Living Education eMagazine Winter edition Vol. II
Tips for community Partnerships
School Culture Celebrating National Men Make a Difference Day Diversity In Education The buzz on HBCU Buzz
Healthy Eating After The Holiday Recipes-
Joplin-On the Road of Resiliency to Greatness
Speak Up For Public Education Sponsored by Parents for Public Schools, Inc
Public schools are under assault. Budget cuts in many states and communities are
hurting students' educational opportunities. Some elected leaders are not putting education first. It's time for the trend to change. Nearly 90 percent of America's children attend public schools. Our communities need good public schools to thrive economically. Parents are the most important partner and critic of public schools. Parents for Public Schools, a national nonprofit organization (www.parents4publicschools.org), is urging parents and supporters across the country to "Speak Up for Public Schools!" You can sign this petition expressing your support for strong public education - telling our leaders at the state, local and federal level that education should be their top priority, and that we need greater investment and attention to education, not less. Join Parents for Public Schools' "Speak Up for Public Schools!" campaign, and join the many voices across the nation who believe in public education!
Please go to Link below and show your support for Public Education http://www.thepetitionsite.com/1/speakupforpublicschools/
Living Education Everyday Parents
Did you
Know... ‌
COLLEGE SAT no longer is an acronym! According to Prepme.com the College Board discontinued the original acronym in order to better represent the use of the SAT today. Students can take the SAT before they are ready to apply to college. According to Prepme.com the SAT is generally taken by high school students who will soon be applying to
colleges and universities, though the test is open to anyone over the age of 12 planning to attend college in the US. How to E-D-U.com indicated many students take the SAT in the 11th grade to get an early idea of college readiness. Other students do decide to take the SAT as early as 9th and 10th grade. Before making that decision it is important to know most colleges only accept test scores up to three years after the test was taken. So if your child gets a great score at 13 they may have to take the SAT again.
SAVE money on your loans. College Bound suggests parents and students place a call in June and find out their possible interest rate. Student loan interest rates are set every July 1st, but your college's financial aid office usually gets the scoop a few weeks earlier. You can lock in the current lower rate on a student loan, saving you and your child thousands of dollars over the years.
That Textbook Cost What! New edition vs. Old edition.
New editions of
textbooks sometimes means nothing more than a new cover or a few extra examples. So before you buy a very expensive new edition, check with your professor and see if you can get away with the old edition.
PUBLISHER’S NOTES The Resiliency of Education As another year comes to a close, there is no better time than the start of a new year to reflect on the educational road America travelled in 2011. The national dialogue on the importance of education at time seems to stumble over the obvious. As a result of these conversations, there is concern if an honest, authentic, and bold discussion around American education can truly happen. More importantly, will America be willing to seek out innovative approaches to ensure quality education in an environment steeped with harsh fiscal realities? Where in 2012 will we see the resiliency of education impacting society and driving home transformation and student success? The resiliency that grounds education and makes it a viable force for change will be greatly needed for the challenges ahead. In 2012, America will have to address a multitude of issues, ranging from an ongoing digital divide; achievement gaps; minority student dropout rates; school reform; public or charter schools; school funding; postsecondary access and affordability; national and local debates regarding teacher contracts; tenure; performance evaluations; working conditions; and overall student achievement. These opportunities facing American education are made all the more real for educators by the call to action from President Obama that America will resume its place as the leader of college graduates by 2025. This a significant task when you consider the challenges mentioned above and the few that were not included. According to Brookings (2011) The Center for Universal Education there is a need for a renewal of global cooperation on education with special attention given to low-income countries. The Center for Universal Education adjourned earlier this year with a warning to world leaders; the lack of access to quality education is the greatest threat to all nations. As a world leader the United States must be an example of equal access to quality education for all citizens who aspire to be educated. Throughout the past year the resiliency of education was very evident. Education leadership amazed us when they placed children’s academic success above their political agendas and personal needs. The resiliency of education was mightily displayed with an entire community vowed to return to a place where they felt normal. It was the educational leadership and its community of staff, teachers, and parents in partnership with public and private organization who in the midst of a horrendous natural disaster ensured schools opened on time. It was the resiliency of school leadership in the District of Columbia that saw an amazing reconstruction of a beloved school building in just over a year. Placing students first and ensuring their homes away from home and what makes them feel safe were given priority; educational leaders and their communities used resiliency to re-build, re-create, motivate and innovate learning. For these extraordinary leaders, placing children first was more than a slogan, but an essence of who they are as members of a larger community.
Michel S .Davis Robinson Founder and Co-CEO Forest Of The Rain Productions
Content
Feature
(P.23)-Community Engagement: Tips for Seeking School Partnerships BY: Toni A. Smith (P.24)-It’s all About the Child BY: Dr. Yolanda Abel
(P.27)-How to Help Your Kids Raise Money for College: Untraditional Methods BY: Felecia Hatcher
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(P.31)-The American Federation of Teachers’ Quality Education Agenda BY: Randi Weingarten (P.34)-Teaching and Celebrating Diversity in Schools: My Experience as a Teacher and Researcher in Prince George’s County Public Schools BY: Dr. Arvenita Washington (P.38)-Joplin Schools: Beyond Resiliency in Education BY: Ashley Micklethwaite P.45)-An Exclusive Interview with Dr. Jonathan Cohen BY: Dr. Michael A. Robinson (P.47)- Student Habits of Mind BY: Dr. Irene Burgese (P.50)- Insight (P.50)- The Importance of Maintaining a Relationship Between K-12 and Postsecondary Education BY: Aimee Olivo (P.52)- THE SUPERINTENDENTS (P.55)- Generation Next (P.57)- Should there be more course work devoted towards developing students to become entrepreneurs in this new economy? BY: Evette Brown (P.59)- Why HBCUs? BY: Tommy Mead
P.60)- Is Mentoring Important? BY: Michael Livingston (P.70)- Gathering of Champions BY: Dr. Faye Wilson (P.80)- Commentary (P.80)- Martin Luther King Day an Inspirational Moment BY: Dr. Stephen Jones
Departments,
(P.6) Contributors
(P.12) Budget Woes Impact Higher Education
Information,
(P.19) For iPods, iPads and Such (P.21) An Executive View BY: Dr. Michael A. Robinson (P.26) Spotlight
and
Comments
(P.30) Healthy Eating After the Holidays! BY: Kim Carrington (P.42) What Is The Importance of Early Education on Future Academic Success? BY: Catherine Atkin (P.44) Where Are The Dollars For Scholars? (P.64) What Should Parents Expect When Their First Year College Student Comes Home for The Holidays? (P.66) Steep in History, Prepared for the Future: Historical Look at Columbia College of Columbia, Missouri By Dr. Gerald Brouder (P.72) National Men Make A Difference Day Dr. Michael A. Robinson (P.75) Educational Jobs (P.78) What’s Trending in Education (P.82) In Memoriam
Contributors Dr. Yolanda Abel Assistant Professor Department of Teacher Preparation (DTP) School of Education (SOE) Johns Hopkins University (JHU) Dr. Abel serves as lead coordinator for the courses Educating the Whole Child: Teaching to the Developmental Needs of the Urban Child and Creating Family and Community Partnerships for Urban School Improvement. In addition, to her teaching and advising duties, Dr. Abel chairs the Committee on Diversity and Civility and sits on the institution-wide Diversity Leadership Council.
Catherine Atkin President Preschool California Catherine leads Preschool California‘s day-to-day work and collaborates closely with senior staff on strategy. She is an attorney with legal and policy expertise in the area of early care and education and more than a decade of professional legislative and policy experience. Prior to joining Preschool California, she was the principal of a consulting firm specializing in early education research and analysis, a directing attorney at Public Counsel Law Center in Los Angeles.
Dr. Gerald Brouder President Columbia College, Columbia, Missouri Dr. Gerald Brouder is in his seventeenth year as the 16th President of Columbia College, having come from the University of Missouri-Columbia. He spent 17 years at MU where he held a variety of positions including interim chancellor, deputy chancellor, provost, and various other administrative positions on campus and at the Medical Center. Dr. Brouder is well-known as a proponent for higher education. Enhancing the quality of programs and processes in Columbia College‘s day, evening, nationwide and online programs and increasing the school‘s endowment are among Dr. Brouder‘s highest priorities for the College.
Dr. Irene Burgese Vice President for Academic Program Appalachian College Association Dr. Burgess currently works for the Appalachian College Association, a non-profit educational consortium that provides faculty development opportunities for 36 small private colleges in Central Appalachia. She has worked in higher education as a professor and administrator for the last twenty years. Her undergraduate degree in Agricultural Economics comes from
Cornell University, and her Masters from the University of New Hampshire and Doctorate from Binghamton University are in English.
Contributors
Evette Brown College Senior Bennett College Evette Dionne Brown is a senior attending Bennett College in Greensboro, North Carolina. As a Journalism and Media Studies major, her writings focus on issues
relevant to full figured women, such as the economics of plus-sized fashion and self-esteem. She is the editor-in-chief of BELLE, Bennett's student magazine and a contributor for BettyConfidential.com, HBCU Buzz, and Urban Cusp.
Kim Carrington Grant Manager United Health Heroes Kim Carrington is the grant manager for United Health Heroes, a school-based childhood obesity program. As the grant manager, Kim makes monthly visits to local high schools in Maryland, where she teaches students in Consumer Science
classes as well as other interested students about the benefits of health eating and how to cook healthy.
Dr. Jonathan Cohen Co-Founder and President National School Climate Center Jonathan Cohen, Ph.D. is an Adjunct Professor in Psychology and Education at Teachers College, Columbia University; Adjunct Professor in Education at the
School of Professional Studies, City University of New York; the co-founder and co-chair of the National School Climate Council; and, a practicing clinical psychologist and psychoanalyst. Dr. Cohen has worked in and with K-12 schools for over thirty years as a teacher, program developer, school psychologist, consultant, psycho-educational diagnostician and mental health provider.
Felecia Hatcher Author Entrepreneur Recently named one of the Top 10 Superstar Entrepreneurs under the age of 30 by Allbusiness.com Hatcher has been featured in Essence Magazine, Black
Enterprise Magazine, ABC News, Inc.com, and FOX. At 19, serial entrepreneur Felecia Hatcher launched her first business, coaching dis-advantaged high-schoolers on how to get scholarships after she won over $100,000 for college as a ―C‖ Student.
Contributors Dr. Stephen Jones President SAJ Publishing 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. Michael Livingston Editor in Chief HBCU Buzz Inc. Michael Livingston II is the Editor in Chief of HBCU Buzz Inc., the leading source for news and commentary for the HBCU community. He graduated from Virginia. Union University in May 2011 with a Bachelor of Arts in English. He currently works for the Washington Post.
Tommy Mead Staff Writer HBCU Buzz, Inc. Tommy Meade Jr. is a Staff Writer for HBCU Buzz, a promotional-progressive brand that promotes HBCU pride and HBCU unity in order to enhance the black college experience. He attends Central State University, Ohio‘s only public predominantly black institution of higher education, where he studies Mass Communications while focusing on Print Journalism.
Ashley Micklethwaite President of the Board of Education Joplin Schools Ashley Micklethwaite has served on the Joplin Schools Board of Education since 2007 and was elected President of the Board in April 2011. She is a Joplin native and strongly believes that great public education can transform community, and thereby shape the future of our country and the world. Ms. Micklethwaite received her BA in psychology from the University of Missouri, Columbia, a postgraduate teaching certificate from Chapman University in California and a Masters of Health Care Administration from Central Michigan University.
Aimee Olivo Board of Trustees Prince George's Community College Aimee Olivo is a stay at home mom (who is rarely home!) and community volunteer. She is the founding Co-chair, Cheverly Advocates for Public Schools; Member and former Co-chair, Progressive Cheverly; Member,
Contributors
Cheverly Parent Resource Center; Member, Prince George's County Young Democrats.
