaching full time in August 2009 (using primarily Cooperative Learning methods) after teaching part-time at Syracuse University for two years while she worked on her Master’s Degree. In April 2010, after observing one of Michele Whaley’s Russian classes, she began using TPRS/CI exclusively a few weeks later.

Taking Advantage of Non-Traditional Pathways to Teaching (p.31) Dr. Anna Bucy is an educational consultant based in Ohio specializing in gender and bullying with local, state, and national speaking credits. She spent four years on her local school board and earned the Ohio School Boards Association’s lifetime distinction of Master Board Member in 2010. Dr. Bucy has been a college communication and humanities adjunct faculty for 20 years.

Maximizing Scholarship Opportunities (p.40) Ashley Hill graduated from Kent State University in 2008 with a Bachelor of Arts degree in Biology. She is also a graduate of A.T. Still University where she earned a Master of Public Health degree.

Articles Athletes Drop Out Rate a Crisis in the Making (p.45) Dr. Jones is the President of SAJ Publishing, and as a Distinguished Toast Master, he is an in-demand speaker including regular appearances on Blog Talk Radio. He also serves as Associate Dean of Student & Strategic Programs in the College of Engineering at Villanova University.

What Can Parents and High School Students Do to Prepare Themselves to Become Successful Student-Athletes at the College Level (p.52) Mark Linder became the Director of Athletics at the University of North Alabama on August, 27th, 2007. Mr. Linder was a two-time academic allAmerican and earned a Bachelor of Science degree in Chemistry at Wayne State (NE) in 1991. In 1993, Mark earned a Master of Education degree in 1993 while serving as a football coach for the Wildcats.

Surviving the Super Bowl Celebration (p.77) Rhonda Peters, author of the cookbook So, What Can I Eat Now?! Living Without Dairy, Soy, Eggs, Corn, and Wheat, is a Louisiana native who currently resides in Phoenix, AZ. After graduating from Dillard University with a degree in Physics, Ms. Peters obtained a Master’s Degree in Electrical Engineering from the University of Missouri at Columbia and an MBA from Arizona State University.

Articles Education is Key (p.87) Charles Thomas Jr. attended the University of Notre Dame, where he was a member of the men's varsity basketball team. Upon graduation, Charles was awarded the NAACP Senior of the Year, Knute-Rockne Scholar Athlete of the Year, and Arthur-Ashe Scholar Athlete of the Year awards.

Charles has earned an assortment of executive-level certificates and multiple advanced level degrees since his graduation from the University of Notre Dame. Charles is the author of Scars, Exile, and Vindication: My Life As An Experiment.

Financial Literacy: Are College Students Prepared? (p.34) Yvette Mack has a Bachelor of Science degree in Finance from St. John’s University. She holds a Master of Business Administration with a specialization in Management from Fordham University along with a Master of Science Education with emphasis on Counseling Psychology from Fordham University. Ms. Mack has lectured for ten years in various capacities and is currently a lecturer at University of Phoenix Online School of Business. She currently teaches Organizational Behavior and Ethics, and Management Theory in the Undergraduate College of Business and Leadership and Change is the M.B.A. program.

The Need for Diversity in Computer Science (p.60)

Dr. A. Nicki Washington is the author of Prepped for Success: What Every Parent Should Know About the College Application Process.

She was the 2000 valedictorian of Johnson C. Smith University, receiving a B.S. in computer science. She received a M.S. and Ph.D. from NC State University in 2002 and 2005, respectively, becoming the first African-American female Ph.D. in computer science from the university, and the first Johnson C. Smith computer science graduate to obtain a Ph.D. She speaks across the country on a number of topics, including college preparation, mentoring, professional development, and pursuing degrees and careers in science, technology, engineering, and mathematics (STEM).

Interviews Education Talk-Maryland School System (p.58) What would you contribute to Maryland’s success and its rank as the number one school district in the Nation?

On Tuesday, November 2, 2010, Rushern Baker was elected the 7th County Executive of Prince George’s County. Rushern has served as the Executive Director attended Howard University in Washington, DC where he received his Bachelor's degree in History in 1982 and later a Juris Doctorate Degree in 1986 from Howard University Law School.

Rushern's professional experiences include serving as an equal opportunity lawyer, economic development specialist, and private practice attorney. The citizens of the 22nd District (22B) elected Rushern to the Maryland House of Delegates where he served on various subcommittees and task forces from 1994 to 2003, including a stint as Chair of the Prince George's Delegation for four years.

Education Talk-Maryland School System (p.28) Dr. Lillian M. Lowery became Maryland State Superintendent of Schools and Secretary-Treasurer of the State Board on July 1, 2012. Dr. Lowery has worked in various education institutions and programs since 1976. Prior to becoming Secretary of Education, she served for three years as the Superintendent of the Christina School District in New Castle County, DE. A graduate in English and Secondary Education at North Carolina Central University, Dr. Lowery received her Master's of Education in Curriculum and Instruction at the University of North Carolina, and her Doctorate in Educational Leadership and Policy Studies from Virginia Polytechnic and State University.

Education Talk- Maryland School System (p.78) Isaiah Leggett, Esq. has served as County Executive; Montgomery County, Maryland since December 4, 2006.He holds four higher education degrees: Bachelor of Arts from Southern University, a Master of Arts degree and a Juris Doctorate degree from Howard University, and a Master of Laws from George Washington University. Ike Leggett graduated from Southern University in 1967 as a Distinguished Military Graduate. In 1981 he was selected as the Southern University Outstanding Alumni.

Viewpoint Education Talk-Maryland School System (p.49) What would you contribute to Maryland’s success and its rank as the number one school district in the Nation?

Dr. Theresa Alban has served as Superintendent of Frederick County Public Schools since July 2011. Dr. Alban began her career as an elementary and special education teacher in Baltimore County Public Schools. There she wrote curriculum and served as a Supervisor of Professional Development. She received her B.A. in Elementary Education and Special Education, summa cum laude, from the College of Notre Dame in Baltimore. She has a Master’s Degree in Administration and Supervision from Loyola College in Baltimore, and a Ph.D.in Measurement, Statistics and Evaluation from the University of Maryland, College Park.

How Can We Keep Schools Safe (p.65) Dr. Lisa Carvallo is Montgomery College’s Director of Career Programs and the MESA (Math, Engineering, and Science Achievement) Program in the Montgomery County, Maryland. In this capacity, she facilitates the creation and maintenance of over 70 articulation agreements with secondary institutions throughout the State of Maryland, and the District of Columbia.

Parent Tips (p.41) Annie Fox, M.Ed., is an internationally respected educator, award-winning author, and a trusted online adviser. Her life’s work is helping teens become people of good character who've got the social courage to do the right thing online and off. She engages students, parents and teachers through Q&A, events at schools and conferences, and in her books including Teaching Kids to Be Good People and the Middle School Confidential™ series.

Parent Tips (p.22) Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). To date, she has helped over 23 children release five books in less than 13 months.

Kimberly offers online writing classes and workshops on this often dismissed subject. Kimberly is a publisher, author, and blogger living in Maryland with her husband and three children.

Education Talk-Maryland School System (p.67) What would you contribute to Maryland’s success and its rank as the number one school district in the Nation?

Dr. Kevin M. Maxwell is the Superintendent of Schools, Anne Arundel County. Dr. Maxwell received B.S. (1977) and M.S. (1980) degrees from the College of Agriculture, Agriculture Education Department of the University of Maryland, College Park and Ph.D. (2002) in Language Literacy and Culture from the University of Maryland, Baltimore County.

How Can We Keep Schools Safe (p.56) Dr. Boyce D. Watkins is an American author, economist, political analyst, and social commentator. Formerly a member of the finance faculty, and currently a Scholar in Residence in Entrepreneurship and Innovation at Syracuse University, he also is a Distinguished Scholar with the Barbara Jordan Institute for Policy Research, and was previously a Visiting Fellow at the Shanghai University of Finance and Economics and the Centre for European Economic Research (Mannheim, Germany).

Historian The Athenian Debate Over Civic Education: Athenian Legacies: Essays in the Politics of Going On Together (p.

73) Dr. Josiah Ober holds the Constantine Mitsotakis Chair in the School of Humanities and Sciences. He divides his time and academic appointment between the Departments of Classics and Political Science, and has a courtesy appointment in Philosophy. He writes and teaches courses on various topics conjoining Greek history, classical philosophy, and political theory and practice. His most recent books are Democratic Knowledge: Innovation and Learning in Classical Athens (Princeton, 2008) and Athenian Legacies: Essays on the Politics of Going On Together (Princeton, 2005). In addition to his ongoing work on the politics of knowledge and innovation, he is developing projects on rational cooperation in the Greek world on the relationship between democracy and dignity.

Op-ed Power of Blerds and Technology (p.89) William Jackson is Professor at Edward Waters College. He has over 25 years of experience working in K-12 and PostSecondary Education. He is an expert in the area of Social Media and Educational applications.

There’s a lot in a day capable of causing anyone to become stressed. The truth is that all the factors leading to stress in the lives of humans are practically impossible to name.

However, we can all somewhat agree that the responsibilities of work, family and meeting the demands of being a student can cause stress among the calmest of us all.

Sometimes stress can just come over us without any warning. But when it does and it will, remember it is important for your wellbeing and those who care about you to handle the stresses in your life and to find ways to unplug and unwind. According to WebMD (2013) stress can be positive, keeping us alert and ready to avoid danger. Conversely, when

often use alcohol, tobacco or even drugs to relieve these emotional feelings (WebMD 2013).

WebMD (2013) indicates physical signs of stress can be increase sweating, headaches, elevated blood pressure, upset stomach, chest pains and difficulty sleeping. Here is some important information from WebMD on stress: 

Forty-three percent of all adults suffer adverse health effects from stress.



Seventy-five percent to 90% of all doctor's office visits are for stressrelated ailments and complaints.



the human body is exposed to constant stress without relief the effects are negative on the body.

The prolong stress can lead to serious health problems. If you find you are becoming stress, stressed or stressed out due to the pressures of work, family or school it is imperative you know the signs. Once you recognize you are feeling pressured or stressed, take steps to become stress free.

Find time to relax, relate and release. Here are some ways to handle the stresses in your life.

Signs of Stress (SOS) The American Psychological Association (2013) warns stress can make you feel out of control. While under stress you typically do not understand why you are not in control and to some extent what to do. This problem exists even when the cause of the stress is relatively minor. The result is a continual feeling of being out of control even in an otherwise relaxed situation. An overwhelming feeling of “fight or flight" response to stressful situation are common (eHealth 2012). According to APA (2013) prolong exposure to stress can increase already existing emotional problems.

Those who experience the symptoms of stress

Stress can play a part in problems such as headaches, high blood pressure, heart problems, diabetes, skin conditions,

asthma, arthritis, depression and anxiety. 

The Occupational Safety and Health Administration (OSHA) declared stress a hazard of the workplace. Stress costs American industry more than $300 billion annually.



The lifetime prevalence of an emotional disorder is more than 50%, often due to chronic, untreated stress reactions.

It has been estimated that two-thirds of all visits to physicians are for stress-related problems. Recent evidence asserted the physical changes associated with stress may contribute to the leading causes of death heart disease and cancer (eHealth, 2012).

How to Get Relief From Stress HelpGuide.org (2013) suggests the following in dealing with stress: 

Identify the sources of stress in your life.

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Parent Tip Teaching Our Children to Face Their Consequences NEWS FLASH: Our children are not angels. With halos tipped to the side and with wings often clipped, a crash landing into mischief is bound to occur.

The day I realized this about my children is just one memory away.

Yes, I thought they could do no wrong until, well, I learned of the wrong they'd done. As much as I'd like to shield them from further poor choices, I know they have to walk a mile in their own shoes and experience applicable consequences.

I'm not one to mince words with my children. Never have, frankly.

Perhaps this contributes to the endless intellectual conversations we enjoy. In helping them understand the importance of "flying right," I impress upon them this very important fact: doing wrong is bound to occur, and should they meet it head on they are to be courageous enough to confess the "wrong" and accept the consequences.

By teaching children to hold themselves accountable, the likelihood of being blackmailed by an opportunist is practically nonexistent. Furthermore, they learn a very valuable life lesson: there is nothing to fear other than fear itself.

Kimberly is a publisher, author, and blogger living in Maryland with her husband and three children.

For more information visit our website: F.O.T.R.P.

Alaska

National Men Make A Difference Day For Academic Success A Celebration

By Martina Bex

I don’t remember my dad, a dairy farmer, ever helping me with homework or studying for a test, but that is not to say that he did not make a difference in my education. He attended every concert (and made ice cream sundaes to celebrate afterward!), every drama production, and every sporting event that he possibly could, even if it meant going back out to the farm at 9 or 10 at night afterward to finish up chores. He demanded that we honor our commitments, take advantage of every opportunity, and read.

Our family vacations were spent traipsing across the battlefields at Gettysburg, learning from the actors in the village at Colonial Williamsburg, touring the Hoover Dam, and stopping at every farm that we passed on the way to find out what farmers across the country were doing to improve their businesses.

Now that I am a teacher, it is very obvious to me which students have strong male role models in their lives. Like me, they are motivated because they have someone in their lives that will be disappointed if they do not put forth their best effort, and someone

Fathers participated in Alaska’s Men Make A Difference Day

that will beam with pride as their successes are shared at Student Led Conferences.

Most of my students have a mom that fills that role.

Traditionally, moms attend conferences

and concerts, remind their kids to do their homework, and email the teacher to find out what their child can do to bring up their grade. This is not always the case, but it does seem to be the norm in two-parent homes. Because women more naturally take on those responsibilities (we tend to nurture, worry, hover...I speak from experience!), many men do not realize that they have an important and unique role to play in their

children’s education as well.

Clark Middle School, part of the Anchorage School District in the great state of Alaska, celebrated Men Make A Difference Day for the first time in 2011. As our planning team distributed information to faculty and staff, I was mildly excited because I thought that it sounded like a neat event, but I couldn’t imagine that we would have much participation since it was a weekday and it is not always easy to take time off from work in the present economy. Furthermore, how many middle school kids really want their father to show up at school and follow them around for a few class periods?