Dr. Michael Robinson CO-CEO Forest Of The Rain Productions
Dr. Robinson is the host of Parent Talk Live, a weekly Blog Talk radio show which highlights educational topics germane to parents, educators and community stakeholders. Dr. Robinson is also the creator of the National Men Make A Difference Day for Academic Success and a leading voice and expert on effective parental engagement.
Toni A. Smith Founder and Executive Director IN REACH, Inc., Ms. Smith is the founder and executive director of IN REACH, Inc., a youthdriven, community-focused 501(c)(3) tax-exempt, non-profit organization positioned to respond to the unmet developmental and academic needs of children and youth living in Maryland. The mission of IN REACH is to prepare students for college, work and life.
Dr. Arvenita Washington Scholar-in-Residence and a Post-Doctoral Fellow Prince George’s African American Museum and Cultural Center Dr. Arvenita Washington Cherry is an educational, socio-cultural anthropologist. Dr. Washington Cherry‘s research explores the rich diversity of the African Diaspora, with a special focus on people from the Caribbean and Latin America now in the United States in areas highly
populated with African Americans. She also examines Creole Culture in southern Louisiana and African American and American Indian unions. Her dissertation research is entitled Reading, Writing, and Racialization: The Social Construction of Blackness
Contributors in Prince George’s County Public Schools. Dr. Washington Cherry holds a Bachelor of Science degree in Biology and a Master of Teaching Middle/Secondary Biology degree from Hampton University.
Randi Weingarten President American Federation of Teachers, AFL-CIO Randi Weingarten is president of the 1.5 million-member American Federation of Teachers, AFL-CIO, which represents teachers; paraprofessionals and school-related personnel; higher education faculty and staff; nurses and other healthcare professionals; local, state and federal employees; and early childhood educators. She was elected in July 2008, following 11 years of service as an AFT vice president.
Dr. Faye Wilson Parent Involvement Specialist Wicomico County Public Schools Dr. Faye Wilson is a parent involvement specialist for the Wicomico County Public Schools. She works directly with parents to help address concerns they may have with their child‘s education. She helps to create engaging programs and activities to bring parents to the school and to help them be involved in shaping their children‘s academic success. She also networks with various agencies such as Salisbury‘s Promise, HALO (Hope and Life Outreach), and the Wicomico County, Maryland PTA to strengthen the ties between the community and the county schools.
Budget Woes Impact Higher Education America’s financial climate has resulted in many states reducing their allocations to all levels of education. Limited funding at the state level has caused teacher layoffs in the K12 sector and increase tuition for those aspiring to attend college. Perhaps no sector has been hit harder by the impact of budget woes than community colleges. The fiscal challenges confronting 2-year colleges have required them to examine their financial structure. As a result of their economic assessment, community colleges have discovered revenue challenges exist. These challenges are significant areas of concern for community college leaders. These economic struggles represent a threat to the quality of services to students. To prevent major reductions in staff, services or structural changes community colleges have implemented cost saving strategies. The vast majority of cost cutting measures incorporated by community colleges are squarely aimed at sustaining the high level programs designed to continue student engagement while offering affordable access. An example of how some two-year colleges are exploring options to offset their current and anticipated fiscal woes can be found in the steps taken by Northeast Iowa Community College and Sussex County Community College. Northeast Iowa Community College reduced the number of nights the campuses and centers are opened and replaced some full-time faculty vacancies with adjunct instructors. While at Sussex County Community College, President Harold Damato informed staff and faculty that budget shortfalls have resulted in the freezing of discretionary spending to include all travel and professional development. President Damato also indicated minimum class size would increase. Many of the actions and recommendations suggested by community colleges to reduce expenditures have met with support from state legislatures, primarily because states are expecting serve budget shortfall (Gregg 2009).
January 8, 2012 The Return on Parent Talk Live For conversations on local and national events in and about education Internet conversations on education at its best
Live Sunday evenings 8pm-9pm on Blog Talk Internet Radio Blog Talk channel Educational
Journal
Living Education Everyday
Living Education Everyday
Remember When Celebrating the Holidays Always Includes Music The holidays season over, but what No matter how is tasty the greens, ham,were turkeyyour favorite holiday songs. Here are a few from the or sweet potato pie. It doesn‘t matter if you staff of LEeM. received the watch you‘ve been eyeing all year or the This Christmas- Donny Hathaway or iPad you were hoping for, the holidays are It’s the Most Wonderful Time The Year – Andy never of complete without Donny Williams
telling us to shake a hand or Andy singing
The Christmas Song-Nat ―king‖ about the season. Here are someCole of LEeM staff favorite Silent Night- Temptation
holiday songs.
Christmas Morn – Chante Moore This Christmas- Donny Hathaway Jingle Bell Rock - Bobby Helms Soulful Holiday-Sounds of Blackness It‘s the Most Wonderful Time of The Year – Andy Williams Someday at Christmas-Stevie Wonder or Mary J. Bilge ChristmasKrall Song-Nat ―king‖ Cole Christmas Time IsThe Here-Diane Christmas At My House – Rahsaan Silent Patterson Night- Temptation Hey Santa-Ashanti
Christmas Morn – Chante Moore
Soulful Holiday-Sounds of Blackness
Someday at Christmas-Stevie Wonder or Mary J. Bilge
For iPods, iPads and Such
What the World Needs Now –Luther Vandross
Itunes top singles and albums for downloads and books to enjoy after For iPods, iPads and Such the holiday season. ITunes Top singles and albums for downloads and books to read during the holiday seasons
Pink Friday Nicki Minja
Good Feeling Flo Rida We Found Love Rihanna (feat. Calvin Harris) (USA/Germany) Here I Am Kelly Rowland (USA./UK)
It Will Rain Bruno Mars Je l‖aime a mour ir Shakira (France)
Video Games Lana Del Rey (Germany)
Dance with Me Tonight Olly Murs UK
Wenn das liebe ist Glashaus Germany
Happiness Al Japan Continue on page 49
Living Education Everyday
An Executive View Funding Parental Engagement Services Is A Sound School District Policy It has been stated frequently among management theorists and economists that organizations fund what they believe is essential to their mission. When a monetary value is attributed to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. When school district leadership satisfactorily provide resources to programs and services a sense of priority is communicated to internal and external stakeholders.
There is no better example of priority funding than what has or has not been provided to a school district‘s departments or units of Family and Community Engagement. Adequate funding of these essential services offer stakeholders an opportunity to evaluate the importance school districts place on developing partnerships with parents and communities.
Research has shown effective parental engagement and community involvement policies and programs can reduce the strain on many key departments. The work and services provided by family and community outreach units within school systems have a direct impact on student achievement. Their efforts supplement and to an extent reduce the non-instructional work of teachers, school based counselors, pupil personnel workers and school based psychologists have to perform on a daily basis. When school districts elect to eliminate part or in some case their entire parental engagement department in the name of budget reductions, they are limiting the role parent involvement plays in the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools will result in an eroding of confidence from parents about the real mission of their public school system.
Michael A. Robinson, Ed.D.
Living Education Everyday
Community Engagement Tips for Seeking School Partnerships BY Toni A. Smith There are many ways and methods parents, families, and community organizations can develop effective partnerships with their local schools. Here are a few special ways to engage your neighborhood schools. Don’t underestimate the value of the relationships you currently have – your friends, co-workers, individuals you serve on boards with, family members – someone knows about a school where your talents and skills could be very useful.
1.
2. Get to know your decision/policy-making leaders – council members, school board members, mayors, senators, etc. These representatives are usually very well versed in the needs of their communities and can give valuable insight and guidance. 3. Familiarize yourself with the schools in your neighborhood and their leadership – the principals, assistant principals, secretaries (the gatekeepers) and parent teacher organization leaders. These individuals, although frequently overwhelmed, can provide a detailed list of needs. 4. Visit your school systems’ website to learn about governance and organizational structure, goals of each department, the strategic plan, the curriculum, and school specific performance information. This website should have a wealth of knowledge including information and requirements for working with volunteers, community and faith-based organizations and others who can add value. 5. Attend local meetings – school board meetings especially during the budget season, school PTO meetings, forums and workshops about education held at the local community college, university and/or Chamber of Commerce. This is where you will learn about the ―informal‖ happenings and influencer and be able to begin to identify and connect with likeminded individuals who care about what you care about. 6. Have goals and a vision. Even if you just want to support teachers by delivering homemade cupcakes weekly, set and communicate your goals and vision at the point of contact. Our schools need support in so many different areas, clear communication is the fastest way (and sometimes that even takes a while) to begin building connections in the school. 7. Be very, very, patient in dealing with all of the individuals you will meet above. Building effective relationships take time and there is a lot involved in working with students and
their families – legally, physically and emotionally. Patience, sincerity, trust and honor are the names of the game.
It’s all About the Child… Dr. Yolanda Abel Children are one of our most precious gifts. As parents it is our responsibility to rear them well and prepare them to go out into the world and fulfill their destiny. Kahlil Gibran said it well, ―Your children are not children. They are the sons and daughters of Life‘s longing for itself. They come through you but not for you, and though they are with you yet they belong not to you.‖ With this in mind, all parents should be mindful of how they treat one another and how the parental relationship impacts the child. So often when we think or discuss parenting of Black children in general it seems as if the focus of the conversation often becomes the plight of the single mother and bemoaning the absence of fathers. While the Black community is varied in its composition, the issue of female headed households and noncustodial dads is a real one.
So often when we think or discuss parenting of Black children in general it seems as if the focus of the conversation often becomes the plight of the single mother and bemoaning the absence of fathers.
The percentage of children residing in a single parent household in the U.S. was 34% in 2009. In the state of Maryland it was 34% as well. However, when you disaggregate by race, there are 67% of Black children, in the U.S., residing in single family homes. In the state of Maryland 59% of Black children are living in a single family home (Kids Count, 2011). National data informs us that almost 50% of Black children living in single family households reside with their mother, while less than 4% of Black children reside with their fathers. There are a variety of variables that impact who a child lives with and how the parents and other adults help to support the child‘s overall development. This article is focusing on mothers and fathers who are no longer in a relationship with each other, but share a child. How do people continue to work together in the best interest of the child they created? How do you navigate blended families? How do you set aside personal disappointments and keep the child at the focus of the relationship? These may not be easy questions to answer based on our personal circumstances. However, our vision must be what is best for the child we created together. How can we put our son or daughter first and provide the best possible upbringing? It is not easy and I am not suggesting otherwise, but it is something we have to do. It is important that we promote father involve with schools and in children‘s school-based lives. Children are less likely to repeat a grade, be suspended, or expelled if their nonresident fathers are involved in schools. Children are also more likely to earn A‘s, enjoy school, and participate in extracurricular
It’s All About the Child
activities. Father involvement with schools can make a difference for the better (Nord, 1998). How do we do that? The mother‘s relationship with the father influences his involvement with the child‘s school based life. Fathers who are romantically involved with the mother of their child are more likely to be involved in their child‘s school-based lives. So, what happens when parents are no longer together? The noncustodial fathers‘ involvement in school-related activities is influenced by the child‘s grade level, the household income, mother‘s level of education, and the child support payment history (Nord, Brimhall, & West, 1997). In this instance, school-based involvement is defined as attending (a) a general school meeting, (b) attending a parent-teacher conference, (c) attending a school or class event, or (d) serving as a volunteer. So, if mom is the primary caregiver, how does dad find out about these events so he can attend, if possible? Communication geared toward the child‘s welfare needs to be a focus. Schools tend to communicate with the parent who registers the child for school and to send information to the contact address or phone number that is provided. So, if there are no legal reasons to prevent it, the contact information of the noncustodial parent should be provided as well. As the custodial parent we should also communicate ourselves with the noncustodial parent around issues that support the child we have together. Remember, children tend to have better outcomes when their noncustodial fathers are involved. Be realistic as each of you works to support your child. While money is important in being able to provide for a child it is not everything.