A father who participated in Alaska’s Men Make A Difference Day

That morning, as the smell of bacon grease wafted through the hallways, men began to gather with their children in our library.

Teachers were busy in their classrooms, and so we really had no idea what was brewing down below. The bell rang for first period, and it wasn’t long before one of my students showed up with her older brother.

“Bienvenido”, I said, greeting him in Spanish (as I do all of my students). He quickly found a seat with his younger brother, and they worked together on the warm-up activity.

Soon after, a set of twins escorted their father into the room. I repeated the greeting, and the father nodded with a smile in return.

Then, one of my perpetually tardy girls walked up on time with her father. Another “Hola”, and off she went to her seat, on time with her dad at her side. The stream of men didn’t end until all seats in my room were taken, and there was standing room only.

Many of my students sat on the floor for the class period, and fathers lined the walls behind their children’s seats. I was shocked.

I could not believe that so many of my Continue on page 71

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Do something healthy for your child.

Get to know her teacher today.

Education Talk with Dr. Lillian M. Lowery Maryland State Superintendent The staff of Living Education eMagazine (LEeM) is honored to have an exclusive Q & A with Dr. Lillian M. Lowery, the newly appointed Maryland State Superintendent.

Dr. Lowery and Living Education eMagazine discussed her transition from state superintendent of Delaware Public Schools to her role as the superintendent for the number one-ranked public schools system in the nation. __________________________

LEeM: Congratulations on your new position as the Maryland State Superintendent. You were the State Superintendent of Delaware, what attracted you to this position?

Dr. Lowery: From my vantage point in Delaware, as well as from my long-time work in Virginia, I was familiar with the Maryland public school system and its success. I was attracted to the challenge articulated by the the State Board of Education and the Governor. They are interested in taking the nation’s top ranked system and helping move to another level of excellence. Our State schools have come a long way, but everyone agrees that improvements can be made and must be made.

LEeM: Why do you believe Maryland has been so successful in leading the country in education?

Dr. Lowery: Education is a bipartisan issue in Maryland. Both parties in Annapolis and all the county executives -- no matter their party -- support a strong and well-funded system of public education. Maryland boasts what may be the nation’s best education citizenry and the public has no interest in scaling back attention to the public schools. Maryland also had the benefit of 20 years of leadership under former State Superintendent Nancy Grasmick, whose dedication to better schools I admire and seek to continue.

LEeM: Maryland has been named the number one state for education the past five consecutive

years by Education Week. As you traveled the state, what has been your sense from teachers, administrators and staff on this accomplishment?

Dr. Lowery: Everyone I speak to is extremely proud of that accomplishment, so the pressure is on all of us to continue to keep our system strong. There are sometimes differences of

opinion over how to best strengthen our classrooms, but absolute unanimity in the importance of the task.

LEeM: Maryland along with over 40 other states agreed to adopt Common Core Standards for educational excellence. What are Common Core Standards? How will it impact education in Maryland? Finally, what should parents know about the changes to the State’s curriculum?

Dr. Lowery: The Common Core State Standards represent an interesting and perhaps unprecedented educational phenomenon in this nation. These are standards in English/language arts and mathematics that have been collaboratively developed by states – national standards that are not the product of the federal government.

These standards are internationally benchmarked, so schools throughout this country will be able to see how they stack up with schools across the county, across state lines, and across the ocean.

other resources. We collaborate on the vision for our schools and our students.

Dr. Lowery: Local systems have been involved since day one. We had Maryland educators help draft the standards and provide input to the team putting them together, and we’ve had great support and involvement in implementation. Over the past two summers, thanks to funding from our Race to the Top Grant, we’ve brought together teams of teachers and administrators from each of Maryland’s schools to learn about the standards and plan implementation. Most schools are beginning to implement portions of the standards this year, with full implementation due during the 2013-14 school year. Assessments based on the standards will be rolled out the following year.

LEeM: In 2010, Maryland won Race-To-TheTop funds, but since the announcement of the award not much has been shared with the public. What can you share about the progress of Race-To-The-Top funding and its reforms in Maryland education?

Parents should know that these standards have been deemed educationally appropriate for each grade level by a team of highly regarded educators. There will be changes to what students are learning, but more about the depth of knowledge than the difficulty. Our old standards were criticized for being a mile wide and an inch deep. The new standards reflect much deeper content but in fewer areas.

Dr. Lowery: We actually have been sharing information with the public regularly – we have a monthly update on Race to The Top emailed to constituents, and it is available to all on the front page of our website, MarylandPublicSchools.org. But because the projects are ongoing and not as yet complete, it is understandable that some may not be aware of our progress.

LEeM: Dr. Lowery, what role should government, especially local jurisdictions, have in creating a high performing school system?

Implementation of the Common Core State Standards, which we just discussed, is a big part of Race to the Top, but there are many other projects. Maryland is building a data warehouse which will allow us to better follow student progress, and will provide our educators with greater tools to help boost student achievement. We’re also piloting educator evaluation systems in Maryland school systems, evaluations that for the first time include student growth in the process.

Finally, MSDE is working closely with our chronically struggling schools, providing

Dr. Lowery: Public schools are truly local institutions. Local systems dominate the funding for schools, hire the teachers, and guide the instruction. Theirs is the dominant role in creating a top performing system. At the State level, the State Board provides overarching policy. MSDE provides focus to policy, technical assistance, compliance monitoring, and important funding and

Continue on page 42

Looks who talking on

Parent Talk Live With Host Dr. Mike Robinson @DrMikeRobinson on Facebook: DrMike Robinon parenttalklive.weebly.com

Dr. Stephen Jones

Janks Morton Dr. Sean B. Yisreal

Dr. Jonathan Cohen

William Jackson Zabrina Epps

Dr. Anita Reed

Annie Fox

Dr Ann Bucy

Taking Advantage of Non-Traditional Pathways to Teaching

By Dr. Anna Bucy curriculum development, student instruction and other skills-based areas may hold more value than having advanced degrees in ones’ subject area. Having a master’s degree in mathematics does not necessarily translate to knowing how to best teach the subject, especially when dealing with special populations or younger students. Attracting people with advanced degrees to teach in public K-12 schools needs to include some curriculum and instruction training, certainly, but the proof of a teachers’ worth is in found in the classroom.

The requirements for becoming a K-12 public school teacher vary from state to state. Many of those requirements make choosing to teach after having spent a career doing something else very difficult. Highly educated people who realize the needs our public schools have and want to serve, ought to be able to do so without having to surmount bureaucratic obstacles that often deter people from a nontraditional pathway to the classroom or having schools face fiscal barriers to hiring them.

The No Child Left Behind Act (U.S. Department of Education, n.d.) requires that all teachers be highly qualified in the core academic area(s) they teach, noting that teacher quality is a critical factor in student success. The mastery of subject matter is important, of course. However, having teachers with advanced training in leadership,

Preliminary findings of research being conducted by Battelle for Kids (2012) include that highly effective teachers were highly effective regardless of what age group or subject they were teaching; meaning that a highly effective teacher has skills that persist regardless of subject matter or population.

While this research has important implications for finding great teachers and building on their successes, it may also prove useful for finding great teachers in professions besides education. To those ends, simplifying the path for non-traditional routes to the classroom could improve education’s effectiveness exponentially.

The current Race to the Top (The White House, 2009) initiative started in 2009 seeks a high-quality education for all students predicated on the access to high quality instruction, teacher-leaders in the classroom, data-driven decision making, and a priority on transforming low-performing schools. This initiative encourages states to develop streamlined processes for certifying nontraditional applicants.

Non-traditional pathways to a teaching license seem most accessible to those wanting to teach high school. The protocol typically includes a transcript evaluation by the state board

of education to determine if requisite coursework has been taken in the subject matter(s) the applicant is looking to teach, a content area examination for the subject area(s), and the completion of an intensive pedagogical training program to prepare would-be teachers for classroom expectations (Ohio Department of Education, n.d.). If the applicant wants to be involved in special education or administrative roles, additional tests and protocols must be completed.

Currently, it seems that for many districts the biggest concern about hiring someone with a non-traditional pathway to teacher licensure is salary. Having someone come in to a school at the top of the pay scale because of previous education may deter a school from hiring that person despite what may be superior knowledge. Alternative pathways to teacher licensure may also require alternative salary scales. For example, a 25-year old man with a bachelor’s degree and a Juris Doctor degree, or a retired woman with a Ph.D. in physics can come to a school district in Ohio with nontraditional certification and be pay-scale ranked as a master’s plus 25, putting both at the top of the district’s negotiated pay scale.

They are willing to work for less but are not allowed to do so. In the case of the retiree, the district would even be able to save on benefits. This may raise questions about alternative pay scales for teachers with nontraditional pathways. The same could be true for a principal or superintendent who followed a non-traditional path.

In areas where funding is scarce, being able to attract professionals to the classroom could provide the added support for teachers and students necessary to improve education for the most vulnerable populations. Retired professionals-turned-educators could provide critical tools for the staff and students in the form of staff development, leadership training, and depth of knowledge not necessarily available to a life-long teacher. To make this possible, however, the path to state certification ought not to be cumbersome so as to deter service-minded professionals from contributing their expertise. Hiring experts to be K-12 teachers also ought not be

financially oppressive to the districts.

Encouraging non-traditional pathways to teaching in our struggling public schools will benefit student achievement, long-term student performance, and possibly increase enrollment in higher education. Insofar as standardized tests do not measure students’ skills, checking off boxes regarding courses taken and degrees attained does not, alone, qualify someone as a good teacher. Bringing people with a passion for teaching together with students who need access to highlyqualified and effective teachers can be a recipe for excellence for our struggling public schools. Simplify the pathways to certification and find creative ways of bringing passionate experts, service-minded professionals, and intellectually hungry students together.

Battelle for Kids (2012).

Uncovering effective teaching practices.

Teacher Effectiveness.

Battelle for Kids.

Columbus, OH. Retrieved from: http://www.battell eforkids.org/Servi ces/Teaching_Eff ectiveness/Highly _Effective_Teach ers.html?sflang= en Ohio Department of Education. (n.d.).

Alternative pathways. Educator Licensure.

Retrieved from: http://www.ode.state.oh.us/GD/Templates/Pag es/ODE/ODEPrimary.aspx?Page=2&TopicID= 513&TopicRelationID=540 The White House. (2009). Fact sheet: The race to the top. Briefing Room. Retrieved from: http://www.whitehouse.gov/the-pressoffice/fact-sheet-race-top U.S. Department of Education. (n.d.).

Elementary and Secondary Education Act. Retrieved from:

Living Education Everyday

Financial Literacy: Are College $tudents Prepared?

By Yvette Mack, MS. Ed, M.B.A As college costs continue to outpace inflation, what strategies are parents, educators, and colleges employing to develop young adults who understand the role debt plays in financing an education?

While there are many colleges to choose from, community colleges and state schools are by far an alternative to private four-year institutions, which can be quite costly.

According to the National Center For Education Statistics, “The average cost for the 2010–11 academic year, annual current dollar prices for undergraduate tuition, room, and board were estimated to be $13,600 at public institutions, $36,300 at private not-forprofit institutions, and $23,500 at private for-profit institutions between 2000– 01 and 2010– 11, prices for undergraduate tuition, room, and board at public institutions rose 42 percent, and prices at private not-for-profit institutions rose 31 percent, after adjustment for inflation.” U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 3.

Is it a College or University’s responsibility to prepare students for the ever-growing cost of choosing and attending college? From a cursory view, the answer is no because by the time a student enters college, the decision to finance an education should have already occurred. There are however, those who enter college with no idea how to pay for it, and are often lacking the financial literacy skills to remain successful in college. As a result, there are often schools that provide seminars through the Financial Aid Office, or for no college credit, on the basics of financial literacy in higher education.

Basic Financial Literacy in higher education focuses on several factors: budgeting, borrowing, and repayment strategies. Budgeting strategies are essential before students get to college, preparing them on how to manage funds they receive from a variety of sources, including summer jobs or from parents.

Budgeting basics include establishing a monthly budget, reviewing and tracking expenses, and identifying financial needs in advance if possible. This will set the stage for students Continue on page 36

For more information visit our website below: F.O.R.T.P.

Financial Literacy: Continued from page 34

being able to budget upon graduation as they move into repayment on a loan.

As high school students begin preparing for the college application process and visiting schools, it is essential parents and students together make informed decisions. If a child decides to go away from home, what are the costs associated with travel to and from school? The cost of attendance is not just the ability to cover tuition, fees, room and board; but the incidentals including books, supplies and living expenses.

Part of the decision making process should be a discussion of whether there is a budgeted amount for college and if that budget meets the needs relative to the student’s college of choice. Often a students’ choice is not relative to the amount of money a parent may have saved for their education.

A discussion before the application process begins should occur between parents and students in hopes of avoiding the awful scenario, dropping out of school. Identify needs versus wants when looking at colleges.

Understanding the definition of ‘Financial Aid” is important.

Often a school’s financial aid may consist of either entirely “free” grant money, or financial assistance that doesn’t have to be repaid.

However, it is likely a financial aid package will consist of a variety of financial aid to include loans that must be repaid.

Borrowing strategies are directly related to financial literacy, as it is often the student who has minimal financial literacy skills that traditionally seeks to borrow more than they truly need for living expenses. Student loans have to be repaid and bankruptcy cannot be filed for these types of loans. According to the Department of Education, “7% of undergraduate borrowers have student loan balances over $50,000 and 46% of graduate borrowers have student loan balances

over $50,000 ” (Federal Student Aid Conference, 2012). Educating students and families on unsustainable debt has great impact as the loans taken in college can affect your standard of living for the rest of your life.

All too often the burden of understanding and filing financial aid forms are left to the parent because there is required information they must answer. Completing financial aid forms should be a family affair, as should discussing and adopting a financial literacy plan. Minimizing the amount needed to borrow is always a benefit, as it leads to smaller repayments after graduation.