A child needs parents who are physically present and active in his or her life. Encourage the noncustodial parent to attend school functions, spend quality time reading, go to community events, or any other activity that expands a child‘s horizon‘s and opportunities for learning. Be together apart. Remember that each of you is responsible for the upbringing of a well adjusted and healthy child who feels capable and confident to step out into the world and give his or her best. Ideally, we need two loving parents for this to happen. Each parent contributes something unique to the child‘s life and developing perspective. Be cautiously honest about what you say about the other parent and why the two of you are no longer together. Remember that the child is a blend of both of you. It is hurtful to attack the other person or to tell a child that she or he is just like their ―no good father‖. Words have power. When talking with your friends and /or family members make sure the child cannot hear you and whatever your comments are, especially if you are angry at something the father did or did not do. Be optimistic; parenting is one of the most challenging things a person can do. There are moments of doubt, confusion, worry, etc. throughout the parenting process whether we are single parents or cohabiting parents. By keeping our focus on the long-term goal of rearing a child who is well-adjusted and able to become a productive member of society we can make it through the hard times. How can we focus on the good as it relates to our child and his or her father? ―What is the impact on Continue on page 29
Associations living education everyday.
Spotlight Celebrating National Organizations
The National Rural Education Association (NREA) is a non-profit organization dedicated to promoting the interests of schools and educators in rural parsley-populated areas of the United States. The NREA is a membership organization that operates as a tax-exempt, non-profit entity. The NREA has approximately 8,000 voting and non-voting members from all 50 states. In 1972, six American Indian tribally controlled colleges established the American Indian Higher Education Consortium (AIHEC) to provide a support network as they worked to influence federal policies on American Indian higher education. Today, AIHEC has grown to 36 Tribal Colleges and Universities (TCUs) in the United States and one in Canada. Each of these institutions was created and chartered by its own tribal government for a specific purpose: to provide higher education opportunities to American Indians through programs that are locally and culturally based, holistic, and supportive. The National Association for the Education of Young Children (NAEYC) is the largest nonprofit association in the United States representing early childhood education teachers, paraeducators, center directors, trainers, college educators, families of young children, policy makers, and advocates. NAEYC is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8.
How to Help Your Kids Raise Money for College Untraditional Methods By Felecia Hatcher As a parent you have probably been thinking about your child’s college education since their birth, if not before. And you know how expensive it is to put them through school. You are all aware that you can find money for your children’s education through one of these traditional methods: pulling money from a college fund readily available thanks to your hard work, applying for Financial Aid or Student Loans, or having your child apply for (and win) scholarships. What you probably don’t know is that you can help your son or daughter earn money for college through some rather untraditional methods. In this article we will go over some things you can do to help and motivate your child to pay for their college education: Your Employer – Believe it or not, many employers offer scholarship programs to college students. Many times these aren’t openly advertised and it’s up to you to dig and find out what’s available. These scholarships can be open to all employees’ children with a certain grade point average or they could be dedicated to those who plan to join the same field as their parent(s). 2. Professional and Social Organizations – Many professional and social organizations offer opportunities such as scholarships and grants to help pay for your child’s schooling. If you are already a part of some organizations, great! Now take a look at what they have to offer. If you aren’t
currently involved in any organizations, do some research and find organizations that have assistance available – and then join! 3. Mini-college tours – One of the best ways to get your kid excited about going to college is to take them to at least a few of the schools they are interested in for a mini-tour. This will allow them to see what it would be like to attend and will ramp up their enthusiasm tremendously. You can also use this opportunity to check out the scholarship and grant office to see if there are any available that they apply for. 4. Guidance Counselors – It‘s imperative that you make sure your child is attending regular meetings with their school guidance counselor. The counselor will be able to give them guidance on what scholarships are available and can even help with the application process. This person is your education ally and you want to make sure you take full advantage while you still can! 5. Student Clubs – A lot of student clubs at your child‘s high school have scholarships and grants available to its members, or have ties to a larger organization that does. Encourage your child to get involved in as many clubs and activities on campus as possible. A note of caution – make sure the clubs your child gets involved in are things your son or daughter enjoys, otherwise they are sure to get burned out before any of the hard work pays off.
Living Education Everyday
It’s All About the Child….from page 25
the child?‖ should always be the guiding question as we consider what to do or not to do. Be consistent in your actions. Most children do well when there are consistent routines in their life. Mean what you say and say what you mean as you talk with your child and his or her father. If something happens and the routine needs to be changed, share that information with the child. Do not allow a child to wonder what she or he did wrong or why daddy doesn‘t love me. Something seemingly inconsequential can have long-term negative consequences for a child. Strive for accountability. Things do happen in life, but for the most part we need to commit to being involved in our child‘s life and show up when we say we are and be on time and engage with our child. Reflect back on your own childhood, what are the fondest memories you have of your own father? If he was not a part of your life, how did that make you feel? How does it still make you feel? Did you promise yourself that you would always be there for your child? Are you keeping that promise? Remember, it is all about the child. Fathers and mothers each have a critical role to play in the lives of their children. This is a reminder to do your part. We need to facilitate all fathers‘ being a connected and integral part of their children‘s lives.
Seven Tips for Parents to Build Relationships that Support Children 1. Maintain the child as the focus of communication. 2. Maintain realistic expectations. 3. Maintain neutral space so each of you can be present for the child. 4. Be mindful of what you say about the other parent. 5. Be optimistic that the two of you can work together to best support your child. 6. Be consistent in your efforts. 7. Do your best to honor your commitments. 8. Remember that your child deserves the best form both parents.
References Annie E. Casey Foundation. (2011). Kids count data book. Baltimore, MD: Author. Child Trends (2011). Family Structure. Retrieved from http://www.childtrendsdatabank.org/? q=node/231 Nord, C.W. (1998). (1998, June). Nonresident fathers can make a difference in children’s school performance. (Issue Brief No. 117). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Healthy Eating After The Holidays! Some quick, easy, healthy recipes to get you out of the kitchen and enjoying family and friends. By Kim Carrington Sweet Potatoes 5 sweet potatoes or yams 1/2 cup raw sugar 2-3 TBS coconut oil Squeeze of fresh lemon juice Wash the sweet potatoes thoroughly and rub a very small amount of the coconut oil on the skin. Bake the sweet potatoes in the oven at 450 until done (about 20 minutes). Remove the sweet potatoes and let them cool slightly to remove the skin. Place the cooked sweet potatoes in a bowl and mix with the raw sugar, coconut oil, a squeeze of fresh lemon juice and a sprinkle of salt (kosher or sea salt). Mix thoroughly and place in a casserole dish or individual ramekins and return to oven on 350. You can also sprinkle a little raw sugar on top of the sweet potato mixture to give a darkened caramelized texture to the top. You don't need an egg; however, for those who prefer a more dense texture, you can allow the sweet potatoes to cool completely before you mix then and add either two whole eggs to the mixture or two egg whites and beat thoroughly with an electric mixer before baking in the casserole dish. Rosemary String Beans and Sweet Potatoes 1-2 tsp of Butter drizzle of Olive Oil 2-4 cloves of Garlic Sprig of Rosemary 1 pound String Beans 1 julienned (french-fry cut) raw sweet potatoes Drizzle olive oil into a sauté pan. Add butter, garlic and rosemary. To infuse oils with garlic and herb, sauté for about 3-5 minutes then remove rosemary from pan. Add string beans and sauté until half done (about 5 minutes) then add julienned sweet potatoes and cook for about 3 minutes. Remove from heat and cover with lid to carryover cook (steam) for about 3 minutes. Serve immediately. Continue on page 36
Many American education policies reinforce the inadequacies of our approach to education: the misuse of standardized testing, narrowing of the curriculum, emphasis on competition over collaboration, and other topdown reforms that have hampered teaching and learning.
The American Federation of Teachers’ Quality Education Agenda By Randi Weingarten, President American Federation of Teachers The knowledge-driven revolutions that have transformed so many sectors—technology, medicine, manufacturing, communications and others—have largely bypassed American education. As a result, too many schools are not equipped to prepare students for the opportunities and challenges that await them. Many American education policies reinforce the inadequacies of our approach to education: the misuse of standardized testing, narrowing of the curriculum, emphasis on competition over collaboration, and other top-down reforms that have hampered teaching and learning. Such an approach to education will not get us where we need to go. Test-taking skills must take a back seat to developing students‘ ability
to analyze and apply knowledge. Memorization must give way to true mastery of concepts. Narrowed curricula must be broadened to give students the breadth and depth of knowledge they need to be truly well-educated individuals. In order to develop these skills in our children, their teachers must be well trained, supported and developed, and must be treated as professionals. American public education must change; that much is beyond dispute. But how to change it is a matter of great debate, with two main theories emerging. Self-described education ―reformers‖ advocate top-down methods, using standardized testing in math and English as the primary measure
of student and teacher performance and success, and using competition to leverage change, although these approaches have not been shown to improve student achievement. Their tactics create disruption and instability: opening and closing entire schools rather than fostering stable, successful neighborhood schools; and seeking to fire, instead of develop, large numbers of teachers. They require teachers to implement policies made without their input, yet shift responsibility for school outcomes onto teachers. They use international comparisons to denigrate American schools, but pursue practices that are antithetical to the successful strategies employed in high-achieving countries. Another approach, advanced by the AFT and other advocates for productive education reform, has shown greater promise. This approach focuses on evidence (to ensure quality, efficiency and effectiveness), equity (to provide a great education to all children), scalability (to make success systemic, not isolated) and sustainability (so that reforms last despite changes in leadership, budgets and politics). And we have sought to achieve this through collaborative efforts and shared responsibility. This agenda is based on best practices in American public school systems and in high-achieving countries, many of which develop systems around the following pillars. Curricula
All students—in every school—need rich, well-rounded curricula, which must be integrated into textbooks, professional development, academic standards and assessments.
Teacher Development and Evaluation
The AFT has constructed a teacher development and evaluation framework to help new and struggling teachers improve, help good teachers become great, and accurately identify teachers who do not belong in the profession (including aligning evaluations with due process for tenured teachers). Our focus is on continuously improving the vast majority of teachers, not just removing a small minority, in order to ensure that all kids are taught by the excellent teachers they deserve. Community Schools—Schools as the Hub of the Neighborhood
While good teaching is crucial to student learning, there are factors in every child‘s life that are beyond the teacher‘s control and may affect learning. In fact, decades of research have shown that out-of-school factors account for up to two-thirds of student achievement results. Community schools provide services for students and their families, directly addressing factors that impede learning. America‘s public schools can and must be transformed to prepare students for the realities and possibilities of our world today—and beyond. The agenda we offer focuses on what students need to succeed, and what their teachers need to facilitate success. It is evidence-based and focused on a paramount mission: improving student success. Learn more about the AFT‘s Quality Education Agenda at http://www.aft.org/news pubs/press/weingarten0 71111.cfm (is there a better url to use?)
Living Education eMagazine Video Leading experts, scholars, and practitioners discuss educational topics important to parents and educators
Understanding what parental engagement is and how parents and school systems can work together for academic success in the classroom. Link: http://vimeo.com/33163213
Parental Engagement Panel of Experts
Former BOE member Patricia Fletcher Former MD President Sam Macer Assistant Prof. @ Johns Hopkins University Dr. Yolanda Abel Charisma Howell, Esq.