Repayment strategies include understanding the various types of repayment plans, and the ability to manage a budget so that payments are not missed. Students who borrow money from the Federal Direct Student Loan program have generally six months grace period after graduation before a loan goes into repayment. This is the perfect time to go over and develop strategies on how loan debt will be incorporated with any other debt, (rent, credit cards, car note) which must to be repaid. Those parents who borrow Private Loans or the Federal Direct Plus Loan may be in repayment as early as right after the loan is disbursed. Therefore it is imperative families discuss borrowing options since repayment can affect both the parent and the student.

Continue on page 108

Living Education Everyday

New Leaders

K-12 Barbara Byrd-Bennett CEO Chicago Public Schools

Robert Copeland Superintendent Neshaminy School District

Pat Narouth Superintendent Beatrice Public Schools

New Leaders

Post Secondary Nancy Roseman, Ph.D. President Dickinson College

Hiram E. Chodosh, Esq. President Claremont McKenna College

Debra S. Daniels, Ph.D. President Joliet Junior College

By Ashley Hill Financing college is a vital aspect of the college preparation process for collegebound students and families. Parents and teens must discuss how they will cover all college costs and create a plan of action to create a successful transition into college and throughout the college years. There is no surprise that college tuition costs are soaring with each passing year.

In addition, many families have to combat financial issues which present a challenge for college-bound students trying to pay for college.

While student loans, college funds, and grants are other options for paying for the costs of college, students have a significant role in keeping their college costs to a minimum. Millions of scholarship dollars are available each year to eligible students based on requirements of academic scores, unique qualities (such as last name or height), income level, and intended major or career. Ideally, students want to apply for as many scholarships as possible to lessen the burden of financing their college education along with their families.

Thus, students can focus on having a successful college career while families can focus on being a supportive network for their college students.

opportunities is that many students and families enter into the scholarship application process without an effective strategy. A strategic approach to securing scholarship money is essential so that students and their families aren’t wasting their time with random scholarship searches. Time is an important factor in the scholarship search and application process as students who procrastinate in looking for scholarships can risk missing deadlines and decreasing their chances of winning scholarships. In addition, students and families must follow the steps outlined below to stand out above the competition of scholarship applicants and minimize the burden of paying for college.

1. Create a scholarship search profile. No two students are alike.

Therefore, parents and students need to begin the discussions of financing college as early as the 7th grade to ensure families are adequately prepared for paying college costs As scholarships are available for students as young as 12, parents should encourage their children to take an inventory of interests, extracurricular activities,

A major issue with securing scholarship Continue on page 69

Parenting Tip By

Annie Fox

The difference between parenting young children and parenting tweens and teens is the fact that with older children we should "talk less and listen more." Your middle and high school-age daughters and sons have already heard pretty much everything you have to teach them, hundreds and hundreds of times. By the time most kids reach preadolescence they start tuning out what their parents are saying. When we close our mouths and listen more to what our children are telling us, we have a golden opportunity to be re-introduced again and again, to the young adults our children are becoming.

A graduate from Cornell University with a degree in Human Development and Family Studies Fox also has a Master’s in Education from the State University of New York at Cortland.

Through her public events for kids, tweens, teens, parents, and educators, Annie continues working toward her goal of empowering young people through increased self-awareness, emotional intelligence skills and stress-reduction strategies.

Education Secretary continued from page 29

assistance to make sure those classrooms are heading down the right track.

LEeM: Early in the year, Maryland requested and was granted a waiver from the rigors of the “No Child Left Behind Act”. Why did Maryland seek the waiver and how does it support the work taking place in the classrooms across the state?

Dr. Lowery: No Child Left Behind accomplished some powerful things for public schools. It set a rigorous standard in reading and math and demanded that all students hit the target, forcing disaggregated school data into the spotlight and making certain we all took a look at classrooms that were underperforming. But it had unintended consequences. Schools in low-income areas – with great challenges – were being labeled as failures when their students were progressing. And the targets were absolute. While all students can achieve, targets need to be realistic and achievable.

Our waiver from the U.S. Department of Education gives us that flexibility.

Standards are still rigorous for all students, but improvement is celebrated.

Schools are judged against themselves. It is a fair system that will allow each of our schools to focus on what works in their classrooms to improve instruction and accelerate learning for all students.

LEeM: Shifting gears a little to college readiness. Can you share your thoughts on the innovative approaches of Arundel Community College and the Community College of Baltimore County which allow students who need remedial courses to take them while enrolling in traditional college credit classes?

Dr. Lowery: It is important to link high school and higher education. For many students, getting an early start on their college through a program such as those offered by Anne Arundel Community College and the Community College

of Baltimore provide a simple and effective pathway. A number of students need remedial courses, and these programs provide students with the foundation they need.

LEeM: College readiness is a national issue. What are your thoughts on preparing all children for college? What do you think should be done to move students towards college and vocational readiness?

Dr. Lowery: One of the bedrock principles behind Maryland’s Race to the Top Program is that we must graduate students who are ready to take on either higher education or a career – they should have the foundation to make a choice.

We embraced the Common Core State Standards because they provided for our schools rigor that is designed to take students to that next step.

If our students graduate from high school with a diploma that is meaningless, we’ve done them no favors. We want employers and college admissions officers to have confidence in a Maryland high school diploma.

LEeM: One the biggest challenges in the classroom today is how to effectively incorporate technology. How important is technology to classroom instruction; as educators prepare Maryland students for the careers of tomorrow?

Dr. Lowery: We live in a technological world. You and I have been communicating through the internet, via computers, and we know our children are doing the same thing. As educators, we ignore technology at our peril.

At the same time, technology is expensive, it can break, and it can become outdated quickly. It is a challenge for local school systems to keep up with funding State of the Art technology for classrooms.

Continue on page 109

Living Education Everyday

Let your child know that an education will allow them to explore the world.

Athletes Drop Out Rate a Crisis in the Making Dr. Stephen Jones Springfield, Pa. According to Dr. Stephen Jones each year more than 50 percent of African American students drop out of high school and college. This has a significant impact on athletes who play sports. The dropout rate is greatly affected by poor college preparation and study skills. The lack of academic preparation is evident in middle school and high school. Too often athletes are accepted to college without the preparation they need to graduate. The student athletes’ athletic prowess is valued more than their intellectual abilities. Some athletes are also blindsided when they uncover the huge academic deficits when they start college classes. This crisis will continue because of the abundance of athletes who can replace the athlete who is in academic difficulty. This problem must be attacked head on. Athletes deserve to be prepared to succeed at all levels. The NCAA requires colleges to have an academic support center. Unfortunately often the academic gap is too large even for the tutors that are assigned to students. Although these students have graduated from high school these students arrive to college academically three and four years behind their peers.

Middle schools and high school students must get academically caught up prior to enrolling in the college. Many of these students are coming from schools that are not making Adequate Yearly Progress according to the standards of the former No Child Left Behind policy. There are some very basic elements of the education process that are critical for students to succeed in college and they include the ability to read and compute. This crisis is not one that we can ignore. Too many extremely bright African

Americans are ending up in prison. This includes former college athletes who do not have a degree. Every so many weeks it seems there is an article about some athlete who is escorted into a court room and sent to jail. This is especially detrimental when they leave a wife and children to make it by themselves. This foretells a disastrous educational outcome for their children who cannot afford to attend the better schools.

Some organizations and colleges are tracking the exceptional student athlete as early as ten and twelve year old. Yet attention and devotion to ensuring that they maintain high levels of academic performance is given little attention. It seems that there is a viscous cycle of poor study skills and academic preparation that’s repeated in inner city communities throughout the country. A fundamental academic requirement must be established for athletes early in their K 12 experience. Colleges and school districts must make a greater commitment to these students. There must be a break in the pattern of the deepening despair that has become a viscous cycle for so many athletes who do not graduate. Too many families can point to athletes in their family who have never competed a high school diploma or college degree.

The same energy that is used to identify talented athletes should be used to help athletes to become scholars. We need to let athletes know that they are required to study and earn the best grade. Creating a forum where parents can get a better understanding of their role to help students to get good grades should

be encouraged. School district must identify staff who will work with the athletes to make sure that they are competing in the classroom. The athletes often need a course in time management because their game schedules are so crazy. Each school should have meetings to plan how they will better serve athletes so that they can go to college and have the academic skills to graduate.

Dr. Stephen Jones is a nationally recognized author who has written the “Seven Secrets of How to Study, the Ultimate Scholarship Guide and the “Parent’s Ultimate Education Guide.” You can contact him at 610-842-3843 and at stephenjoness@rcn.com or visit http://bit.ly/OOmCA0 or http://www.studyskills2u.com.

Living Education Everyday

For more information visit our website: F.O.T.R.P.

Theresa R. Alban, Ph.D. Superintendent, Frederick County Public Schools LEeM: What would you contribute to Maryland’s success and its rank as the number one school district in the nation? How has your school district supported the ongoing academic achievement taking place in Maryland?

Dr. Alban: The fact that we are part of a state that is leading the way in public education is a validation of our work – the sense of shared achievement we have in Maryland is a tremendous encouragement.

At the same time though, we know that the unique programs and initiatives we are undertaking in Frederick County Public Schools are what makes us a special school system in a special state.

Whether we are talking about Frederick County’s early leadership in the transition to statewide Common Core standards or the amazing resources of our Earth & Space Science Laboratory which celebrated its 50th anniversary this year, we set a high standard of excellence for the children and families of Frederick County. We take pride in knowing that we are an integral contributor to Maryland’s remarkable success.

Organizations You Need To Know

Teach For America is the national corps of top college graduates and professionals who commit to teach for two years in urban and rural public schools and become lifelong leaders in the effort to expand educational opportunity. Teach For America’s network includes more than 10,000 corps members teaching in 46 regions across the country and nearly 28,000 alumni working in education and many other sectors to create the systemic changes that will help end educational inequity. http://www.teachforamerica.org/ ACE is the nation’s most visible and influential higher education association.

We represent the presidents of U.S. accredited, degree-granting institutions, which include two- and four-year colleges, private and public universities, and nonprofit and for-profit entities. Our strength lies in our loyal and diverse base of more than 1,800 member institutions, 75 percent of which have been with ACE for over 10 years. That loyalty stands as a testament to the value derived from membership. We convene representatives from all sectors to collectively tackle the toughest higher education challenges, with a focus on improving access and preparing every student to succeed. http://www.acenet.edu/Pages/default.aspx Parents Union’s mission is to ensure every child receives a quality public education.

The Parents Union will educate parents how to navigate the educational system and empower parents to advocate for their children in their schools for the following reforms: 1. Smaller Class Sizes 2. Excellent Community Public Schools for ALL Children More Teaching – Less Testing 3. Parent and Teacher Empowerment and Leadership 4.

5.

6.

7.

8.

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Equitable Funding for ALL Schools Moratorium on school closings and charter co-locations Culturally Relevant Curriculum Expand Pre-Kindergarten and Early Intervention Programs Qualified and Experienced Educators and Educational Leaders Enforcement of the law requiring charters to recruit, retain and show their retention efforts of students with special needs and English Language Learners. The practice of pushing/counseling out such students must end 10. An end to the granting of waivers for chancellor appointees who do not qualify under the law 11. An immediate end to mayoral control and the failed education policies of the past 9 years http://www.nycparentsunion.org

Living Education Everyday

What Can Parents and High School Students Do to Prepare Themselves to Become Successful Student-Athletes at the College Level

By Mark Linder I have one of the best jobs in America. I serve as the Athletics’ Director at the University of North Alabama. I am proud to work at an institution of higher education with such rich academic, athletic, and musical heritages.

When asked to write an article for Living Education eMagazine (LEeM) about this very important topic, I jumped at the opportunity. It is such an important topic and one that I find to be very interesting. I hope I can provide some insight that will assist in helping young student-athletes experience a successful transition into the collegiate ranks.

As an athletic director, I have the opportunity to see countless athletics’ events every year. I can honestly say that I love competition.

Whether it is me competing, my kids competing, or our university competing, I love competition. Over the years, I have had the opportunity to be involved on both ends of the spectrum and many of the points in between. From my daughter’s soccer games (when she was six year-old) to collegiate National Championship events, I have enjoyed watching individuals compete and observe how they handle pressure and adversity.

Every competition has a few points during the contest when

each team is faced with adversity. The team that is able to handle the “pressure points” better is usually the one that overcomes and wins the day. So while preparing academically and training athletically are important, I believe the ability to handle pressure and adversity is the most important skill set needed for a successful transition to collegiate athletics.

While students are within the safe confines of a loving home, it is important for them to experience pressure and be taught how to deal with adversity. It is important to realize that it is both, acceptable and beneficial for young people to taste the agony of defeat, to fail, to get beat by a superior foe. The quote “Failure is not an option” is a damaging concept to promote to our youth. We need to let them know that “Failure is an option.”

In any endeavor, we either succeed or we fail. Failure is a tremendous learning experience that we are taking away from our young people. When we shield our kids from controlled adversity and failing opportunities, they lose out on the opportunity to learn the skill of dealing with adversity and rising up to try again.

I’m reminded of a conversation I had years ago with my six year old princess following a soccer game. Her team was bad, really bad.

They didn’t win a game the entire year. One day late in the season, she hopped in the car wondering if she would get a trophy. WHAT? A TROPHY? FOR WHAT? Immediately, we were able to have a discussion about how trophies go to the victor and furthermore, if she wanted a trophy, then she would have to practice, work hard, get better, and EARN a trophy. This didn’t wreck her self-confidence or her self-esteem, but did allow for a parent to have honest conversation (a teaching moment in a safe environment) about working hard, facing her giants, and dealing with adversity and disappointment.

Let’s fast forward to today. When I talk with collegiate coaches around the country, the big question their recruiting circles

is…where are the leaders? Where are the kids who know how to deal with adversity?

Where are the mentally tough kids? Where are the kids that inspire others?

If parents want to know how they can help their students prepare to be successful student-athletes at the college level, I suggest allowing students to learn to face adversity while they reside with you at home. With your guidance, allow them to take risk, to fail, to do without, to get back up, and to face adverse situations. During these times, they will learn that failure is an option, but failure is not the end result nor does failure define who they are. They will learn a lot about themselves and you just may be surprised by their spirit to compete. They will come to understand that they have the ability to step up in a pressure situation, to take responsibility, and to risk failure. This character development and skill set will not only assist them in being successful in college athletics, but more importantly the rest of their life.

Look at what being talked about on

Parent Talk Live with host Dr. Mike Robinson parenttalklive.weebly.com Sundays @ 8:00pm to 9:00pm est.

Twitter: @DrMikeRobinson Facebook: DrMike Robinson

 The Impact of Environmental Factors on the Academic Success of Students

Living Education eMagazine

Talk Radio

 The Challenges of Parenting  High Performing High Schools  How to Re-establish A Positive and Healthy School Culture After A Tragedy  Organizations You Need To Know  Student Achievement, Civic Engagement, and Government Responsiveness

No Music Just Podcast Conversations about Education

Forest Of The Rain Productions @anaturalbridge

Living Education Everyday

We asked two educational leaders to give Living Education eMagazine their thoughts on how schools can be kept safe.

"Schools can be made safer by eliminating automatic weapons and titling guns the way we do with automobiles. We don't need killing machines in civilian life, so there is no need for assault rifles to be legal (other than money). Also, it's ironic that we "just happen" to lose so many guns on the black market every year. If we title guns as we do cars, then we'd be able to track guns back to their owners and hold people accountable for guns that get "lost." Putting guns in schools only increases the likelihood that there is going to be a shootout" --Boyce Watkins, PH.D.

Boyce D. Watkins is an American author, economist, political analyst, and social commentator.

Formerly a member of the finance faculty, and currently a Scholar in Residence in Entrepreneurship and Innovation at Syracuse University, he also is a Distinguished Scholar with the Barbara Jordan Institute for Policy Research, and was previously a Visiting Fellow at the Shanghai University of Finance and Economics and the Centre for European Economic Research (Mannheim, Germany). Watkins is also a faculty affiliate with the College Sports Research Institute at the University of North Carolina at Chapel Hill. He has authored several financial advice books, including "Financial Lovemaking 101: Merging Assets with your Partner in Ways that Feel Good", "Black American Money," as well as "What if George Bush were a Black Man?"; his work has also appeared in such publications as the Journal Of Small Business Management], and The Journal of Economics and Business.

Education Talk with

Rushern Baker County Executive, Prince George’s County, Maryland The staff of Living Education eMagazine (LEeM) sat down with Mr. Rushern Baker, County Executive for Prince George’s County, Maryland to discuss his vision for education and his strategy to bring businesses to the County to partner with public schools.

Prince George’s County Maryland has the 18th largest school district in America and is the home of Maryland’s flagship University, University of Maryland College Park.

LEeM: Congratulations on your Leadership Award from the National Forum for Black Public Administrators. What does this award represent in your efforts to turn what you have described as a good county great?

Mr. Baker: I really appreciate the National Forum for Black Public Administrators recognizing me for the work that we are doing here in Prince George’s County. This award means a lot, because it comes from an organization that understands all the work it takes to move a government and a large jurisdiction forward. This award validates the work we have been doing and signifies that we are making progress.

I am extremely fortunate to have a fantastic team of public administrators and county employees working with me who are committed to serving the people of Prince George’s County. The award really belongs to them. I accepted the award on behalf of the thousands of county employees who work so hard every day to make this county a great place to live, invest, work, and visit.

LEeM: There is a discussion currently underway in your county around the development of a hybrid board of education; would you support such a policy?

Mr. Baker: I think that the conversations people in the county are having about our schools is grounded in everyone’s belief that Prince George’s County should have one of the best school systems in the region and in the state. People have a lot of ideas that they think are the solution to our challenges. Changing the governance of our school board is just one of the many ideas that citizens are talking about. We have made some significant strides over the last few years to improve our schools, but I sense that those changes and improvements are not being felt by many of our residents. I have often said that some of our schools are doing many good things

however, we are not consistent and sadly this is not happening everywhere and all the time.

We have great programs that are yielding wonderful outcomes, but we need to find ways to ensure that great programs are available to every child.

We also have to get the word out about the good things that are happening in our schools.

Good news like the IT program at Fairmont Heights and the arts program at Suitland High School. People need to know that we have successful programs in our schools.

As the parent of three Prince George’s County Public Schools graduates, I know first-hand that we have some incredible programs in our schools and I am committed to getting the word out about the good things happening in our schools. We need more parents and families to be ambassadors for Prince George’s County schools. It is the only way we are going to reverse the perception that the entire Prince George’s County School System is sub-par. It is perception and not reality. We need to do a better job of telling our story!

The people of Prince George’s County have very high expectations for our schools and my administration is committed to finding new ways for the government to play a greater role in our schools. From transportation to family services, the county government has services that I believe could help our children and have a more significant impact. I believe that we can accelerate the improvement of our schools if we find ways to consolidate the services county government and the school system provide to children and families. The idea is to better support teaching and learning in and outside of our classrooms with wrap-around services that help our children become the best they can be.

I am confident that this approach will improve student achievement in areas of the county that need our help the most.

LEeM: In your opinion what is the role of parents in the education of their children?

Mr. Baker: It is very important that parents are involved in their child’s education. My wife and

I were always active with the PTA and worked with the school to make sure that our children, and their classmates, got the best instruction and support possible. Parents have to be advocates for their children and support the vision of the school leader. Statistic show that involved and engaged parents will produce successful students.

The challenge we face in Prince George’s County is that every child is not fortunate enough to have a parent or guardian who takes an active role in his or her education. We need to find ways to support those children who don’t have an adult who is involved in their education. This is why I support mentoring programs and non-profits that work directly with our schools. I believe that they help close the gap and provide support and encouragement to children who need help.

The more parents and adults are involved and engaged with our schools, the more student achievement and performance will improve. I firmly believe this and we must find ways to better engage parents, because their involvement will make a difference.

LEeM: What is your vision for education in Prince George’s County, Maryland?

Mr. Baker: My vision for education is rooted in the belief that every child in Prince George's County deserves a high quality, rigorous educational experience. I say often, great education is happening in Prince George's County every day, I want to make sure it happens everywhere. I want to see a highly efficient and effective use of our taxpayer’s dollars, and for our county schools to graduate and employ the top industry professionals right here in Prince George's County.

LEeM: What role has education played in your life?

Mr. Baker: Wow! I would not be who I am without a strong foundation of support from my parents and their commitment to getting me a good education. I was fortunate to have some Continue on page 84

The Need for Diversity in Computer Science?

By Dr. A. Nicki Washington

The United States has experienced a steady decline in the enrollment of underrepresented minority students in science, technology, engineering, and mathematics (STEM) disciplines. As the baby-boomer generation enters retirement, a growing gap, known as the “Quiet Crisis,� describes the increasing demand for and limited availability of qualified U.S. citizens available to replace them [1]. Even more dismal is the number of African-American and Hispanic students entering computer science (CS) careers. While computer science continues to permeate every aspect of society, the number of high-school students that are adequately prepared to enroll in university computer science programs is declining. While the domestic enrollment in computer science is increasing, the enrollment of underrepresented minorities is still dismal. According to results of the most recent Taulbee Survey, two-thirds of all bachelor’s degrees conferred in computer science were awarded to white, non-Hispanics, with only 4% awarded to AfricanAmericans [2].

Recent predictions by the Bureau of Labor and Statistics shows that, through the year 2020, CS will be the only STEM discipline (and one

of, if not the only field) that will have more jobs available than qualified graduates to fill them. This fact illustrates the importance of CS in our ever-changing technological world.

In addition, Over the next 50 years, it is projected that the minority population will increase at a much faster rate than the nonminority population, with African-Americans and Hispanics increasing from a combined 22% to 40% of the workforce[6] These facts illustrate the importance of placing AfricanAmerican and Hispanic students in the CS pipeline early. However, placing students, who have traditionally underperformed in science and math into these areas, is a daunting challenge.

immediately think of Steve Jobs and Mark Zuckerburg. However, they do not see themselves as being successful in the field of computer science. Many students of color are unaware of African-American or Hispanic computer scientists such as Mark Dean, Mark Hannah, or Richard Tapia. They assume computer scientists are White and Asian males. Due to an assortment of factors, including, negative perceptions of being difficult, lack of understanding about and

A number of factors have been identified that influence African-American and Hispanic student participation in CS, including the following:

1. Students find computer science boring and not applicable to them and their interests. Students often associate computer science with programming, without much correlation to other technologies and everyday activities that they use and engage in.

In addition, students in urban areas do not readily identify computer science as a field that they can successfully pursue. When asked what computer science is, most students state using Windows or the Internet. However, they do not understand these are applications created by computer scientists. They don’t relate their smartphone, movies, television, and other technologies they use daily to computer science.

2. Students don’t see themselves as successful in CS. When asked about computer scientists, most students

preparation for computer science courses, and a dearth of AfricanAmericans and Hispanics in computer science, many students feel this subject area is not inclusive of them or their interests [3-5].

A number of solutions have been proposed to address this issue. However, to truly increase the number of African-American and Hispanic students entering formal CS courses prior to high-school graduation, a combined approach must be developed and implemented across the country. This includes the following: 1. Making CS available to all students.

Much of the effort and research on K12 computer science education has focused on preparing students for AP Computer Science [4] [5].

However, schools lack a CS curriculum that incrementally exposes students to computer science and teaches core CS fundamentals leading to Advance Placement in computer science, if desired. In many urban districts, the lowest-level introductory computer technology classes replace AP computer science.

These courses are designed to teach students basic computer literacy, including how to use applications such as Microsoft Excel and PowerPoint. They do not teach computer science fundamentals such as computational thinking and problem solving. In addition, those schools offering AP Computer Science typically attract a very small and similar group of students to the course, as result of the aforementioned reasons.

2. Cultural relevance in teaching CS courses. Successfully attracting and retaining students of color means that they must be able to relate what they learn to what they experience outside the classroom. Cultural relevance is critical in helping students develop core CS skills.

Simple techniques such as using public transportation to teach networking concepts, or helping students identify how they could use CS to solve a problem in their city or neighborhood are critical to helping students understand CS fundamentals. Using such methods allows students to first become engaged then instructed.

3. Making CS a course that EVERY school includes in the formal curriculum. There are several efforts underway to make CS a required course for high school graduation, similar to math, reading, and science.

History has shown that technology will continue to dominate our daily lives. In addition, CS is the one discipline that is a part of nearly every discipline. Students must have some computer knowledge in order to successfully compete in this global workforce. The best way to ensure that this happens is to mandate each student complete a CS course prior to graduation.

Mandating that school districts require a CS course will ensure all students are exposed to CS and have a basic understanding of the discipline, its various areas, and its importance to so many other fields.

The digital divide is still very present in the U.S. If the U.S. hopes to remain a global economic leader, it must remain competitive.

Continue on page 108

Great schools create great neighborhoods and strong communities Fair Housing Radio Music and fair housing talk

For more information visit our website: F.O.T.R.P.

Stricter gun control. More importantly, the people should push for legislation that prohibits lobbying of our lawmakers unless it is for non-profit or charitable organizations. The NRA wields far too much power over our lawmakers. Lobbying presents a fundamental conflict of interest. When the second amendment was written, it was intended for protecting ourselves from invading armies, not for citizens to tote around AK-47s and other weapons of mass destruction.

--- Lisa's Carvallo, Ed.D.

Dr. Lisa Carvallo is Montgomery College’s Director of Career Programs and the MESA (Math, Engineering, Science Achievement) Program in the Montgomery County, Maryland. In this capacity, she facilitates the creation and maintenance of over 70 articulation agreements with secondary institutions throughout the State of Maryland, and the District of Columbia. These agreements enable students to transfer high school courses to Montgomery College as college credits thus assisting them with a smoother transition from secondary to post-secondary education.

Show your child the value of an education.

Take an interest in your child’s school district today.

Kevin M. Maxwell, Ph.D. Superintendent, Anne Arundel County Public Schools LEeM: As a long term educator and administrator in the state of Maryland, what would you contribute to Maryland’s success and its rank as the number one school district in the nation?

Dr. Maxwell: Anne Arundel County Public Schools is the fifth largest school district in the state and one of the 50 largest in the nation. Over the last six years, we have put a laser-like emphasis on addressing the needs of every single one of our students because we firmly believe that every child can achieve, with absolutely no exceptions. We have made a priority of not only raising expectations for our students, but putting in place the supports necessary – at whatever level – to help every child not only meet standards, but exceed them. Our efforts to infuse programs of rigor and relevance for everyone from our youngest learners to our high school seniors has resulted in more students taking advanced, college-preparatory courses than ever before.

Our mission, which states that we will “educate all of our students to be well-prepared for college and the workforce and to empower them to create a better quality of life for themselves, their communities, and the next generation,” extends to the environment outside of our classrooms. We have been leaders in Maryland’s environmental literacy efforts, and have pioneered the implementation of environmental initiatives in our elementary, middle, and high schools.

Even in the face of a tough economy and loud criticism, we have also been unyielding advocates for our employees, who are the key to the initiatives we implement and the curriculum we teach. We have consistently advocated for full funding of all negotiated agreements and when our County has not funded them, we have worked with our bargaining units to provide as much for our 10,000 employees as possible.

Living Education Everyday

Scholarship Opportunities continued from page 40

unique qualities, and desired careers.

This profile will serve as a roadmap for students so that they aren’t searching aimlessly for local or online scholarships.

2

Create a scholarship search and application schedule. Students and families must be intentional about finding scholarships and applying for them. With varying scholarship deadlines and hectic day-to-day schedules, successful scholarship applicants have an organized system.

Parents should encourage students to create a system of filing scholarship information into folders, writing dates on a calendar, and maintaining a way to keep notes on scholarship opportunities. There is no one correct way, but students need to take action (searches or completing applications) on a weekly basis.

3

Set goals for scholarship search and desired amount of funding.