Hosted by Dr. Michael A. Robinson Creator of The National Men Make a Difference Day for Academic Success
Teaching and Celebrating Diversity in Schools My Experience as a Teacher and Researcher in Prince George’s County Public Schools By Dr. Arvenita Washington
In 2006, I interviewed a middle school teacher who was originally from Liberia. In our interview, she told me that some of the newly immigrated African students from wartorn countries were being seen as troublemakers because they did not want to line up with other students and walk a singlefile line. She explained that many of these students were made to walk in lines in their home countries during times of war and were either pulled out of line and beaten or, worse yet, saw others pulled out of line and killed. These students were not intentionally being insubordinate; rather, they were rejecting a U.S. school norm of walking in single-file lines because it was an emotional reminder of a brutal experience that most people from the U.S. have never experienced. This teacher shared this information with her colleagues in a department meeting, much to their surprise. She also shared that, like some of these students, she too had negative memories of being made to walk in single-file lines in her native country. Part of our commitment to diversity and multiculturalism, particularly in schools, entails an ongoing effort to learn about other people‘s histories and experiences in ways that can potentially transform our ways of interacting with each other and creating educational spaces that are equitable for everyone. Having information about how some students have previously experienced things that seem as simple as being made to walk in single-file lines can allow us to think about our own educational practices. Are there other options for establishing order in the classroom? How can we have supportive dialogues with students to let them know that they are safe? This example is just one illustration of how an understanding
of biography and difference can inform teaching and learning. Prince George‘s County Public Schools are home to students and educators of vastly diverse histories, regions and countries of origin, and racial, ethnic, and cultural backgrounds. These elements must be taken into account when developing curricula, creating learning spaces, building relationships, and preparing our students to be world citizens. Prince George‘s County is well known for being the largest predominantly Black county in the nation. Even though it is often not discussed as such, it is a more diverse place than the label ―predominantly Black county‖ might suggest. Just as Prince George‘s County is diverse, so too are its public schools. From 1999-2003, I was a Prince George‘s County Public Schools middle school science teacher, and from 2005-2007, I conducted my dissertation research as a graduate student in a Prince George‘s County Public Schools middle school. As a teacher and a researcher there, I learned much about diversity and multiculturalism. My colleagues and students included African Americans who had been in Prince George‘s County for seven generations, African Americans with Gullah roots in South Carolina, and new immigrants and children of immigrants from various parts of Africa, Asia and the Pacific Islands, Latin America, and the Caribbean. In one of the middle school science classes I taught, a student whose parents were from Barbados was tormenting a newly arrived student from Nigeria because she was African and had an accent that was different from his. I asked him where he was from,
and he definitively said, ―Barbados.‖ I then asked, ―Before your family was in Barbados, where did they come from?‖ After a few seconds of deep thought, he assured me, ―Not from Africa!‖ My heart sank, as his response reminded me that many of my students did not yet have an understanding of the history of the African Diaspora and of how all humans are connected. At the same time, I felt encouraged to have the chance to turn this conflict between students into a dialogue. As a teacher, I was viewed and trusted by these students, and I was able to explain to them all humans originated in Africa but at different times and for different reasons were dispersed throughout the world. For me, it was just as important to take the time to address these issues and conflicts surrounding identity as they arose, as it
County Public Schools. In addition to those whom society would typically classify as Latino/a, there are also Afro-Latino/as, who may share physical characteristics with African Americans and Africans, but who originate from places such as Puerto Rico, the Dominican Republic, Colombia, Panama, and Mexico. Students and educators of Afro-Latino/a origin often grapple with their desire to identify as both Black and Latino/a in a society in which these identities are often seen as binary and individuals are expected to choose just one.
Diversity and multiculturalism, particularly in schools, entails an ongoing effort to learn about other people’s histories and experiences in ways that can transform our ways of interacting with each other and creating educational spaces that are equitable for everyone.
was to teach my middle school science curriculum. During this teachable moment, I was able to address misinformation that was being used to create social divisions in my classroom. I was able to make strides toward creating a learning space that was safe in which we worked to resolve conflict. Our dialogue encouraged empathy and thinking outside of his comfort zone on the part of the student from Barbados. And, for both students, I was able to show that I cared about what they had to say and what they thought. In my research, I also learned of the increasing Latino/Latina population in Prince George‘s
Throughout my research, students and educators who were Afro-Latino/a discussed what it felt like to have their identities challenged because they did not look like, sound like, or act like what other people expected of them. For example, ―Mr. Ponce,‖ a teacher‘s aide who was from
Panama, often felt disrespected because he was assumed to be ―just Black‖ and not authentically Latino. Because of his dark skin and because he usually communicated in English (even though he was also fluent in Spanish), very few people at the school understood that Mr. Ponce also had Latino heritage. Nevertheless, Mr. Ponce was able to use other students‘ assumptions about his identity to his advantage: by listening to students‘ conversations in the hallways and after school when they thought he couldn‘t understand them, Mr. Ponce was able to successfully combat emerging gang activity among some of the Spanish- speaking
Continue on page 42
Healthy Eating After The Holidays Recipes‌. from page 30
Baked Turkey Wings, Turkey Legs, or Turkey Breast 1 Large whole onion 2 Ribs of celery 1 Carrot 2 TBS minced garlic 2 TBS Sage 2TBS Thyme 1 tsp kosher or sea salt 1/3 cup Olive Oil Wash and dry the poultry of your choice. Cut the other ingredients up and place in a blender. Blend until smooth adding small amounts of water and/or oil if/when necessary to keep the blender working. Smooth the blender seasonings inside and out of the meat pulling back skin to also place seasoning blend under the skin. Bake meat at a high temperature (450) to brown the outside of meat. Bake until very dark about 20 minutes. Turn temperature down to 350. Cover the meat and continuing baking until done according the package. Remove from oven and let juices settle before slicing the meat to serve. Quick, easy and delicious!
Rosemary Apple Sauce 1 pound of 3-4 different varieties of cooking apples (washed and cored) 1/2 cup raw sugar 1/3 cup water squeeze of fresh lemon juice 1 spring of rosemary pinch of salt After removing the core and seeds from the apples you may peel them or leave the skins on as long as the apples are washed and clean. Cut the apples up in random bite-sized pieces and toss with lemon juice. Place in sauce pan with the water and begin to cook on medium to high heat. As the apples begin to boil add the raw sugar and rosemary and continue cooking at a low to medium heat. The apples will break down. You can add a pinch of cloves, ginger, allspice and or cinnamon. Cook until the apples are chunky or smooth; but fork-tender. Serve as a side with poultry or pork or on pancakes or other breads.
Living Education Everyday
Joplin
MO.
Joplin Schools
Beyond Resiliency in Education By Ashley Micklethwaite President Board of Education - Joplin, Missouri Public Schools
Our challenge was to offer not just good education and a normal environment but go above and beyond what was expected.
It is difficult to believe our community changed forever just six months ago. In some regards, it seems like a lifetime has passed. As a Board of Education, how do you recover when half of your student body is directly impacted by an EF-5 tornado? How do you recover when ten of your district‘s buildings are damaged or totally destroyed? You move! You move fast and keep your focus! We have had sorrows, challenges, victories and we always keep our focus on the children and the future In the frenetic early days after the May 22nd storm, our first priority was to locate our children and staff. Staff members, Board members and volunteers poured into our makeshift command center and began calling, e-mailing and using social network sites to find our school families. Within five days, we found all 7,547 students and 1,100 staff members. With joy also came sorrow; we lost six students and one staff member in the storm. To honor their lives and the lives of all of the people who died that evening, we vowed to start school on time. We believe schools are the heart
of the community. The most important thing we could do was to reestablish some sense of normalcy to help our community rebuild. Many people have asked, ―What did the Board of Education think when Dr. Huff announced school would start on time?‖ Our collective thought was ―Yes, we must.‖ The Board of Education didn‘t ask how or how much money. We just knew it had to be done. Starting school on time was a challenge for which this team was positioned. The Board gave Dr. Huff and his top-notch team the authority to use emergency powers to work hand-in-hand with the Board of Education to make quick but well-researched decisions. Having school open on time was essential to the long-term recovery of our community. The Board of Education set five priorities on which every decision would be based: (1) Children, (2) School employees, (3) Community, (4) Education and (5) Facilities. Children are and will be our number one priority. Their health, safety, basic needs and educational needs now and in the future are at the forefront of our decisions. Of course education is always a top priority but it isn‘t the number one priority. Our belief is this; if our children‘s, employees‘ and community‘s basic needs are not met, meaningful education cannot occur. We believe meaningful education can happen most anywhere where there are great educators. We knew we had great educators. We had tremendous help from volunteers all over the country.
Now all we needed was space to replace two elementary schools, a middle school, a high school, a technical school and repair five other school buildings. Challenging, yes, but we met the challenge head-on. High school in a mall? Yes. Middle school in an empty warehouse? Yes. Oh, and by the way, we need to have summer school too! The Board of Education believed in the vision of the team. We also believed that the best place for our kids throughout the summer was not in a debris field or in a hotel room. We decided to not only start summer school but to expand summer school and offer
bussing students from all over the area, including out-of-district displaced students. We had the opportunity to focus on implementing 21st century learning environments. We had long dreamed of implementing a one-to-one initiative. What better time to implement the plan than after most of the high school textbooks were destroyed? We also had the challenge, opportunity and duty to help our students and faculty heal from the trauma of May and the continued stress of everyday life in a postdisaster community. Staff received specialized training in trauma response and counselors are on hand to help those who need extra help in dealing with their grief and stress. We are very concerned about the long-term stress of families and, for the first time, will be offering a Winter Break school opportunity for families. For some of our children, the safest place they can be is in school We are now planning for our future. Challenges also offer great opportunities.
Hope High School after the tornado
transportation. This was a challenge for us, but it was the right thing to do for the community and for our children. School is what they needed. But not just school in a mall or warehouse or summer school activities. Our challenge was to offer not just good education and a normal environment but go above and beyond what was expected. Our philosophy was that we wanted to keep children with the friends and teachers they knew to the best of our ability given our challenge of finding suitable locations for 54% of our student enrollment. This created a tremendous challenge of
We can build state-ofthe-art schools to meet the needs changing global economy. We can share our story
Mall transformed to classrooms
so other communities can learn from us, build safer schools and, most importantly, build relationships.
. How do you prepare as a Board of Education or a school district for a disaster of this magnitude? Start now! I‘m sure you have your disaster plans, where to take children for safety, your safety committee, etc… But are you really prepared? Does your Board of Education work well as a team? Do you trust one another and respect one another? Do you trust your Superintendent and his/her team? Do your Superintendent and all the staff, teachers, bus drivers, cooks, nurses, custodians believe that every child deserves the best education every day? Do you as a Board govern, or do you try to administrate? Do you have a dynamic, flexible, strategic, long-range plan that the entire community helped develop? Do you personally know your City Manager and your City Council Members? Does every school have businesses, human service organizations and faith-based partners that meet regularly to discuss what the children need, what the school needs and how the children and the school can give back to the community? Our greatest victory wasn‘t starting school on time. Our greatest victory was that we were prepared. We had all of these things in place prior to May 22, 2011. Our greatest challenge now, as we look to the future, is
Irving Elementary after the tornado Continue on page 53
In another example, ―Yvonne‖, a student originally from the coast of Mexico, shared with me that her identity as a Mexican was always challenged because she did not look like other Mexicans and Mexican American students. Students and teachers alike questioned her about whether she was ―really‖ Mexican when she looked ―mixed‖ and wondered how she could be fluent in Spanish when she didn‘t ―look‖ Latina. Yvonne grew annoyed with the constant queries, but it inspired her to be more sensitive to other students who did not fit in traditional identity boxes. It also sparked her interest in learning more about the history of Mexicans of African descent, which was not discussed in her school curriculum. While teaching and conducting research in Prince George‘s County Public Schools, I learned that students and educators benefit when they can have meaningful conversations about identity and when others are receptive to learning about them. When doing my dissertation research, I had the opportunity to observe a social studies class where the teacher who was African American and Trinidadian engaged students by incorporating their identities into her lessons. For one project, students brought in a cultural artifact that was important to them and presented it to the class. The students shared pictures of ancestors, items from religious practices something about Continue on page 44
Learning
youth at the school.