Even if students are undecided on the college of their choice, they can still develop goals for the desired amount of funding. A goal will help students to stay motivated to follow through with their scholarship search and and application schedule. The scholarship application process will require a considerable amount of time which will require students to manage their time and maintain good grades while seeking out scholarships. Students should set goals for how many hours they will search for scholarships each week and the number of applications they will complete each month.

4 Search for specific scholarship sites before broader searches.

Using the scholarship profile, students will begin their search for scholarships for a specific community of applicants including race, culture, sports, careers, and geographic location. Once students have explored specific scholarships, they can move to broader searches such as for volunteer experiences, GPA, after-school interests, age, and gender.

5 Inquire about scholarships in the local community. While students will find many scholarships through online searches, they must be aware of opportunities available in their own communities. Many churches, nonprofit organizations, school districts, and local businesses set aside scholarships for local residents.

Students should take advantage of these local scholarships and inquire about the application and deadline.

Parents can help their students by inquiring of scholarships through their employer.

In conclusion, a college degree is a worthy investment as students will open themselves Continued on page 109

On a Budget

Almost everyone likes to celebrate Valentine’s Day, however these days there is little interest in spending a fortune on the celebration. Whether you want to share Valentine’s Day with someone very special or you want to create a fun day of appreciation for a group of friends, students, and coworkers. Here are some suggestions to make this Valentine’s Day fun.

Nothing says I care more than something homemade. Homemade candy apples are a great way to show you care. Before the candy on the apple completely cools decorate with sweetheart candy kisses. If you don’t have access to a kitchen no problem, sugar cookies with lemon icing topped with a jelly heart shaped candy placed in the center of the cookie will bring a smile on anyone’s face.

Create a playlist that will fit your budget of classic love songs. Here are some favorites at LEeM: 

I Knew I Loved You – Savage Garden



Happily Ever After- Case



Carry My Love - Sarah Geronimo



You Give Good Love- Whitney Houston



The Lady in My Life- Michael Jackson



Heaven - Bryan Adams



How Did You Get Here- Deborah Cox



Sitting By Heaven’s Door- En Vogue



Nothing in this World Could Make Me Love You More Than I Do- Nat “King” Cole



Lover’s Holiday- Earth, Wind, and Fire



Golden- Chrisette Michele



Head Over Heels-Tears For Fears Continue on page 74

Alaska- NMMADFS Continued from page 24

students had remembered--or desired--to share the information about Men Make A Difference Day with their families or that so many men were able to make accommodations in their work schedules to spend the morning at our school.

This year, as Men Make a Difference Day approached, I promoted it heavily. I handed out dozens of blue fliers for students to share with parents. The morning of, I was determined to experience the event from the front lines. At 7:15am, I parked myself behind a table at the entrance to the cafeteria to greet participants and upload and print their official Men Make a Difference Day photo for them to take home as a memento. Pair after pair of man and beaming child filed past me, forming a long line in front of the team of military service members that had volunteered to flip pancakes and bacon that morning. After breakfast and a welcome ceremony, I rushed up to my room to greet my students and their male role models as they piled into my room--I say piled because that’s what my classroom ended up looking like! Students were sitting on their dad’s laps, on tables, and on the floor to make space for all of the extra bodies that filled our already very full classroom!

We had a blast. In my class, we use storytelling to learn Spanish, and I had made sure to plan a hilarious, high-participation story for that Monday. My students and their men acted out scene after scene in front of the class, and the room was full of twinkling eyes and roaring laughter. It was wonderful!

Selfishly, I was thankful for this opportunity for parents to see TPRS (Teaching Proficiency through Reading and Storytelling) in action, because it is so effective. However, I was even more thankful for the opportunity for parents to see how brilliant their children are. Many times throughout the period, fathers turned to their children and said, “You understand

what she is saying?”, and the child beamed with pride as she or he nodded in response.

This year, one father-daughter pair in particular made my heart melt. This student joined my class two weeks late, and she struggled from the beginning to catch up.

Her confidence in the class is very low, and she gives up easily even when I know that she is very capable of completing an activity successfully. With her father at her side, she had all the encouragement that she needed!

Her hand zipped up each time I asked a

Clark Middle School in Anchorage, Alaska

question, and questions to the class were hardly off my tongue before she was blurting out a response! She was proud of what she knew, and she was trying so hard to show that to her father. At the end of the class, I watched him give her a hug and say, “Great job, honey!” Her attitude in the class has changed drastically since then. She is proud of her work and doesn’t let herself become so easily discouraged because she knows that she is capable.

Another one of my students was in the foster care system when she came to me three years ago, and she has always had a rocky relationship with her parents. On Men Continue on page 109

Living Education Everyday

The Athenian Debate Over Civic Education Athenian Legacies: Essays in the Politics of Going On Together chapter 6* Extracted and adapted from Josiah Ober (Princeton University Press 2005) Introduction: The choice to “go on together,” when it is made by the citizens of a society threatened with civil conflict, implies a process of socio-cultural reproduction over time. It demands that some shared values be passed on from generation to generation, which citizens are taught how to take on a particular civic identity. This sort of social reproduction and identify formation is a primary function of education and a fortiori of civic education. The issue of civic identity is especially to the fore in political regimes that depend on the willing and active participation of a politically engaged and competent citizenry. And thus, civic education is a common concern for republican theorists, including (in very different ways) Rousseau and J.S. Mill. Civic education is not easy: An education that focuses on the primacy of obedience, sameness, and is inappropriate for democratic citizens. A participatory democracy will have to find ways to each the moral psychology, ethical judgment, and conception of justice and law that is appropriate to the democratic citizen. And it must do without resolving the productive tension between coherence and diversity. Democratic citizens must somehow learn to “think alike while thinking differently.” Athenian civic education centered on practice: It was by doing politics, by “working the machine” of local and polis-wide governance, and by reflecting on the practice of his fellows citizens, that an Athenian was educated in the core values of the democratic community. And it was by participation in political practice that he came to grasp the meaning of historical legacies and to reproduce the revolutionary capacity of his community over time. The distinctive practicecentered Athenian approach to civic education is one important way in which the Athenian polis diverged from the “standard polis” imagined by many political theorists, ancient and modern. *** Civic education aims at teaching the citizen how he ought to behave and how he ought to expect others to behave towards him: in contemporary parlance what his “rights” and his “duties” amount to in principle and in practice. My argument runs as follows: I want to claim first that strongly democratic regimes (like Athens) are confronted with a civic education dilemma in that democratic citizens must learn both to “think alike” and to “think differently.” On the one hand they must be taught to agree to carry out their civic lives according to a set of more or less Continue on page 75

Valentine’s Day on a Budget continued from page 70

Celebrating Valentine’s with friends Lucier (2012) suggested gathering friends and use Valentine’s Day as a day of service by volunteering in the community.

Take pictures when possible and create a Valentine’s Day memory booklet.

Celebrating Valentine’s with students in elementary and middle school Since Valentine’s Day is celebrated on the 14th make a pledge with your students to do 14 acts of kindness on that day. Have discussions or write about the acts of kindness and what they mean to others. Encourage the students to express what they thought about doing 14 acts of kindness.

This is a great project for elementary and middle school students. The intent of this exercise is to allow students to have a deeper understanding of what caring for others means.

On a Budget

clearly articulated general principles even while recognizing that consistently adhering to these principles may require a high level of personal sacrifice. Yet democratic citizens must also retain the capacity to challenge accepted conventions – or at least to listen attentively to those who do so. The dichotomy between conformity to established norms and respect for genuinely original thinking renders it difficult to imagine the design of a formal curriculum of democratic civic education. How is it possible systematically to teach individuals to be good democratic citizens in both senses: to be consensual and dissident at once and in turn?

My second point is that the democratic Athenian polis regarded education in democratic values as extremely important to social and political flourishing, My second point is that the democratic values as extremely important to social and political flourishing, and especially as a counterweight to the “standard” reciprocal and competitive values that characterized Greek aristocratic culture. But the Athenians did not establish a formal set of institutions designed to teach citizens about their rights and duties until the reform of the ephêbeia in the later fourth century B.C. Rather, as Yun Lee Too suggests (Too 2001a), the Athenians expected that governmental and legal institutions, along with the public discourse characteristic of the democratic polity, would offer an adequate instruction in civic values.

Next, I hope to show that intellectual critics of the democracy (my primary example is Plato) shared with the democrats a conviction that “standard (aristocratic) Greek values” were misconceived and that education of citizens was necessary if superior alternative values were to be promoted.

But, as Andrea Nightingale suggests (Nightingale 2001), Athenian intellectual critics of democracy regarded the relatively informal democratic Athenian approach to civic education as fundamentally inadequate. Athenian critics of democracy devised theoretical models of formal educational institutions designed to teach each

resident of the polis to act in ways that were appropriate to his or her station – that station to be determined by his or her moral capacities.

Curricular models designed to reflect and reinforce a moral hierarchy were (implicitly or explicitly) offered as alternatives to the egalitarian Athenian approach, which sought to teach the same values to each citizen, without regard to his particular moral capacity. Critical approaches to education were concerned with producing consistently ethical behavior that would support a unitary conception of “the good.” From this moral perspective, the very existence of citizens who might think both “alike” and “differently” was an affront. It was taken by critical writers as symptomatic of democracy’s incoherent commitment to making unequals into equals and to doing so under the banner of freedom-as license.

Finally, I hope to bring the arguments developed

by Too and Nightingale into a dialectical relationship by arguing that there was a real debate between the democracy and its critics over the question of civic education, and that this debate was ultimately a productive one: it led to improvements in the classical Athenian democratic polity, and it can help us to think more seriously about the problem of civic education in our own, decidedly post-classical, societies.

Value-consensus v. free speech Athenian democracy was intimately associated with “public voice” – with the capacity and the willingness of citizens to speak up about public concerns and to do so in public. The practice of democracy assumed that citizens had a capacity to reason together, in public (as well as in private), via frank speech, and that the results of those deliberations would (in general and over time) conduce to the common good. Deliberating meant listening as well as speaking; accepting good arguments as well as making them. As Aristotle Continue on page 92

At the beginning of this year, many of you made New Year’s Resolutions to change your diet and eat healthier, so, I’m writing to help you keep that commitment and survive the Super Bowl Sunday feast! Super Bowl XLVII will take place on Sunday, February 3rd. If this year’s Super Bowl parties are anything like they have been in the past, you will need to have a “game plan” to prevent you from blowing your New Year’s Resolution. So, here are a few quick tips to help you survive the food feast that has come to be known as Super Bowl Sunday.

Tip 1: Drink 3 (16oz) bottles of water prior to arriving to the party. On average, the daily allowance of water intake of water is about 2.5 Liters for women and 3 Liters for men. So, before breakfast, drink 1 bottle of water and then two hours after breakfast drink the second bottle. An hour before you arrive to the party, drink third bottle of water.

This will prevent you from feeling famished and this will prevent you from salivating for those fried hot wings dipped in hot sauce and topped with ranch dressing.

Tip 2: Pack your own food and drinks. If you know you have a goal of eating healthier or perhaps to lose weight, the best way to keep this goal, if you lack will power, is to bring your

own food to the party! Make sure you bring enough to share, because I guarantee that even the none-healthy eaters will be trying to eat from your stash—especially if it looks delicious! Consider the following snacks/foods:  Hummus paired w/ baby carrots, sugar snap peas, and sliced bell peppers (red, yellow and orange)—If you don’t want to make the hummus, purchase some from your local grocery store or restaurant.  Guacamole served with one 8-inch round whole grain tortilla—If you’re gluten free get the brown rice tortillas, but if not, try Food For Life tortillas! You can make your own guacamole or purchase some from the store.  Salsa – Salsa is sold absolutely everywhere from convenient stores to grocery stores.

This snack is indeed a party favorite! Just make sure you try to find one without high fructose corn syrup in it!  Baked Chips – There are a lot of baked

chips on the market, but one of my favorite brands is Garden of Eatin’.  Fresh fruit– Fresh fruit is a great snack when eaten in moderation. Try to get Continue on page 110

Education Talk with

Isaiah Leggett County Executive, Montgomery County Maryland Continuing the focus on education in the state of Maryland, Living Education eMagazine spoke with Isaiah Leggett, County Executive for Montgomery County, Maryland.

Montgomery County Public School District is the 17th largest in the country.

LEeM: What is your philosophy of education and how has it manifested in your support of the public school system?

Mr. Leggett: Education should be accessible, comprehensive, and relevant not only to today’s needs but to those of the future. It should provide an acceptable opportunity for all of our students to succeed. My support has been to provide the resources for a sound curriculum, technology, capital infrastructure, and staffing. I continue to also work with the school system to meet needs for special education and to help close the achievement gap throughout the County.

LEeM: What is the biggest challenge/opportunity you see as the County Executive with regards to creating and sustaining a high quality public school system?

Mr. Leggett: Our biggest challenge is resources. It’s about having the tax base and the willingness and cooperation of our County residents who are excited about the public school system and willing to invest at an appropriate level of revenue to achieve our educational objectives. Our biggest opportunity is in using our high-caliber professional staff at virtually every level of the education process. It is with available technology and our diversity of students from all over the world. This gives Montgomery County the opportunity to build a unique learning experience not easily replicated in other communities.

LEeM: It is well documented that Montgomery County Public Schools enjoys robust partnerships with the business community. Why are the public-private

partnerships valuable to the to the academic success of students in Montgomery County? Why have Montgomery County Public Schools been so successful in building these partnerships?

Mr. Leggett: No community has the capacity to provide all the resources needed from government alone if it wants to maintain a quality educational system. The business community provides financial support and also opportunities for learning experiences for staff, students, and faculty to put into practice what they’ve learned in the classroom. We seek their advice in the early stages of decisions involving the school system and what is relevant for their business.

LEeM: In the state of Maryland, county governments are required to fund their school districts at the spending rate per student as in the previous year. This is known as Maintenance of Effort. How does the MOE impact student achievement and do you think without this law, school systems could find themselves having to do more with less?

Mr. Leggett: I believe that MOE is necessary for our state. In some jurisdictions it is required to ensure adequate funding for Continue on page 80

Living Education Everyday

Leggett Continued from page 78

public education. Without this law, some jurisdictions would fail to find the resources necessary to fund public education at an appropriate level to meet the demands of our society. It is important, however, to have some flexibility for those counties, like Montgomery County, who have repeatedly funding schools over MOE levels to be encouraged to continue to do so without undue penalty.

LEeM: For this interview you have been granted a “crystal ball” that looks at the future of education in your county, the state of Maryland and nationally. What would you envision?

Mr. Leggett: I envision an educational system more oriented to STEM – Science, Technology, Engineering, and Math. We would eliminate, or at least reduce, disparities among our students.

Technology would be enhanced more effectively in how we teach and made more readily available to all of our students. Our overall performance would be more competitive internationally. And we would reduce teacher/student ratios and find funding mechanisms to consistently support our investments in education.

LEeM: Recently, Montgomery County Public Schools’ long-term superintendent, Dr. Jerry Weast retired and after an extensive search for his replacement, Dr. Joshua P. Starr was selected. What role did you have in the selection process and what is your expectation for the system under his leadership?

Mr. Leggett: I had no role in choosing the new Superintendent but the Board of Education made an excellent choice in Dr. Starr. Dr. Weast was an extremely valuable asset to our community and his legacy of achievement and leadership served our community extremely well.

LEeM: Your school district has a very rich and diverse student population. What are the benefits and challenges to having such diversity among your students? Has

diversity been a challenge for the school system in meeting the needs of the students and parents of your district?

Mr. Leggett: Diversity provides an invaluable learning experience in and out of the classroom for our teachers, students, and administrators. Diversity, of course, also requires more resources in order to meet the needs of our ESOL students. On occasion, there can be challenges in trying to ensure that we respect the religious and cultural values of our diverse student population. Overall, we are richly blessed by our diversity.

LEeM: Improving our educational system nationally seems to be an ongoing effort and in the opinion of many appears to be bearing little fruit. Over 40 states (including Maryland) are in the process of implementing Common Core Standards as a way to improve student academic performances and to close the achievement gaps.

What recommendations or suggestions would you offer educational officials on local and national levels that would advance the ability of educational systems in the U.S. to meet the needs of its citizens and the growing demands of a global economy?

Mr. Leggett: I would recommend more emphasis for STEM on the national and local level because we tend to find our students performing below international standards on these subjects. I recommend more early learning opportunity for our preK students. We need to train and better equip our teachers to instruct more effectively, with enhanced technology and a more favorable student/teacher ratio. We need a consistent and stable dedicated resource over time to sustain our investment in public education. And, finally, we need to continue to engage our entire community in how we can improve our educational system.

Living Education Everyday

Affordable Housing

Its Impact On Educational Attainment for Students

According to Brennan (2011) research has shown that educational success for children can be enhanced when they live in housing that is affordable, supportive and stable.

Brennan’s research sought to explore existing literature on the effect of affordable housing on the educational performance of students. The review outlined six factors, that the author called “promising hypotheses” as to the influence of affordable housing on education.

Below are the six Promising Hypotheses: 1. Stable, affordable housing may reduce the frequency of unwanted moves that lead children to experience disruptions in home life or educational instruction.

2. Some affordable housing strategies may help families move to communities that have stronger school systems or are more supportive of education.

3. Affordable housing can reduce overcrowding and other sources of housingrelated stress that lead to poor educational outcomes by allowing families to afford decentquality homes of their own.

4. Well-constructed, maintained, and managed affordable housing can help families address or escape housing related health hazards (e.g., lead poisoning and asthma) that adversely impact learning.

5. Affordable housing developments may function as a platform for educational improvement by providing a forum for residential-based afterschool programs or, more broadly, by anchoring a holistic community development process that includes new or improved schools.

6. Affordable housing may support children’s educational achievement by reducing homelessness among families with children.

Source: Center for Housing Policy and National Housing Conference: The Impacts of Affordable Housing on Education: A Research Summary, (2011), http://www.nhc.org/media/files/Insights_Housin gAndEducationBrief.pdf

Rushern Baker continued from page 59

who saw more in me than I saw in myself.

They helped me as I struggled with reading and encouraged me to do my best.

Thanks to them and my parents, I went on to Howard University to get a degree in history and a law degree. The training and knowledge I have received over the years helped to position me to be County Executive. I am so thankful that my education and background prepared me for the best job I could ever have.

LEeM: Mr. Baker, what role should government and especially local government have in creating a high performing school system?

Mr. Baker: The role of County government in creating a high performing school system is anchored in the creating and sustaining the support systems for the students and families that need it most. I think local government has the ability to serve as conveners of multiple stakeholders and gap fillers in the areas the school system does not have the capacity to touch or change. I want our government to focus its attention on the out of school time for students. I often say, the school system and its employees are masters at the 7:30am3:30pm day for students. The government’s job is to improve the systems in place for the 3:30pm-7:30pm lives of students and families.

Parent Talk Live An Exclusive Interview with Congressman John Lewis On February 10, 2013, at 8:00 pm EST, join Dr. Mike Robinson, host of Parent Talk Live with special guest Congressman John Lewis.

Congressman Lewis will discuss how education has shaped his life and the challenges in education today.

John Robert Lewis is the U.S. Representative, serving since 1987. He was a leader in the American Civil Rights Movement and chairman of the Student Nonviolent Coordinating Committee (SNCC), playing a key role in the struggle to end segregation.

Parent Talk Live

Living Education Everyday

Perspective Education is Key

By Charles Thomas, Jr. F. Scott Fitzgerald once stated, “The test of a first-rate intelligence is the ability to hold opposed ideas in mind simultaneously and still retain the ability to function. One should, for example, be able to see things as hopeless and yet be determined to make them otherwise.� Being able to see things from different vantage points and engage in alternative perspectives analysis is critically important. How does one gain such skills? The requisite skills to effectively engage in critical thinking, analysis, and synthesis are gained through education. I am from Flint, Michigan and have witnessed the devastation associated with a lack of education. I have witnessed and experienced hopelessness, apathy, feelings of despair, and a lack of concern for human life. There are a myriad of causal explanations associated with such phenomena not only in Flint, but also across the United States of America. Although, a lack of education might not be number one on the list regarding why our nation has entered an era of epic uncertainty, it is a salient factor that must be effectively addressed if we aspire to create an environment in which our young men and women are encouraged to learn, teach, and grow as productive members of society.

I often hear young people complain about their situations and employ a victim of the circumstances mentality. While I am empathetic to the plight of those without voices and resources, I understand

and know what it takes to move beyond current circumstances. I understand the importance of knowledge acquisition in one’s journey toward dream fulfillment. Where does it start? It starts in the mind! Our thoughts are a reflection of our beliefs and value system.

The words we speak are a product of our thoughts, and our outward realities are nothing more than an external manifestation of inner thoughts and chosen words. Many of us hold ourselves captive and sabotage our potential successes due to fear, a lack of understanding, or limiting speech. We must learn to embrace our power and relentlessly pursue excellence. If you want to do better…do better. How does one do that, you ask? You must read, study, and learn about everything important in your life. Education is alchemic. I am not necessarily suggesting that one must attain significant university education to achieve his/her goals, but I am proposing that deep knowledge can only be gained through education and/or experience.

It has been argued that experience is the best teacher and while I agree, I also believe education is the key to breaking barriers and moving from an “as-is” state to a “to-be” state.

Education is the one facet of an individual’s life that can never be taken away. Regardless of an individual’s socioeconomic status, family name, race, creed, religion, or otherwise, education is the great equalizer. It can be argued that education does not always translate into highly skilled individuals, but it is irrefutable that education does increase one’s knowledge and in turn, the confidence to venture boldly into uncharted territory necessary for goal achievement.

Many people, particularly young black men from urban areas do not have the knowledge,

skills or abilities to make it out of the hood….or at least that is what they think and/or have been told. Many young black men think that the only way to “success” is through athletics or entertainment. That statement cannot be any further from the truth. I only have to cite a few examples to debunk that myth – Barack Obama, Condoleezza Rice, Susan Rice, Steve Jobs, Dr. Steve Perry, Roland Martin, and Dr. Ben Carson, to name a few. The aforementioned are big name individuals, but you only have to look at those around you to find real life success stories.

They are found in the form of teachers, military personnel, medical doctors, and your wise next-door neighbors. These types are omnipresent; we just have to recognize and appreciate their successes when we see them. Their successes are due to classroom or experience-related education and we would be wise to learn from their failures and successes.

An individual can receive an education anywhere. How you apply that education is most important.

I am often saddened when I speak to youth and sense despair, hopelessness, or fear. I am overjoyed when I speak about the power of education and witness a moment of clarity in a young man or young woman’s eyes that is indicative of a switch in thought processes.

When I tell the story about how my parents sacrificed to send me to a high school and how their commitment to my personal development instilled in me an unwavering desire to succeed, I am amazed at their level of engagement. When I tell them that my Continue on page 94

Op-ed Power of Blerds and Technology

By William Jackson The significance of technology and why it must become an reason why it is important for African American professional success can be seen in nearly every aspects of society. Education, business, commerce, science, medical fields and even global marketing (e- commerce) rely on the creation and sharing of digital content. This bold horizon is a gold mine of potential careers and personal opportunities, thus making it imperative African Americans are positioned to create, grow and market their talents within this arena.

Technological advancements are pushing the envelope when it comes to information sharing.

One’s ability to effectively write and digitize content is as important to the professional development of a career as a post-secondary degree. The ability to share information that engages, inspires and motivates, is as much a competitive advantage as the ability to throw a football over 70 yards with pin-point accuracy.

African American can and must be competitive and with a mastery of writing combined with a technological knowledge, African Americans are just as prepared as all others to compete in the worlds of business, education, medicine and science.

Where We Are Now New words and acronyms have developed from the insertion of technology into writing, the human language is evolving and African Americans, especially the youth must categorically be poised to adapt swiftly in order to remain competitive. An example of the shifting landscape, was introduced to me byTiffany Duhart, Social Media Consultant. She shared a new term with our traveling group of Bloggers, as we headed to a national blogging conference. She referred to us as “Blerds, ” I had to Google this term and once I understood the association to technology, intellectualism and education I and my wife Cheryl (Sister2Sister Catering) embraced our new titles as Blerds.

Blerds of Blogging What exactly is a Tech-Nerd; they are people who enjoy sharing their technology talents. The power of blogging has opened opportunities for many African Americans to share their experiences, talents and skills and as a result many are viewed as to as Blerds. Blerds are Black nerds. The growth of Blerds can be seen in traditional media like CNN, MSNBC and others. Black nerds, aka “blerds,” are a way to describe African American intellectuals in a time when it's finally cool to be something other than an athlete or rapper.

Rise of Black Nerds Digital technologies embed themselves in the lifestyles of Blerds; people like myself and others in African Americans communities nationwide.

Seeking information, resources, increasing connectivity with the world, clearly has come to mean, no longer are athletes, dancers and entertainers the only “cool” people in families.

More African Americans families want to see Blerds rise and excel with the use of technology.

This subtle, but rapidly moving culture shift will increase the number of African American youth who excel in math, reading and writing. Blerds are allowing intellectual exchanges; via technology to span distances for the purpose of connecting like minds across the country. The nerdiness lines are transforming to the Blerdiness of multiculturalism.

This can be seen on Social Media sites, BlogTalkRadio, Youtube and other sites that allow for the posting and sharing of content. Blerds are Blogging, Microblogging (Twitter) and Podcasting. Visit http://www.cnn.com/2012/03/31/showbiz/rise-ofblack-nerds/index.html

To see the existing and emerging access provided by technology.

Endless Opportunities The opportunities are endless for Blerds. The very nature of the Internet has expanded the ability of Blerds to retrieve, post and create information that allow others to grow from consumers to producers of content.

The capability for African Americans - Blerds to launch their own e-newspapers, e-magazines, BlogTalkRadio and even e-television shows at low cost is within the grasps of a person with computer technology. Blerds are changing the minds of young African Americans and these changes will have a significant impact in commerce, education, business and politics.

It’s Fashionable to be Educated I’m an educator who teaches Engineering at an elementary school in Jacksonville, Florida.

To motivate my student’s and to increase their involvement in Science Technology Engineering Arts Mathematics (STEAM), I challenge them to identify with Blerds in areas of interest to them.

Once they have connected with resources that will benefit them, I encourage them to explore the possibilities. The powerful statement, "It's fashionable to wear bowties and be educated," Dave Nemetz, TV content producer for Yahoo! Is the perfect mantra for Blerbs; "It's part of multiculturalism and with everything blending together; there's a certain subset of (black nerd life) that's becoming cool right now.” Rise of the Blerds.

William Jackson, M.Edu. Blogging at My Quest To Teach http://myquesttoteach.blogspot.com Proud Blerd

Living Education eMagazine

Talk Radio No Music Just Podcast Conversations about Education

Forest Of The Rain Productions @anaturalbridge

Living Education Everyday

Civic Education continued from page 75

suggests (Politics 1281a40-b10, 1286a24-31), democratic judgments may be superior to those made in oligarchies or tyrannies because judgments made in democratic assemblies aggregate the perceptions of many diverse people. The understanding of a collectivity can be superior to that of each of its parts because of the tendency of open democratic deliberations to draw upon the insight of many individuals, each with his own distinctive point of view. Thus it was not only the principle of freedom of speech (as a defense of negative freedoms) but also the constant and positive exercise of free speech (in deliberations about the common good) by persons with diverse ideas that was essential for the flourishing of the democracy (Chapter 2). If all those within the citizen body think and were to say just the same thing about the same issues, then public deliberation would be of no substantial benefit in that there would be no testing for better arguments and no meaningful aggregation of multiple viewpoints. In this case the view of the collective whole is no better than the view of any individual and so practicing democracy becomes a waste of time.