Early Childhood
Teaching and Celebrating Diversity..from page 35
By Catherine Atkin
President of Preschool California
What Is The Importance of Early Education on Future Academic Success? Early childhood education provides children with a head start in school during an important time in their lives when they are rapidly developing and ready to learn. Research shows that early education experiences help kids build fundamental socialemotional, pre-literacy, and early math skills. Additionally, it supports a love of learning that children will carry with them throughout their entire academic careers. These fundamental academic skills persist into the later grades and beyond as well as reduce the number of children retained in later grades and placed in special education. The strong learning foundation that early childhood education provides is crucial to future success in school.
Living Education Everyday
Teaching and Celebrating Diversity…from page 42
they were equally eager to learn about their classmates‘ artifacts, and these conversations continued at lunchtime and beyond. By allowing students to openly link who they were to the material being taught, this teacher created a space for teaching and learning in which the students were more responsive than I had seen in other classes. While I was a teacher I allowed my students to do a research project in which they learned about a scientist of color or a female scientist. One student with tears in her eyes told me that she did not know that there were scientists from her cultural group or that people from her group had anything to contribute. When I ran into this student years later, she told me this project inspired her to think more about science as a viable career option for her. In another example from my own classroom, I let students and parents know that I had the option to generate my computerized grading reports in Spanish or French, and several parents who were less proficient in English took me up on the offer. With information presented in their own language, these parents could better support their children and interact more with me as a teacher, instead of feeling marginalized and powerless due to language barriers Diversity in our classrooms can present challenges as well as opportunities. Though there may be conflicts, as in the case of my students from Barbados and Nigeria, there will also be teachable moments. My experiences as a teacher and researcher in Prince George‘s County Public Schools afforded me the opportunity to think about multiculturalism in new ways and to create and implement strategies for effectively teaching diverse groups. Some questions we might all ask
ourselves are: How can we help educate each other against stereotypes, myths, and misinformation? How can we better support educators to learn about diversity? How can we design/influence curricula in ways that meet our goals for equity? How do we support different learning styles, abilities, and experiences? How can we best create opportunities to allow students to celebrate their uniqueness? As we explore these topics and share our outcomes with each other, we will add to our understanding of how we, as educators, can continue to strive to create equitable multicultural school environments.
Where Are The Dollars For Scholars? Here is a listing of organizations for those scholarship seekers. Students planning to attend college should research on their own, the efforts will pay off. More importantly talk to your school counselor to learn about financial options available to you. Edison Scholars Program (http://www.edison.com/community/progra ms.asp?id=6362)
Georgia Farm Bureau Scholarship (http://www.farmplusfinancial.com/blog/ge neral-farm-loans/georgia-farm-bureauaccepting-scholarship-applications/)
William L. Clay Scholarship and Research Fund (http://www.wlcsrf.org/scholarship.html) Flight Attendants/Flight Technicians Scholarship (http://www.nbaa.org/prodev/scholarships/ fltatt/)
An Exclusive Interview with Dr. Jonathan Cohen Co-founder and President National School Climate Center (formerly the Center for Social and Emotional Education)
Archive Interview
LEeM: What is school climate? Dr. Cohen: The National School Climate Council suggests that school climate refers to the quality and character of school life. School climate is based on the patterns of students and also parents and teacher‘s experiences. It really reflects the norms, what are our goals we have when we come into school everyday. What are our values? How do we listen and treat each other? How are we as teachers and learners and all the other things that go into making us feel safe and supported and engaged and challenged or not. LEeM: Is it really something one can see and touch? Dr. Cohen: What is amazing about school climate today is; we can measure it, in a very simple way with a survey. We can get a read on how the kids and or how the parents, guardians, teachers, and even how the community members feel about what is working or not in our schools. That data can be like a flashlight. It can point us in a direction of where we need to go to make things even better in our schools. That is really neat. LEeM: It has been stated there is no one size fits all method for creating a positive school climate, but in your opinion are there a few core factors when present enhances the likelihood of a positive school climate? Dr. Cohen: I agree with the assertion of your question. There is no one way that works for all schools. Every single school has its own unique history, experiences, and unique community strengths, needs and goals. However, it is important to note, that any meaningful school reform honors those factors and in a basic way. There are I think a number of organizing principals that are really helpful for every community. LEeM: Please share a few of those principals? Dr. Cohen: Certainly, we need to measure what is working and what is not. Today in American public education, as many people have said, we have an unfair situation, were we are only measuring math, reading and science scores. Math, reading, and science really matter, but that is just one leg of the elephant. How we feel and learn socially and emotionally and ethically and physically are important legs of the
elephant. They help us to see the whole child. We can evaluate that in reliable and valid ways and that is one core idea. Data which is reliable and valid is a way to point us in a direction and then we create a plan that we use in some kind of ways. The data helps develop a
Archive Interview
kind of school climate improvement road map to guide the way; even though each school is going to do it in its own unique way. LEeM: How is school climate created and who is primarily responsible for developing a positive school climate? Dr. Cohen: In a certain basic way, I think it is actually everyone‘s responsibility. Our challenge today is that public education in America is following business and medicine. The only thing that counts is what is measured. Today that is reading, math, and science and since Columbine High School rates of physical violence. Those are four major measurements system that are driving public education. That is unfair, children have social and emotional, ethical and physical needs and learning along those lines actually predict school success and life success. We can measure that. It is concrete, we can touch it and the Federal government has recognized that factor. Arne Duncan, United States Secretary of Education has invested in the Safe and Supported Schools grant program. Over 150 million dollars invested to support what is now 11 states which are developing school climate measurement systems and to show how we can use that data in conjunction with reading and math scores to help shape our improvement efforts. LEeM: What are the benefits of a positive school climate and to the same extent what are issues for students, parents and staff when the school climate is not a positive one? Dr. Cohen: When students, parents and educators and ideally school based mental health professional as well as community members are all learning and working together to create a safer more supported engaging and challenging school, the benefits are enormous. Student learning goes up, academic achievement goes up dramatically, fewer students drop out of high school. We see strong indication that our risk prevention and health promotion efforts are more effective. We even see more teachers staying in education. As I am sure you and your readers know, a very high percentage of teachers that come into education leave the profession within five years. Not surprising, when teachers feel their school is a safer place to be and Continue on page 63
Student Habits of Mind By Dr. Irene Burgese Vice President for Academic Program Appalachian College Association In my life as a college administrator, I have been part of many stories of student success and many stories, sadly enough, of student failures. What is most alarming about many of these stories is that the students who failed at successful completion of even their first year of college were as talented, or even more so, than their peers who had solid records of achievement and completion. It‘s often the Habits of Mind that differentiates student successes. What makes the difference for these students is ―resilience‖— the ability to maneuver life‘s difficult challenges with grace and integrity. It is a vital life and academic skill for students, particularly for students who have any disadvantages in the traditional academic sense, whether it‘s poor academic preparation, a problematic home life, or physical/psychological challenges.
The habits of mind traits that provide those opportunities for resilience include: willingness to fail, capacity to reflect on behavior, ability to perform creative problemsolving, and acknowledgement of the need to know when and whom to ask for help. All of these traits require the ability to empathize with others, to be honest with one‘s self and others, and to accept that all actions have reactions of one sort or another.
I would like to offer some practical insight from the particular issues I‘ve seen with firstyear college students who struggle with completing their initial year of studies. Everyone in the field knows the value of time management, good note-taking, and diligent studying, but these skills are unlikely to go far unless students have certain other habits of mind that give them the resilience they need to face and surmount obstacles in their first year.
Willingness to Fail This key trait means the student knows there is no shame in failing. If she tries, then it‘s inevitable that she will fail if she‘s going to learn anything. We can‘t learn anything until we put in the time and effort to try. Achievement isn‘t guaranteed, and probably isn‘t preferable to a spectacular failure that provides spectacular learning.
Capacity to Reflect That spectacular learning won‘t take place until the student has reflected on what were the factors causing the perceived failure. Covering it all over with the blanket of ―I tried really hard, really I did, I‘m just not good at math, English, Spanish, History, biology, or topic of choice,‖ merely allows the student to walk away. The student needs to learn the cognitive skill to think, ―Well, it sort of stinks that it didn‘t work out, but what were the things I relied on that I shouldn‘t have?‖ Performing Creative Problem-Solving Instead of following the same old rules and expecting different results, students have to be willing to experiment. I always remember fondly a student whom I worked with who had profound attention-deficit disorder. She figured out early in her successful science career that if she ran around the science building for 10 minutes before a 50 minute lecture she could last the whole lecture without crawling out of her skin. She used her scientific skills to help herself and didn‘t let self-doubt or what others thought she should do stand in her way. Knowing When and Whom to Ask for Help Often students will dig themselves deeper and deeper into a hole, heaping untruths and halfpromises to keep from others and themselves the knowledge that things are not going well. Every student going to college needs a mentor from the campus community of staff, faculty, and administrators whom he can trust. For some students, that person is often a faculty
member or advisor, but often students invest faculty with so much authority that they don‘t relax enough to let the professor be of help. When I was a student, the staff person I would go to was my advisor‘s administrative assistant; she was a woman of good steady sense who helped me figure out the best ways to maneuver through the University system. For this to work, though, the student needs to be willing to ask for help and develop the relationship to get the right help. Except for a lucky few, these traits aren‘t necessarily inherited. They can come from experience and coaching, but even that won‘t help without students developing complementary social abilities. Many of these social abilities are determined by maturity levels, but many can be developed through mentoring. When I was an administrator at a small private college, a student rushed into my office one day, upset because a faculty member had thrown him out of class for refusing to remove the IPod ear buds from his ears while the faculty member was lecturing. In some ways, of course, it was laughable that the student was as upset as he was. But, also, the student needed some help understanding how to deal with someone who may have a difficult personality (which this faculty member most definitely did) in a way that‘s productive. So, we sat at my table and he blustered on for several minutes, with me asking questions to make sure I understood what he found so objectionable, which included the faculty member‘s dismissiveness, the student‘s poor performance in the class, and his supposed full capability to understand a lecture when he was doing other things.
Continued from page 19
The first thing I asked him when he was out of gas, ―Why do you think Professor X didn‘t want you to wear ear buds? How do you think he perceived your ear buds when he was trying to explain some difficult concepts?‖ Unwillingly, the student conceded that perhaps it might have made the professor angry and disrespected. Appealing to the student‘s sense of fairness made him employ empathy and really start thinking about his actual impact on the world around him. Once that happened, he was able to admit to himself and to me, that his behavior was unfair to the professor. His spurt of honesty allowed him to concede he probably should have expected such a reaction. This moment allowed us to talk about his lack of wisdom to listen to music in class where was underperforming during a lecture. This opportunity did not solve all the student‘s academic problems. It was a step forward in helping him achieve the habits of mind that lead to success instead of resignation and further frustration. Utilizing the habits of mind as an alternative of life happening to him, fairly and unfairly, he had to engage in his life and understand his role in making his life successful. All of our students can benefit from these habits of mind that enable their potential and push them to claiming the maturity that is part of the gift of education. It‘s the ultimate preparation for success in the classroom and in life.
For iPods, iPads and Such
In Get Recruited: Secrets from a Top Recruiter on Using Unconventional Tactics to Get Noticed in an Inconvenient Economy, author and top Recruiter Adrienne Graham shows you how to go beyond looking for a job to positioning yourself to get recruited by companies looking for top talent. Available - Amazon
If I Knew Then, What I Know Now! College and Financial Aid Planning From A Parent's Perspective by Cynthia Hammond-Davis The college and financial aid planning process can be a confusing puzzle. This book helps families bring all of the pieces together. If I knew then, what I know now is a true story of one mother‘s struggle to find help with putting all of the pieces of the college search together.
Insight Living Education eMagazine asked Aimee Olivo newly appointed to the Board of Trustees for Prince George‘s Community College what is the importance of maintaining a relationship between K-12 public schools and postsecondary education?