Yet if multiplicity of viewpoints is a precondition for the effective practice of democratic deliberation, it is equally true that Athens could not operate without some agreed-upon postulates and common ground rules. A democratic society centered on deliberative decision-making is dependent on shared assumptions, since there can be no independent way for citizens to judge the relative worth of arguments that arise from radically different postulates. And so it is not surprising to find that Athenian democracy did indeed assume that citizens would ordinarily share certain premises: in addition to a commitment to freedom of speech, key Athenian assumptions included the equality of citizens’ potential political worth, and the importance of preserving the personal security of each individual against outrageous treatment by powerful individuals or syndicates (Chapter 5). Any argument made in an Athenian deliberative assembly that included among its premises the fundamental inequality of individuals or the irrelevance of protecting weaker citizens against outrage was unlikely to gain support.

If some consensus about basic values was essential to democratic deliberation, too much consensus would preclude innovative responses to changes in the external (foreign policy) or internal (social, cultural, political) environment.

Athens confronted the omnipresent danger that it’s governing assumptions would become too elaborate, too entrenched, too fully “naturalized”; this would inevitably limit the society’s capacity for making best use of genuinely original thinking and thus would constrict its capacity to respond creatively to emerging opportunities and challenges. The tension between the need to foster heterogeneous viewpoints and homogeneous premises, and the impossibility of ever definitively fixing the “right” place to draw the line between diversity and sameness, sets up a dilemma that lay at the heart of Athenian civic education. The disinclination to resolve that dilemma animated Athenian democratic culture. Democracy could not flourish at Athens (nor, I think, elsewhere) without social critics -- any more than vocal critics could flourish in a society lacking democracy’s core commitment to free speech. But how might future citizens to be taught to respond appropriately (speaking and listening at appropriate times in public fora, voting as assemblymen for better rather than worse policies, judging well as jurors or as executing policy as lotteried magistrates in ways that were more rather than less just) within the ambiguous conceptual terrain laid out by that necessarily unresolved dilemma?

A vibrant democracy depends on the efforts, not only of citizen-advocates dedicated to promoting

its continued existence, but of citizen-dissidents who advocate its revision or even its replacement.

Yet establishing and maintaining a dialogue between the consensus that guided the democracy at any given point in time and its critics is no simple thing. To the extent that critics reject the currently operative value-assumptions that govern democratic discourse, they will not gain a hearing in deliberative assemblies. And so the dialogue between the democracy and its critics could not be carried on according to ordinary principles of democratic public debate. Indeed, it is at first glance difficult to see how such a dialogue could have taken place at all: the most important critical voices often belonged to those with no expressed interest in improving the existing regime, and the democracy never acknowledged, in any explicit or officially sanctioned way, that its critics were anything but pests. Returning to civic education: teaching tolerance for pests might be possible, but that was not enough. How could an educational system teach someone when it made sense to be attentive to pests and when it was best to ignore them?

I would like to suggest, first, that there actually was

a dialogue between Athenian democracy and its critics, in that each side did address a common set of concerns and did attend to the arguments (explicit and implicit) made by the other side; and, next, that the dialogue, especially as it was carried out in the fourth century B.C., did in fact remain, on the whole, a fruitful one, in that critical speech remained free and the democracy was bettered thereby. One key part of that dialogue centered on the education of citizens. The issue of education was particularly salient for Athenian democracy and its critics in that it necessarily asks what community, whose responsibility it should be to teach those common premises, and in what institutional framework they should be taught.

On the whole,

claimed to speak for the Athenian democracy contended that an adequate civic education emerged from democratic processes, from “working the machine” of democratic government.

The critics of democracy, for their part, contended that process alone was inadequate, that without a special system of education, devised and run by experts, the diversity of viewpoints among citizens would inevitably lead to catastrophic civil conflict.

Socrates v. Meletus I begin my story about the Athenian debate over civic education in the middle, at the trial of Socrates in 399 B.C. -- a pregnant moment at which the dialogue between democracy and its critics might seem to have broken down, and in a way that must be particularly disturbing to anyone concerned with free speech and the status of the dissident citizen in a democratic polity. In a well-known passage from Plato’s Apology (24c-25c), Socrates seeks to demonstrate by cross examination that his accuser, Meletus, has given no serious thought to the question of the education of the youth of Athens. Prompted by Socrates, Meletus readily asserts that it is “most important” that “the youth be the best possible.” Socrates then demands that Meletus declare precisely who improves the youth.

Repeatedly nudged along by his interrogator, Meletus replies with the following list of “improvers”: the state laws, the body of potential jurors (i.e. 6000 registered jurymen), those who voluntarily attend law courts (presumably referring to bystanders), the 500 members of the Council, the Assemblymen (potentially all citizens in good standing). And so, in short, “all of the Athenians” except Socrates. Socrates then proceeds to show why this is a silly sort of answer, claiming, on the Continue on page 94

Perspective continued from page 88

commitment to educational excellence at the high school level afforded me the opportunity to attend what I consider one of the best universities in the U.S. – The University of Notre Dame – I see optimism.

When I tell them how I used basketball as a tool to transcend my circumstances and embark on a lifelong learning journey, I see excited anticipation. When I tell them how I took advantage of my learning opportunities at the undergraduate level to prepare myself for advanced level graduate degree studies, I see a resurgence of internal fortitude to conquer mountains worth climbing. When I tell them that one example is all that they need to know that pursuing their heart’s desires are well within reach, I see renewed faith in their potential. When I ask them for a commitment to educational excellence as a demonstration of human potential and a promise to carry on despite the real or perceived odds against them, I see hope.

As a young black man who has experienced an assortment of struggles, I understand the pains and the feelings of loneliness. If you want to achieve, I challenge you to embrace your educational pursuits. Engage in science, technology, engineering, and math.

Learn about history. Appreciate the arts.

Develop foreign language fluency. Commit to a level of knowledge acquisition that will allow you to realize successes once unimagined. Believe that you believe. Allow yourself to imagine the possibilities that education can bring. I mentioned it earlier, but it bears repeating…Education is the only thing that can never be taken away from you. It allows you to analyze from varied perspectives and challenges you to achieve a level of mastery you once deemed virtually impossible. Education decreases the chasm between the haves and the have-nots and allows for rigorous intellectual debate at varied levels on disparate subjects.

Education affords momentous learning opportunities and as the great Maya Angelou once said, “When you learn, teach and when you get, give.” Namaste!

Civic Education continued from page 93

analogy of horse-training, that the capacity to improve any given creature is limited to “one person” or to “a few.” By contrast, when “the many” associate with creatures in an attempt to improve them, they invariably end up by corrupting them. And so, “although it would be a great happiness for the youth if one person alone corrupted them, while the others benefit them, in fact, Meletus, you have sufficiently displayed that you never yet gave any thought to the youth.”

It is obviously impossible to say just how a real Athenian jury might have responded to this interchange between Meletus and Plato’s Socrates. But I suppose that most jurors would have readily agreed with Meletus’ assertion that the improvement of the youth was indeed a matter of utmost importance, and with his attempt to identify the institutional bodies that benefited the youth of Athens. Conversely I think that Athenian jurors would have been put off Continue on page 100

Living Education Everyday

Do something healthy for your child.

Get to know his teacher today.

Stress continued from page 97

Meditate

This can be difficult because we are often unaware of what is causing stress in our lives (APA, 2013). 

How do you respond or cope with stress you are experiencing? Are your coping strategies healthy or unhealthy, helpful or unproductive? As WebMD (2013) specified often individuals respond to stress in ways that compound their symptoms of stress. Find healthy ways that are healthy for the mind, body and soul to combat feelings of stress.



Learn how to say “no” – Know your limits and stick to them.



Avoid people and situations that stress you out.



Take control of your environment. If social media, news, or the same top 40 songs being played over and over again, etc. is stressing you out unplug for a while. It would be healthy to avoid tense conversations or debates. It is all about you filtering your small piece of real estate call your surroundings in order to produce a healthier you.

Relax

Other ways to deal with stress are mediation, prayer, journal writing, and exercise. If you feel you cannot or unable to handle the stress in your life you should contact your physician.

Be Healthy

unplug

Living Education Everyday

Civic Education continued from page 94

by Socrates’ equine analogy, which sought to show that the efforts of “the many” to educate the youth must necessarily lead instead to their corruption, and that only “the one” or “the few” were possible candidates for true educators.

Reduced to its basics, Meletus’ list of “improvers” comes down to a claim that “it is first the laws and public institutions of the polis, and then those who participate in their use, who educate and thereby improve the youth of Athens.” Such claims would not have rung odd in the ears of an experienced Athenian juror.

Other litigants in preserved Athenian courtroom orations make similar and explicit claims about the important educational role played by decision-making bodies in the democratic state.

turn away from wrongdoing out of fear, and be attracted to right behavior out of a desire for good reputation. Examples could be multiplied, but the basic point is clear enough: Meletus’ opinion on the subject of the role of Athenian democratic institutions in the moral education of the Athenian citizenry was not idiosyncratic nor should it be regarded as a “straw-man” fabrication on the part of the author of the Apology. Rather it was a reflection of a core ideological conviction, openly celebrated by public speakers and presumably cherished by ordinary Athenians, regarding the values of the democratic state and the educational mission of democratic institutions.

The sort of education that Plato’s Socrates,

Aeschines (3.246) argued to an Athenian jury in 330 B.C. that the wrestling grounds (palaistrai), formal educational institutions

Meletus, and the Athenian litigants whose courtroom discourse is preserved in the oratorical corpus had in mind was not instruction in arts and letters per se. (didaskaleia) and poetry (mousikê) do not, in and of themselves, adequately educate (paideuei) the youth of the polis. More important, claimed Aeschines, was the educational function of the decisions of democratic assemblies (ta dêmosia kêrugmata). And in the same year the orator Lycurgus (1.10) opined that that jurors he was addressing knew perfectly well that their votes to condemn the defendant incentive to the youth (neoteroi) to pursue the path of civic virtue. He asserted that there were two primary elements involved in the education of the young: the punishment of wrongdoers and the rewards granted to honorable men. The youth, beholding these two alternatives (i.e. the stick of punishment and the carrot of reward), would turn

Rather, they all referred to the general area I have been calling civic education: public morality, civic virtue, and normative ethics. What did Meletus and his (fellow non-philosophical) Athenians suppose that democratic civic education amounted to? What political and ethical values were taught by the jurors and other educators cited by Meletus? And can we be any more precise about the institutional loci of Athenian civic education?

Rights and duties I would like to claim that there was in fact quite a clear Athenian ethical code and that it was indeed taught in Athens’ legal and governmental institutions, by Athenian jurors,

and so on. The code that emerged from Athenian political and legal practices embraced a strong sense of consequentialist duties: i.e. a responsibility to sacrifice individual interests, when called upon, to promote the greater good of the whole. The Athenian conception of the citizen’s duty to participate with his fellows in furthering the public good was implicit in (inter alia) 

mandatory military service and (for the well-to-do) mandatory payment of taxes and liturgies



a Solonian law establishing enabling a voluntary prosecutor to bring legal charges against a malefactor on behalf of an injured third party



incentives to public service: The state made it possible for every citizen to participate in all major deliberative assemblies, and in various magistracies, through pay for service on juries, and (by the end of the fifth century) in the citizen Assembly. Ordinary citizens, even those without a polis-wide reputation were encouraged to serve as magistrates through the mechanism of filling most state magistracies by lot.





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disincentives to avoidance of public service: The most obvious of these was the ruddle-dipped rope that was used to clear the agora during meetings of the Assembly: citizens marked with the red dye of the rope (i.e. those who continued to hang about the agora rather than attending the assembly) were subject to fines. promotion of self-sacrifice and euergetism through public commemorations (notably honorific inscriptions and the rituals associated with state funerals for the war dead). social sanctions upon selfish behavior.

These are most obviously manifest in the discourse of the law courts, where

opponents were typically castigated for a failure to perform an expected level of public duties.

The Athenian ethical focus on duty and public responsibility was counterbalanced by a strong commitment to deontological immunities, i.e. a general right of non-interference that was manifest in (inter alia) 

the (possibly Solonian) law forbidding hubris: It was forbidden to “outrage” anyone: man or woman, free or slave, adult or child. This law reflects a concern with ensuring the integrity of the body and the personal dignity of each Athenian.

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the oath taken by the Athenian magistrate upon taking up his office, promising that he would not use his public authority to arbitrarily redistribute private property.

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the basic law restricting the passage of laws against individuals (i.e. all laws must ordinarily be generally applicable to all Athenians); the key exception was publicly enacted honors for individuals.

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the core Athenian commitment, reiterated time and again by public speakers, to maintaining the freedom, political and legal equality, and security of the individual citizen.

Finally, Athenian duties and rights were sustained by a highly robust conception of personal accountability. Among the institutions ensuring accountability were 

a law attributed to Solon law allowing the indictment before the people of a magistrate on grounds of misuse of power



formal procedures for the preliminary scrutiny and final financial accounting for magistrates

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the legal procedures whereby the proposer of a decree or a law to tcould be indicted for having proposed a measure inimicable to the established values of the Athenians.



the risk assumed by the prosecutor in public legal actions (e.g. the disabilities suffered if he were to gain less than onefifth of the votes cast).

Athenian public culture (both institutions and discourse) “taught” each Athenian the extent of his duties and rights, and how they were to be kept in balance. That ethical code never became rigid or dogmatic because the public practices through which young Athenian learned democratic ethics tended to evolve over time, in part as a result of a fruitful engagement with critical voices. One reason that the engagement was ultimately productive is there was some common ground between democratic Athenians and critical philosophers, at least in a negative sense: they shared a refusal to accept, in any unmediated way, the values that are ordinarily thought of (by modern classicists and political theorists) as constituting “standard” Greek ethics. *This essay was first published in Yun Lee Too (ed.), Education in Greek and Roman Antiquity.

(Leiden: E.J. Brill, 2001), 273-305.

Works cited: Nightingale, Andrea Wilson. 2001. “Liberal Education in Plato’s Republic and Aristotle’s Politics.” Pp. 133-174 in Education in Greek and Roman Antiquity, edited by Yun Lee Too. Leiden: E.J. Brill.

Too, Yun Lee. 2001. “Legal Instructions in Classical Athens.” Pp. 111-132 in Education in Greek and Roman Antiquity, edited by Yun Lee Too. Leiden: E.J. Brill.

Living Education Everyday

Living Education Everyday

4th Annual

National Men Make A Difference Day For Academic Success

2012 October 8, 2013 marked the 4th annual National Men Make a Difference Day For Academic Success (NMMADFAS). It was a huge success!

Over 120,000 dads and male role models from 25 states participated. Men in the lives of students enjoyed the day by visiting schools, observing classroom instruction,

second consecutive year, Anchorage Public School district invited dads and other male role models to escort their children to school, enjoy a catered breakfast and visit with teachers and school administrators.

Dr. Michael Robinson, founder and creator of National Men Make A Difference Day was invited and attended three celebrations for fathers and male role models.

National Men Make A Difference Day For Academic Success received a Proclamation from Maryland’s Governor Martin O’Malley.

participating in interactive learning and meeting faculty and staff. In Prince George’s County Public Schools located in Maryland more than 1,500 men enjoyed school sponsored Men Make A Difference Day events.

The Southside School District located in Batesville, Arkansas welcomed fathers, grandfathers, uncles, brothers and other significant male role models of students from Preschool, Elementary and Middle School to participate in Men Make A Difference Day. Dads were engaged in a variety of ways including visiting their child’s or family members classroom, eating breakfast or lunch with the student, demonstrating a skill or talent, reading a story to the class, joining in games and activities at recess, and spending quality time with students. For the

Maryland became the first state in the nation to award Men Make A Difference Day with such an honor.

The 5th annual National Men Make A Difference Day For Academic Success is October 14, 2013. For more information about National Men Make A Difference Day For Academic Success visit: www.menmakeadifference day.weebly.com

We would like to offer a special thank you to the following for their support of the 4th annual National Men Make A Difference Day For Academic Success. 

William E. Rogers, 2012 Men Make A Difference Day, Father of the Year



Briant Coleman, Prince George’s County Public SchoolsCommunications Department



Craig Moe, Mayor of Laurel, Maryland



Martin O’Malley, Governor of Maryland



Mr. Tony Hodge , Anchorage Public School District

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The U.S. Military

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G. James Gholson Middle School

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Ozark Upper Elementary School

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Rolling Hills Community Church

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Southside School District



Baron Howard, CEO-ESBN

Dr. Michael A. Robinson, Creator of National Men Make A Difference Day For Academic Success

Mayor Walter L. James, Bladensburg, Maryland and Dr. Michael Robinson

Dr. Judith Haughton-Williams, Principal Bladensburg ES and Dr. Michael Robinson

Living Education Everyday

Financial Literacy continued from page 36

Make financial literacy planning a family affair.

According to the U.S. Department of Education, “ Students who leave college are 4 times more likely to default on their student loans, and 16.8% of borrowers who drop out of school default on their loans, compared to only 3.7% of borrowers who graduate” (Federal Student Aid Conference, 2012).

Therefore, it is important to understand the role of debt from the family perspective. As a parent, can you afford to send your child to the college of their choice? As a college administrator, does your school offer financial literacy workshops? As a student, find out if colleges or universities offer any financial literacy workshops. If they do, take advantage of them. If they do not, seek to find other local resources such as the neighborhood church or afterschool program, or use what most students use to find out information…Google it!

Tech continued from page 62

The only way this can happen is for more technological innovation to continue. With a retiring demographic and a large gap in the workforce, drastic measures must be taken to address this problem. The African-American and Hispanic population are an untapped resource that this country must not only prepare, but actively recruit in fields like CS to remain globally competitive.

[1] Jackson, S.A. “The Quiet Crisis: Falling Short in Producing American Scientific and Technical Talent. “Building Engineering and Science Talent. http://www.bestworkforce.org/ODFdocs/Quiet_ Crisis.pdf.

[2] Taulbee Survey. Computing Degrees and Enrollment Trends. http://archive.cra.org/info/taulbee/CRATaulbee Report-StudentEnrollment-07-08.pdf

U.S. Department of Education, “ Financial Literacy “What” Students Need to Know” Federal Student Aid Conference, (Fall 2012).

Orlando Fl.

[3] Margolis, J., Goode, J., Bernier, D. “The Need for Computer Science.” Education Leadership, vol. 68, no.5, Feb. 2011.

U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 3 .

[4] Goode, J. (2008). Re-Programming high school computer science. Communications of the ACM, 51(11).

[5] Goode, J. (2008). Increasing diversity in K12 computer science education: Lessons from the field. Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, 40(1), 362-371.

[6] Toossi, M (2006), “A New Look at Longterm Labor Force Projections to 2050”.

Monthly Labor Review. 11/2006.

Maximize Scholarship continued from page 69

to opportunities as a result of their college education. Thus, students and families must plan far in advance of the student’s freshman year of college and create a strategy to obtain scholarships that will allow you to manage college costs.

Alaska- NMMADD continued from page 71

A Difference Day, while still in foster care, her father was able to attend the event with her. I literally cried when I saw the photo of them that was taken at breakfast. The girl that tries so hard to cover her emotions, whose face is always cold and whose usual response is a frown and a shrug, was grinning from ear to ear with her dad’s arm wrapped around her. If that doesn’t speak to the difference that a man can make in a student’s life, I don’t know what does.

After attending Men Make a Difference Day, those two fathers--along with many others-made a commitment to stay involved in their child’s education in several ways: attending special events and conferences, helping with homework, volunteering at the school, etc.

Their involvement continues to positively affect their children’s performance and attitude in class as the students know that their fathers are aware of and concerned about what is going on in their classes. As with my dad, these men are inconveniencing themselves and rearranging their schedules to be present and active in their children’s education, and it is making a difference. I am thankful for Men Make a Difference Day because of the opportunity that it provides men not just to be present, but to learn that their presence makes a difference and what practical steps they can take to increase it. If your child’s school does not already participate in this outstanding event, I strongly encourage you to present it to the administration and watch the difference that is made school-wide as men rise to the challenge with which it presents them.

Secretary of Education continued from page 42

In an era when the tax revenue providing the resources for schools has been flat, funding for technology has not kept pace with the rate of change.

LEeM: Over the years there has been

research which suggested the integration of technology has the potential to exacerbate the achievement gap, especially in rural areas where high speed internet is not readily available. How are the rural schools in Maryland addressing this challenge?

Dr. Lowery: One of the eternal problems in education has been in the differences in resources from one school to another.

Maryland has done much better than most states, thanks to the generosity of the General Assembly, which approved the Bridge to Excellence Act nearly a decade ago. That has fueled innovation in Maryland schools, providing funds that systems have used for technology and other important projects.

Moreover, the Maryland State Department of Institutional Technology (DoIT) is working with county governments and school boards to expand fiber optic networks to schools that have not already been connected by fiber to a broadband network. The One Maryland Broadband Network is scheduled to be complete by August 31, 2013.

LEeM: It is commonly accepted technology is an administrative and fiscal challenge for school districts when attempting to incorporate into the curriculum; in what ways does the Maryland State Department of Education support local districts in overcoming these challenges?

Dr. Lowery: As I noted in the previous answer, Maryland schools have benefited greatly from a big boost in funding provided by the General Assembly over the last decade. MSDE also coordinates the Maryland Virtual Learning Opportunities program, which is bringing online courses to schools throughout the State. The department acts as a resource to locals on best practices in instructional technology.

LEeM: Is there a role for technology in the drive to close the achievement gaps of at risk students and underperforming school districts or could the achievement gap be widened by adding technology to curriculum as many critics fear?

Continue on page 110

Secretary of Education continued from page 109

Dr. Lowery: Students take to technology better than adults, and I am optimistic. I’d like to think that advances in technology are democratic, and will help each of our schools advance.

Funding will always be an issue – for new technology as it is for new teachers and better facilities, but technology provides many opportunities in distance learning, understanding and working with student data, and more. We aren’t really adding technology to the curriculum; we are looking at new and better ways to deliver the curriculum to students.

LEeM: The Founder of Living Education eMagazine is a major supporter of parental engagement and community involvement when it comes to creating high performing schools.

Please share your views on the role of parents in the education of their children and secondly, what are you doing here in Maryland that makes you unique with regards to parental involvement?

Dr. Lowery: Parent and community involvement is essential to school improvement. When I was a teacher and a principal, it was never difficult to know which students had engaged parents. Those students succeeded. Those students weren’t always perfect; but they had a support group made up of parents and family members that would help with homework, make certain the child made it to school on time, and set high expectations. More often than not, children reach those high expectations.

Maryland several years ago introduced the Maryland Parent Involvement Matters Award (PIMA). It remains the only statewide award in the nation honoring the critical role that parents play in the school community. It is emblematic of the way we feel about parents, and I’m proud to be associated with it. In addition, I’ve met with the Maryland PTA and many other community and parent groups since arriving in the state a little more than four months ago.

Our schools must be welcoming places for parents and community members. We need their help and support, assuring success for our students.

Superbowl and Diet continued from page 77

a variety which includes berries and pineapples instead of the fruit trays that have lots of melons. Those tend to have higher natural sugar content. 

Baked hot wings—Instead of eating the traditional fried wings which will definitely be at the party, prepare your own wings at home by baking them instead of frying.

Tip 3: Avoid those “sneaky drinks.”

Typically, the beverages of choice during Super Bowl parties are beer and/or other beverages containing alcohol. These drinks typically are loaded with sugar and high in calories. However, there may be other beverages at the party which are just as calorie and sugar filled. These beverages are fruit juices or what I’d like to call “sneaky drinks.”

Pay attention to what you are drinking. Just because the label states that the beverage contains 100% juice without alcohol, does not mean that it is not loaded with calories. If you want something tasty, healthy and fizzy, try either of these two beverages; they come in a variety of flavors: 

Izze



Fizzy Lizzy

Yes, I know that this may appear to be extreme, but many of you have weight-loss and healthy lifestyle goals to achieve in 2013, so don’t let one day set you back a few weeks!

Places to Sit, Surf and Study Spotlight

Sidamo Coffee and Tea There is a subtle mouthwatering aroma of the dishes being created wafting in the air as you approach the welcoming door of Sidamo Coffee and Tea. Once inside you are greeted by the variety of fresh coffee and tea scents Sidamo carries. The atmosphere, food, beverage selection and staff are what will keep you coming back to Sidamo Coffee and Tea; and that is why LEeM choose Sidamo as our first Sit, Surf and Study destination. Whether you live in or just visiting the Washington, D.C. area we urge you to take a trip to Sidamo. With free WiFi, Sidamo’s relaxing, casual atmosphere is idea for light reading, surfing the Internet or studying for that major exam or to simply relax and order one of the assorted organic teas and coffees.

A Must Visit For the Coffee Lovers Sidamo travels long distances to make sure that they get the best coffee for their customers. They roast their coffee daily in house to maintain its freshness. In addition to the great tasting coffee and tea brewed daily; Sidamo also offers a variety of coffee beans and tea for you to enjoy at home.

So Sidamo Coffee and Tea has rolled out the welcome mat for everyone; and we recommend coming by solo or with friends to Sidamo. We also recommend you order the veggie sandwich…it’s to die for!

Two Locations in the Washington, D.C. area: Sidamo Coffee and Tea 417 H Street NE Washington, DC 20002 (202) 548-0081 Hours of Operation: Monday – Friday 7:00 a.m. – 7:00 p.m.

Saturday 8:00 a.m. – 6:00 p.m.

Sunday 8:00 a.m. – 5:00 p.m.

Sidamo Coffee and Tea 8180 Maple Lawn BLVD Fulton MD, 20759 (301) 483-3683 Hours of Operation: Monday – Friday 7:00 a.m. – 6:00 p.m.

Saturday 8:00 a.m. – 5:00 p.m.

Sunday 8:00 a.m. – 4:00 p.m.

Chester Consolidated School District

Prince George’s County Public Schools

Westfield Board of Education

School Board Elects and Appointments

Lucy Biegler

Zabrina Epps

Richard Mattessich

Gretchan R. Ohlig

Carletta Fellows

Dr. Nathan Treff

K-12 EDUCATION

Hoboken Board of Education

Tom Kluepfel

Ruth McAllister

Jean Marie Mitchell

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Fastest Growing Careers (Source: salary.com, 2013)

1. HOME CARE AIDE Expected increase in jobs: 69.4% Median annual salary: $21,309

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2. BIOMEDICAL ENGINEER Expected increase in jobs: 61.7% Median annual salary: $50,230 (entry level) 3. PHYSICAL THERAPY ASSISTANT Expected increase in jobs: 45.7% Median annual salary: $47,028 4. MEETING/EVENT PLANNER Expected increase in jobs: 43.7% Median annual salary: $55,812 5. ULTRASOUND TECHNOLOGIST Expected increase in jobs: 43.5% Median annual salary: $65,903 6. TRANSLATOR Expected increase in jobs: 42.2% Median annual salary: $43,499 7. MARKET RESEARCH ANALYST MARKETING SPECIALIST Expected increase in jobs: 41.2% 8. DENTAL HYGIENIST Expected increase in jobs: 37.7% Annual median salary: $62,276 9. AUDIOLOGIST Expected increase in jobs: 36.8% Median annual salary: $69,515 10. HEALTH EDUCATOR Expected increase in jobs: 36.5% Median annual salary: $52,810 11. COST ESTIMATOR Expected increase in jobs: 36.4% Median annual salary: $61,405

Memorial

Delegate Hattie Harrison of Maryland 1930-2013

 Represented East Baltimore's 45th District since 1973  Longest-serving member of the Maryland House of Delegates  The first African-American woman to chair a legislative committee in Maryland  Strong advocate for civil rights and workers' rights

o A lifelong Teacher

Educating the next generation takes all your

heart

and soul

February is American Heart Month Talk with your physician and find out how to keep your heart healthy!

We would like to hear from you! email:

Editor.forestoftherain@gmail.com Visit our website: www.forestoftherain.net Mailing Address: Forest Of The Rain Productions P.O. Box 12 Savage, Maryland 20763 Phone Number: 301.684.8519 Follow us on: @anaturalbridge