The Importance of Maintaining A Relationship Between K-12 and Postsecondary Education By Aimee Olivo: The relationship between K-12 public education and community colleges is crucial for the success of students and also for the long term success of communities and particular my home town of Prince George‘s County, Maryland. We have to ensure that our students from day one realize that 12th grade is not enough. They need to keep going to be successful, rather that is learning a trade, rather that‘s getting their Associates degree, going on to their Bachelors, their Masters or their Doctorates. We need our kids to understand the value of education. We need to work hard in Prince George‘s County, Maryland to keep those highly educated students here, working hard, creating jobs, building the wealth in our county. I am really excited about the great work Prince George‘s Community College does in partnership with our K-12 public schools. This year we launched the Academy of Health Sciences, which is really exciting. We are the first Middle College in the state of Maryland. This means that the 100 student who started this year and the subsequent 100 that will be added every year will graduate 12th grade with their high school diploma and their Associates Degree, setting them up for wonderful future successes. We also are really lucky in our county that our community college works directly with our K-12 students by offering
Advance Placement courses. In fact, as a member of the Board of Trustees, we recently voted to waive the fees for high school students to take classes at the community college. We also do not just work with the highest performing students. We also work with those who are struggling. Perhaps it works best for somebody who had a hard time in high school, with truancy, behaviors, and discipline issues to actually take classes through the community college in a different setting, with a different peer group and maybe that is where they can be successful. Student success has to be the number one priority; it has to be what everyone in our K-12 public school system, through the community college environment and beyond is thinking about. How can make sure students are successful in their education? This is our mission! How can we ensure students are always looking forward? How they can achieve in a competitive local and global society? We really place emphasis on our students and our relationship with our public K-12 schools. Our partnership can ensure we have a strong educational system in the county and that we are training our workforce, our entrepreneurs, our nurses, and our doctors and everyone. We need everyone in the county to continue and expand the county‘s future success.
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THE SUPERINTENDENTS Living Education eRadio formerly Journey Begins Internet radio, a subsidiary of Forest Of The Rain Productions and the parent company of Living Education eMagazine has over the past 24 months spoken with Superintendents throughout the United States on topics ranging from school reform, effective leadership in the 21st century, and fiscal challenges confronting public education today. Click on the links below to hear three of those remarkable conversations.
Dr. Joe A. Hairston Superintendent of Baltimore County Public School Topic: Leadership and Public Schools
Dr. Judy Hackett Dr. Andres Alonso CEO Baltimore City Public Schools Topic: Parental Engagement
Superintendent Northwest Suburban Special Education Organization Topic: NSSEO and Special Education
Beyond Resiliency…. from page 41
future, is maintaining what we have, building upon those strengths and keeping our focus on top priorities. We are humbled by the outpouring of support from educators and communities. We thank you. We could not have done what we‘ve done these past six months without your support. We have an obligation to all of those who have supported us during our time of need and to our children to be resilient. But resiliency is defined as ―returning to an original form after being bent.‖ Our children, all children, deserve better. The May tornado was transformative. Our challenge now is to transform education. It is our hope that as we rebuild and recover, our educational system and community will be better than before. This we believe and this we will work toward.
Living Education Everyday
Generation Next What is The Motivation for Your Educational Inspirations? By Sika Koudou Ph.D. Candidate Johns Hopkins University As a child, I grew up knowing about college and that I had no other option but to attend college. This was a message instilled in me at an early age by my parents (both came from humble backgrounds, my mother‘s family migrated from the rural south and my father immigrated from a West African village). Although my aspirations changed frequently, at one time or another – I wanted to be a fabulous model, exuberant singer, immaculate dentist and eventually stellar sociologist – I saw education as the appropriate route to accomplish my goals. However, as my senior year of undergraduate school was rapidly ending I lacked a clear understanding as to what I should do once I completed college. My time as a McNair Scholar and advice from my undergraduate adviser stirred me into the direction of graduate school. Currently, I am a graduate student at Johns Hopkins University obtaining a PhD in sociology. Education continues to exist as an understood route to reach my goals. I remind myself that greed cannot be the driving force. I must remain focused, determined and passionate about my sociological research so that I may be the first of the second generation of Koudous and Barnetts to acquire a PhD. My motivation is my existence as a role model to my nieces, nephews, cousins, and younger siblings. During those moments that I am confronted with new and unforeseen challenges I remind myself of the adversarial environments to which W.E.B. Dubois, Zora Neale Hurtson, Martin Luther King Jr., and many other African Americans were able to defy to oppression and racism as they earned their distinguished degrees.
What’s The Buzz On
The Buzz on the
To further showcase the leadership of GENERATION NEXT we decided to
PROFILE an amazing organization of young people‌HBCU Buzz. HBCU Buzz is a group of college students who attend a variety of HBCUs from across the country. Founder Luke Lawal along with Editor and Chief Michael Livingston collaborate with talented college students to share information and celebrate the HBCU experience. These students demonstrate what HBCUs across the country have always been, a place where scholars are nurtured into leaders.
We presented three questions to Editor and Chief Correspondent Michael Livingston, staff writers Tommy Mead, Jr. and Evette Brown on issues which illustrate the diversity of issues in education today. Here are their responses.
Should there be more course work devoted towards developing students to become entrepreneurs in this new economy? By Evette Brown As 2011 nears its end, the United States economy is continuing to plummet. In a recent interview with CBS News‘ Steve Kroft, President Barack Obama was realistic about the current state of the American economy. He explained, ―We've got a lot more work to do in order to get this country and the economy moving in a way that benefits everybody, as opposed to just a few.‖ President Obama is correct. Despite President Obama‘s attempts to reconstruct the economy with the American Jobs Act a recent Associated Press article reports that American wealth is sinking; at the end of this economic third quarter, households have lost $2.4 trillion. Small businesses and conglomerates alike are tanking; the New York Times instituted digital subscriptions to increase advertisement revenue while smaller newspapers, including the Winston-Salem Journal in North Carolina, have decreased pages and staff to secure enough profit to print. Even with these dismal economic forecasts, there is a rainbow emerging: entrepreneurship. Entrepreneurs are thriving in this world where a massive housing crisis is resulting in thousands of foreclosures and where the NASDAQ frequently drops more than 100 points unexpectedly. LinkedIn co-founder, Reid Hoffman, asserts that in this recession, it is the perfect time for bold entrepreneurship. At the recent South by Southwest Interactive Conference, which brings some of the top digital entrepreneurs together, Hoffman stated that, ―Current economic conditions offer an ideal environment for startups because entrepreneurs have more time to get a new venture off the ground before the competition catch on.‖ Hoffman is correct; ask Michael Jones, the founder of JAYE, a digital magazine targeted towards college women. JAYE is
published each month through Issuu, a free publishing site that allows magazines to reach their audience without the associated costs of a professional printer. Though JAYE has no current print issues, it functions as a normal publication All of the staff is unpaid, but there are still executive editors, senior editors for the different departments, and associate editors responsible for producing the magazine‘s content. JAYE is published each month at little or no costs to Jones. He believes in what JAYE represents and its potential to be larger than it is now. ―I am an entrepreneur who allows passion to drive me,‖ Jones explains. ―Yes, JAYE has had ups and downs. We‘ve had to stop production because our staff dwindled. But as long as we have an audience, JAYE will survive.‖ So will entrepreneurship. JAYE is one of numerous examples of digital upstarts that represent the current shift for entrepreneurs. According to the U.S. Census Bureau, in 2008, almost 2500 people moved from the corporate office to entrepreneurial ownership each day. But this same report found that self-employment is prominent among people nearing the end of their careers. Most of these digital entrepreneurs had decades of work experience in their chosen field and had built connections through networking which supported their move to entrepreneurship; but how do college students prepare to enter this economic recession as
entrepreneurs? The solution is to introduce entrepreneurship in college courses. According to Christopher Howard, the President of Hampden-Sydney College, as an institution, ―college is designed to provide students with the knowledge, expertise, and skill sets to compete in the global economy.‖ As the workforce shifts, college course work should reflect this. Institutions for higher education have the obligation of preparing students with the tools to strategically build their career; entrepreneurship is one of the most essential tools. Teaching the basics of entrepreneurship should be an added component to college classrooms. Incorporating entrepreneurship into college course work could be instituted in several ways. Graduate schools seem to have figured out the solution to this complex problem; most graduate schools, including Northwestern University and the City University of New York offer students a ―thesis‖ option which allows them to build the foundation for a successful upstart, locate potential investors, and create a business plan. This provides students with an advantage. They are leaving school with a blueprint for entrepreneurship. An undergraduate thesis changed Arielle Patrice Scott‘s life. While attending the University of California at Berkeley, Scott used Continue on page 63
Why HBCUs? By Tommy Meade, Jr. Before the Civil War, higher education for black people was nearly nonexistent. Few blacks who had the opportunity to acquire knowledge received their studies in informal settings; some even taught themselves entirely. Historically Black Colleges and Universities (HBCUs) were formed to create a didactic atmosphere that was open to all applicants of good and moral character with no limitations on race, color, gender or creed. It was clear, however, that these institutions‘ main function was to serve the educational needs of black students. Today, many question the relevance of Historically Black Colleges and Universities and often ask why students still apply to these momentous institutions. As a student of a Historically Black University, I believe that I can appropriately vouch that there is indeed significance of attending a HBCU. On the historic grounds of these institutions, students will gain something that is truly extraordinary and one of a kind. At an HBCU, being black feels welcoming, as you are among people who generally look, operate and think like you. The aspect of being amongst black people who strive to excel in their respected fields is nothing less than remarkable. Students from different races also have the opportunity to experience an education that is different from the norm. These students obtain a perspective of how the black race really is while achieving a sense of self. Attending an HBCU teaches one how to be humble all the while being ambitious for their goals and aspirations as well. With over onehundred years of existence, Historically Black Colleges and Universities are still standing, still striving for excellence in higher education and still teaching all applicants of good and moral characters about the process of life.
Is Mentoring Important? By Michael Livingston Editor and Chief for HBCU Buzz In the fast paced world of journalism, and in any career field, it is a luxury to find someone who can teach you the intangibles and the secrets that are never shared. I did not have such a mentor, and because of this my genesis as a journalist resembles something out of Dr. Jekyll and Mr. Hyde. By day, I am the mistreated stepchild, serving as a copy aide at the Washington Post, sorting mail and delivering packages to people who are neither grateful nor appreciative of my rigorous chores. By night, I am the head honcho, the Editor-in-Chief of a new, progressive news website dedicated to Historically Black Colleges and Chief of a new, progressive news website dedicated to Historically Black Colleges and Universities called HBCU Buzz. From 8 A.M. to 5 P.M., I am slaving away in a mailroom. By the time I get home, I am exchanging emails about trips to Madison Square Garden for the Big Apple Classic or interviewing university presidents about the relevancy of HBCUs amongst amongst their accreditation and budget issues. In just my first week at the Post, I have met some people who went to universities twice as large as mine but with half the work ethic. It‘s amazing how the majority of their day is filled with random Web surfing and coasting through the newest blog posts, and I did the same thing at home—the only difference is they get paid while doing it. I got my job the hard way: after countless rejections, somebody was leaving and a spot was open. A former employee put in a good word for me, but the job was not handed to me on a silver platter.
I could have probably landed a better position even during this wretched economy and job market had the opportunity presented itself. I am extremely grateful for my job at the Post, but I can‘t help but wonder how it would be if I had a fairy godmother or godfather along the way, showing me the ropes. Being an up and comer, it gives you a secure feeling to know that this man or woman knows what you‘re going through, recognizes your skills and talents, and thinks enough about you to take you under his or her wing and say ―Watch me‖ or ―Listen here‖. I have a mentor like that; his name is Leo Ross. He took me under his wing after I was initiated into the same fraternity as him, and right off the bat we had a connection. Besides the fraternal connection, we both attended HBCUs (mine was Virginia Union and his was Wilberforce), we both were hard working and believed in what we thought were ancient morals like integrity, honesty, loyalty—concepts corporations seem to have to look up in a dictionary. Brother Ross taught me to understand the importance of urgency in executing your job—whether it is delivering mail or meeting deadlines for an article. Now as smart as Leo is, he was no reporter. What I didn‘t understand was the inner workings of the newsroom and what it required to get in and stay in. I don‘t have a guide to help me navigate through the maze that is the newsroom to etch my own spot in the labyrinth. Yet there are writers and executives looking for interns who have that urgency, who have that desire to work and learn, and for some reason they can‘t find each other. With the aid of a seasoned veteran as a mentor, that copy aide job becomes an editorial assistant in no time. Here is the Catch 22 for getting into journalism or anywhere for that matter: You can‘t get a job if you don‘t have any experience, and you don‘t have any experience because you can‘t get a job. Having someone to share their wisdom and who wants to see you succeed is a blessing. A good mentor will help one develop their leadership skills, and to help them make the adjustment from college to the real world. The classroom can only teach you so much about breaking into a business. Too many students let those four walls drive them insane from exams and research papers, that they forget that they will not graduate and become professional students. The best thing about being Brother Ross‘s mentee is that I learned much more from him than being in a classroom. I learned how to become a people person and how to conduct myself at a dinner with clients or executives. I learned the importance of thank you cards and the sin that is procrastination. The older and wiser one gets, the easier it can be to forget what it was like as a young and inexperienced college graduate. Working for so long can make one forget the last time they didn‘t have a job, desperate and hopeful. Leo saw enough in me to take an interest. Continue on page 63
Living Education Everyday
from page 46
..more course work devoted towards developing entrepreneurs from page 58
they feel supported as a teacher and professional, they are more engaged with kids as learners.
She credits UC Berkeley for the GenJuice‘s origins. ―Genjuice now is very different than what Genjuice was,‖ she says. ―Originally, I wanted to build a blog network to help bloggers develop a personal brand. The more traffic the site received, the more revenue would be generated. Now, it is going to be a site that has all of the pop-culture content that is important to a 20-something. But it all started at Berkeley.‖ Of course, successful entrepreneurs require more than what the classroom provides them. Some of the most innovative entrepreneurs in the digital age, including Mark Zuckerberg, were skilled, determined, and passionate about their upstarts which separated them from their peers. However, what the classroom fundamentals can provide is an opportunity to hone a particular skill set and begin to lay the foundation for entrepreneurship. That is education 2.0. Mentoring…from page 61 We as a society have to take more responsibility in making sure that we groom someone behind us to carry on tradition, to hold down the fort and leave a lasting legacy for the mentor and the mentee. For the mentee, they get invaluable knowledge from a skilled professional who will pick their brain and remember their service forever. For the mentor, it is a chance to take a Cinderella story and turn it into a fantastic career.
Archive interview
her senior thesis as the framework for her digital startup, GenJuice. Now at 22, she is a CEO and after a successful re-launch, is on the verge of creating the digital version of MTV for 20-somethings.
Another benefit is simply if students do not feel safe it is really hard to have learning take place. It is difficult for students to pay attention to anything. What is making them feel unsafe? Today, over 50% of high school students in America do not feel safe. They do not feel safe in schools, even though paradoxically schools are for many kids the physically safest place that they are in their life. That is not true for many high school students socially or psychologically.
What Should Parents Expect When Their First Year College Student Comes Home for The Holidays? As with most parents, the day their son or daughter goes off to college is a bitter sweet moment. Parents have worked a great deal of their lives for the moment their child leaves home to pursue a college education. When the day finally arrives parents realize that their little boy or girl are no longer so little. As a matter of fact, parents realize for the next several months their child will be completely on their own. Their child will be out of their sight, out of their control, and out of their house; only to return for the holidays. According to Schoenherr (2006) the return of a child from college can result in an adjustment for all members of the family. Children returning home for the holidays represent a tricky transition for both students and parents (Peters, 2003). Dr. Peters outline several factors that create this delicate return home for the parents and the students. She suggested some factors could include managing the returning child‘s new level of independence. Over the past several months the student has lived with limited rules pertaining to curfew, expectations of time outside of classes and a laundry list of other forms of freedom that they did not have to address before the child set off for college. It is important for parents to understand their student is going to have a stronger desire for independence (Johnson, 2010). Dr. Peters points out that the expectations parents have for their child‘s return home for the holiday is completely opposite of those of their children. For example, she stated parents may want to spend more time together with family activities, while the student would plan to spend time with old friends or their girlfriend or boyfriend. The holiday homecoming stress intensifies if the student brings home a significant other and their plans do not include a lot of time spent with family like activities. College Parental Control (CPC) is a website designed to provide information about parenting a college student. They suggest ―parents who expect everything at home will return to the way things were before their student left for college may be caught off guard and will have difficulty‖ (College Parental Control, 2011). CPC advised parents that children have anxiety about coming home for the holidays, as many worry about how things may have changed since they left home to attend college. Having a wonderful reunion for the holidays is the desire of the parent and the student. Therefore, it becomes important for both parents and students to understand they have
a role in ensuring the “HOME FOR THE HOLIDAYS” experience is a good one for all. Here are a few tips families can use to make great memories during the holidays: Parents: Don't be alarmed if students come home exhausted from the stress of taking final exams. "Parents should not be shocked when students come home with bags under their eyes," Coburn notes. "Most students have just finished finals, they are exhausted and they may sleep a lot the first day or two. Parents who have invested money and energy in their children's education may not understand the zombie re-entering their home" (Schoenherr, 2006). Parents: Know yourself and your tolerance level, and lower the bar a bit if you can — allowing the adult child to make many of the decisions independently (Peters, 2003). Parents: Make the most of this time to ask a lot of questions about what's happening in their student's life in four broad areas: day to day living; finances; health; and the future (Johnson, 2010). Parents: Clearly communicating expectations about chores and family obligations while allowing students some independence. Parents: Expect some amount of disruption in your household. Student hours do not always coincide with family hours. Your student may be used to coming and going, sleeping and eating at very different times. You will need to negotiate a compromise and set clear limits (College Parental Control, 2011). Students: Understand parents won't adjust to all of the changes in your lifestyle overnight (Scholarships.com) Students: (Thanksgiving Break) Staying on Top of Your Academics Don't be a turkey; just because you're relaxing and hanging out with people over the break doesn't mean you can let your academics slide. While staying on top of your coursework is challenging, it isn't impossible (Kelci Lynn Lucier, 2011). Students: Conflict can arise when your parents ask you to assume regular family chores—doing dishes, shoveling snow, or running errands.
Steep in History, Prepared for the Future Historical Look at Columbia College of Columbia, Missouri By Dr. Gerald Brouder President of Columbia College Columbia College of Missouri was founded in 1851 as Christian Female College, the first women‘s college west of the Mississippi to be chartered by a state legislature. It began as a college, providing a classical liberal arts and science education. The charter was written by some curators and administrators of the University of Missouri, many of whom had daughters they wanted educated at the collegiate level. Since the University did not admit women at the time, Christian College (as it became known) was viewed as a sister school to the University. As the years rolled on, the College expanded both in terms of number of students and physical facilities. It operated on very small margins, avoiding exigency on more than one occasion. It was in the early 1920‘s that the College converted from a four-year school to a two-year junior college, a popular, nationwide movement at the time. Classical curricula were still being taught, however. The College struggled through the Great Depression and enrollments waxed and waned up to and through World War II. The College faced a critical shortage of finances during the late 1950‘s and 1960‘s.
At one point it was advertised for sale. In 1970, it was decided to admit men and to revert to a four-your curriculum. In 1973, in the beginning of the post-Vietnam era, the College focused much of its energy on educating returning military personnel. That began an era of adult education, the office of which was named the Extended Studies Division. The College began to recover from its fiscal difficulties and began a robust Evening Division, serving adult students. Columbia College was a pioneer in the evolution of online teaching and learning. For over 10 years we have grown steadily in the online arena. The College now offers 23 complete degree programs online in over 800 course sections per term, a term being an accelerated eight weeks. In addition to online, nationwide and evening programs, the College retains a traditional sixteen-week semester Day campus that enrolls traditional age college students, either first-time freshmen or transfer students. In 1995, the College began offering graduate degrees, the Master of Arts in Teaching being the first of four and subsequently, the MBA being the most popular. Our overarching vision is to become a model institution of our type. That means that we must be student-centric. We must position them to graduate from Columbia College with a passion to learn that is greater than that which they brought to us. Our goal is not simply to make them smarter; it is to make them wiser.
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Celebrating NATIONAL Gathering of Champions By Dr. Faye Wilson
MEN MAKE A DIFFERENCE DAY FOR ACADEMIC ACHIEVEMENT
Approximately 15 dads and guardians gathered to hear how they can become ‗champions‘ in the lives of their children on Monday October 10, 2011. The Media Center at Chipman Elementary School in Wicomico County, Maryland was just the right place for the men to congregate and to hear how they can be a significant influence in the education of their children. ―We want to help men see how they are so important to the academic lives of their children,‖ said Mr. William Curtis, principal of the Pre-Kindergarten to 2nd grade school. ―I am new here as the principal, so I really want to connect with the fathers of my students.‖ Using the model set forth by ‗Men Make a Difference Day,‘ Mr. Curtis, with the support of Dr. Faye Wilson, parent involvement specialist with the school system, developed a one-hour program for dads and their sons. They developed a brochure that not only extolled the merits of the school but lifted up the original Chipman champion, the school‘s namesake, Dr. Charles H. Chipman. Dr. Chipman dedicated 46 years to educating students. Although he and his wife had no biological children, he was devoted to the expansion of young minds in his community. One of his former students wrote about him, saying: ―He had a never ending interest in our future and our well-being.‖
Using the model set forth by ‘Men Make a Difference Day,’ Mr. Curtis, with the support of Dr. Faye Wilson, parent involvement specialist with the school system, developed a one-hour program for dads and their sons
Keynote speaker Aaron Deal picked up on that theme when he addressed the dads. Mr. Deal, a middle school teacher for 9 years, and former Wicomico County and Maryland State teacher of the year, cited research by Flouri and Lamb & Tamis-Lemonda saying that children with involved fathers (whether they live with them or not) do better academically and socially than children whose fathers are not involved. Research shows that father involvement decreased boys‘ problem behavior and had a positive effect on girls‘ mental health. Involvement by dads, no matter what their educational level, also increases the chances that their children will graduate from high school and further their education.
Mr. Deal also outlined the benefits for fathers when they are involved in their children‘s lives. He stated, ―When fathers build strong relationships with their children and others in their families, they receive care and support in return, helping them to cope with stressful situations and everyday hassles.‖ A recurring theme in Mr. Deal‘s speech was his call for dads to ‗step up their game.‘ He said to the gathering that families should move as a group. He then recruited a dad and three children to act out a skit where they were linked together with a cord. As he directed the dad to take steps in various directions, Mr. Deal pointed out that where the dad went the children went also. Dr. Wilson also lifted up the importance of reading. She said, ―If you can only do one thing once a week, that one thing is to read to your children and let them read to you.‖ She added that mastering the skill of reading sets a firm academic foundation for excelling in all other subjects. She also stressed the importance of having conversations about school matters. She encouraged the dads to ask what she calls the ‗CHAMPION‘ question: what happened in school today? Dr. Wilson said that by asking that one question – and listening to the response for 3 – 5 minutes – would give dads a peek into their children‘s experience at school. They would find out with whom their children are friendly, understand their sense of fairness, and learn what things their children really enjoy. A key point of the Champions for Chipman event was to get dads to sign on the dotted line as to how they would support their children academically. Each attendee
received a brochure and a commitment card. Dads and male guardians were asked to DO something: be a field day chaperone; join the Text Message Titans (and receive weekly info from the principal); join the PTA; visit their child‘s classroom. The school asked for a commitment to do three of ten options. Many dads selected four or five choices, indicating their level of involvement. The Gathering of Champions included a meal and a chance for all attendees – students and dads – to win prizes. Several dads expressed affirmation for the event and promised that they would implement the message of involved fatherhood in their homes and at the school. ―I was pleased with the turn-out,‖ said Mr. Curtis. ―Certainly, I would have liked to have met more of my students‘ fathers and guardians. But I feel that we made a successful start and certainly shared the message that when dads are involved they make a positive difference in their children‘s lives.
For Academic Success‌..A Success Forest Of The Rain Productions would like to give a RESOUNDING THANK YOU to every father, uncle, brother, nephew, cousin, and significant male role model who participated in the 3rd annual 2011 Men Make A Difference Day (MMDD) held across America on October 10, 2011. A special THANK YOU to members of PTAs, PTOs, Community Organizations, Boards of Education, Superintendents, Central Office staff, Principals, Counselors, Teachers, and School Based Personnel for opening their doors and welcoming fathers and other significant male role models into schools. Also, we would be remiss if we did not thank the thousands of mothers, sisters, wives, aunts and other significant female role models for their support of Men Make A Difference Day, without their unyielding belief and planning expertise The National Men Make
National Men Make A Difference Day for Student Academic Achievement
Thanks for Making National Men Make A Difference Day
As a result of Men Make A Difference Day for Academic Success we saw thousands of fathers and significant male role models visit schools, observe classrooms volunteer, and join their local PTA and other formal parent organizations. We know from years of research, when fathers or significant male role models are involved in the academic lives of children there is increase scholastic achievement and improved social behavior. The presence of male role models who are taking an active role in the educational process in their community are by their mere support suggesting our public schools are the hub the community and must be fully funded. Forest Of The Rain Productions ensures all who participated and supported this national event that we are committed to increasing parental engagement for the purpose of impacting student achievement. Dr. Mike A. Robinson and the staff at Forest Of The Rain Productions would like to thank the thousands of men for their pledge to make a difference and to stay engaged in the academic lives of children.
National Men Make A Difference Day for Student Academic Achievement
A Difference Day for Academic Success would never have been such an amazing accomplishment.
16 School Districts For Going Above and Beyond to Make 2011 National Men Make A Difference Day For Academic Success…..A Success
Anchorage School District Baltimore City Public Schools Berkeley Unified School District Evansville Vanderburgh School Corporation Fort Worth ISD’s Jefferson County Kentucky Public Schools Little Rock School District Memphis Public Schools New York City Public Schools Ozark Public Schools Prince George’s County Public Schools Richmond Virginia Public Schools School City of Hammond Southside School District (Batesville, Ark.) Stuttgart Public School District Wicomico County Public Schools
National Men Make A Difference Day for Student Academic Achievement
A Special Thanks To
J obs J Gonzaga University
Higher Education
Dean School of Engineering and Applied Science http://www.gonzaga.edu/Campus-Resources/Offices-and-Services-A-Z/HumanResources/default.asp The University of Oregon
Vice President for Equity and Inclusion (VPEI) and Chief Diversity Officer http://job.uoregon.edu/unclassified.php?id=3592 Montana State University
Coordinator of Education and Outreach http://www.montana.edu/
University of South Dakota Education Strategist https://yourfuture.sdbor.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=13241069 74591 North Dakota State University AACSB Accreditation Manager https://jobs.ndsu.edu/postings/1631 The University of Wyoming Director of Admissions http://www.uwyo.edu/hr/hremployment/showjob.asp?jobid=12904
University of Idaho Director of Student Engagement https://www.sites.uidaho.edu/AppTrack/Agency/Applicant/CurrentOpenings.asp
South Puget Sound Community College Director of Institutional Research http://www.spscc.ctc.edu/employment/jobs#AdministrativeExempt
Troy University Community College Relations Coordinator https://www.troyuniversityjobs.com Nevada State College Assistant Professor of Management https://nscjobs.com Coastal Carolina University Assistant/Associate Professor of Management https://jobs.coastal.edu Charter College
jobs
Campus President http://tbe.taleo.net/NA3/ats/careers/requisition.jsp?org=PROSPECTEDUCATION& cws=1&rid=1837 Frederick Community College President http://www.acctsearches.org
K-12
District of Columbia Public Schools
Senior Director, Special Education Programming, Office of Special Education http://dcps.dc.gov/DCPS/careers
Arkansas School Boards Association Superintendent, Spring Hill School District https://sites.google.com/a/springhill.k12.ar.us/web/home Benton School District Superintendent www.bentonschools.org
Highline Public Schools Superintendent www.hyasupersearches.com The Consolidated School District of New Britain Superintendent of Schools-Consolidated School District of New Britain http://rayassoc.com/job-details.php?ID=113 Green Dot Public Schools Middle and High School Principals (2011-12 positions) https://edzapp.com/applicant/LoginPrivate.aspx?OriginCode=22768 Columbia Missouri Public Schools Supervisor - Title Finance and Compliance kajohnso@columbia.k12.mo.us Santa Fe Public Schools Special Education School Nurse http://www.sfps.info/index.aspx?NID=134 Santa Fe Public Schools Director of Curriculum and Instruction http://www.sfps.info/index.aspx?NID=134
Jobs
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Education News, Initiatives, and Happenings K-12 Public Education
Chicago Public Schools’ Pennant Drive to Promote College Mayor Rahm Emanuel and Chicago Public Schools CEO JC Brizard held a roundtable event with current and former students of Pritzker College Prep, part of the Noble Network of Charter Schools. The roundtable discussion involved discussions with the students about their aspirations for college. After the discussion, the Mayor announced a college pennant drive that will be showcased throughout the Chicago Public Schools. " An integral part of the school culture at Noble schools is to set high expectations – they expect that all of their students will go to college," said Mayor Emanuel. "We are going to replicate this best practice in every elementary and high school in the city by hanging school pennants. In every hallway of every CPS school, our students will be thinking about college and the prospect of continuing their education in the future.". For More Information visit http://www.cps.edu/Spotlight/Pages/Spotlight271.aspx Columbia Public Schools (Columbia, Missouri) Green Initiatives Columbia Public Schools is concerned about its impact on the environment. The district is using a number of strategies to help educate and reduce its carbon footprint, including recycling, the use of greenlabeled goods, and energy conservation. For More Information visit http://www.columbia.k12.mo.us/green/index.php
Public Achievement Project to be Showcased at the White House Public Achievement of Kentucky, a youth civic engagement program developed by the Institute for Citizenship & Social Responsibility at WKU, will be showcased as a national model during the launch of ―For Democracy‘s Future‖ Jan. 10 at the White House. T. C. Cherry teacher, Mr. Kyle Norris and Bowling Green High School student Christian Crues will attend the event as representatives of the Bowling Green Independent School District. For More Information visit http://www.bg.k12.ky.us/districtNewsArticle.aspx?artID=989 Department of Education Awards
$200 Million to Seven States to Advance K-12 Reform The U.S. Department of Education announced that seven states -Arizona, Colorado, Illinois, Kentucky, Louisiana, New Jersey, and Pennsylvania- will each receive a share of the $200 million in Race to the Top Round 3 (RTT3) fund to advance targeted K12 reforms aimed at improving student achievement. ―These seven states are now among 22 Race to the Top winners spread out across the country that are investing in key education reforms to prepare more students for college and careers,‖ U.S. Secretary of Education Arne Duncan said. ―Race to the Top has been a pivotal program that has generated more progress in improving our nation‘s education system over the last three years than we‘ve seen over the last decade. We look forward to partnering with these states to continue this important work." To read more click here: http://www.ed.gov/news/press-releases/department-education-awards200-million-seven-states-advance-k-12-reform
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Commentary Martin Luther King Day an Inspirational Moment By Dr. Stephen Jones The celebration of Martin Luther King Day is a reminder of what it takes to change the world. One person invested in a deeply inspiring vision of a new way of life prevailed in the midst of adversity. Dr. King envisioned a time when everyone would be judged by the content of their character not the color of their skin. It‘s ironic that more than 40 years later America still struggles with issue of race. American‘s elected President Barak Obama but this country still struggles with what his election represents. Some say we‘ve made progress and others remain resistant. Even members of his own democratic party have not consistently supported President Obama. Every move that he makes is placed under a microscope. For example, his attempt to comfort Americans after the attack on Senator Gifford and others who lost their lives was twisted. It was a passionate speech which caused the audience to cheer and feel comforted. The President remained somber throughout the celebration of life. Dr. Martin Luther king would have approved. Sometimes it appears that America is a country that is looking for a way to remain divided. There is a great need to forge past political agendas and focus on decisions that are in the best interest of the country. It is evident that Dr. Martin Luther King had many challenges during the time that he was alive. There were often competing interests that affect how fast America would change. Dr. King spent time preaching how people need to treat each other because of personal events he witnessed while living in the south. There were separate bath room facilities for people of color and they could not eat at the diner counter. Dr. King felt that these prejudices must change. In his day social action involved boycotting buses. It‘s time for American‘s to slow down to respond to social injustices that still occur every day. Martin Luther King was a scholar and an educator. He taught thousands in the community to pursue more education. His leadership led to a whole generation of teachers and scientists who broke color barriers in companies all over the country. Today we can find these individuals in the executive suites of corporations all across America. There are black and Hispanic professionals who‘ve started businesses and witnessed changes in society as their companies have grown.
Dr. King would be amazed at the progress that‘s occurred during the 21 st century. If he were alive today he would be amazed at the internet. The internet changes the speed at which people respond to an event or crisis. There are millions of responses to social issues. The ability to create a blog or tweet information has changed the way that thousands are communicating their opinion. The current technology allows millions to read about Dr. Martin Luther King‘s life. The internet is accompanied by its own challenges. Last year, Ms. Shirley Sharrod was removed from the Department of Agriculture when her comment s where posted on the internet. They were deemed discriminatory. After a careful review she was cleared by hear office. No one can deny that Dr. Martin Luther King was a man with a mission. It was a mission that was powerful that it touched the nation‘s heart. When several children were killed during bombing it made it clear that the mission would not be complete without a fight. No mission that is worth fighting for is won easily. Today we must move forward with determination to make things better for everyone. It‘s important to continue to celebrate Martin Luther King Day and to acknowledge his contribution to society. Dr. King was a trailblazer in terms of demonstrating the leadership characteristics that we should all adapt. America‘s cities are in desperate need of leaders who can transform they way that we communicate and live.
Living Education Everyday
In Memoriam The Passing of a Tireless Advocate for Education
Dr. Walter Lee Dozier (December 25, 1950 – December 19, 2011) Walter L. Dozier spent more than 10 years researching and writing about education reform issues and worked as the education liaison for Prince George‘s County government for six years. He was responsible for planning and coordinating all executive branch education outreach. Dr. Dozier was a well known fighter and advocate for social justice and saw education as a civil right. He served as a key advisor for the National Men Make A Difference Day For Academic Success and was a staunch supporter for the annual Million Father March on the First Day of School initiative. Dr. Dozier‘s enthusiasm and commitment to education, family, and community will be missed. Rest in Peace…..Dedicated Educator
2011 Parent Satisfaction Survey In 2011 Forest Of The Rain Productions conducted its second annual Parent Satisfaction Survey. Parents across America were asked to share their views and opinions regarding their relationship with their child’s school. We asked a total of eight questions and captured over 2,500 responses nationwide. Here is a brief snippet of what parents had to say on three of those eight questions. When asked to describe the relationships parents were given the options of selecting from five categories. The categories were Excellent, Good, Adequate, Poor, and Unacceptable.
The relationship with my child's school is: Excellent 23%
Good 33%
Adequate 23%
Poor 16%
Unacceptable 3.3%
How do you rate the quality of services and support your child's school provides to you as a parent? Excellent 16%
Good 33%
Adequate 23%
Poor 23%
Unacceptable 3.3%
What level of confidence do you have in your child's school to encourage parental engagement? Excellent 30%
Good 16%
Adequate 23%
Poor 30%
Unacceptable 0%
Living Education eMagazine
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