City Educators Magzine -- Feb/Mar 2011

Nashville’s Leading Teacher Lifestyle Magazine

City Educators Online Learning

The Role of K-2 Teachers in Helping Upper Grades Make

Adequate Yearly Progress

Couples in Education @ MNPS Dr. Randy L. Campbell & Mrs. Jennifer E. Campbell Mr. John Knott & Mrs. Melinda Knott Mr. Robbin D. Wall & Mrs. Michel Sanchez-Wall Mr. Kevin Wyatt & Mrs. Aimee Wyatt

5 Accountability

Things Educators & Policymakers Should Know About

TABLE OF

City Educators President/Publisher Michael Thompson

Feature

3 Rally at Legislative Plaza 13 Accountability Educators will hear a host of Keith Nikolaus Shares 5 things speakers from across the state. educators and policymakers should know about accountability.

4 Technology

6

Dr. Richard Leslie Parrott on instructional technology.

6 Everyday Becky Bright writes about MNPS couples in education.

8 Dave Moore & Gary Cowan discuss the Role of K-2 Teachers in Helping Upper Grades Make Adequate Yearly Progress!

Vice President Deborah Thompson

March 2011

10 Online Learning Cindy Chambers discusses advance degrees online.

Pictured above: Mr. Robbin D. Wall, Executive Principal Mrs. Michel Sanchez-Wall, Executive Principal

Photography Deborah Thompson Michael Thompson Editorial Contributors Becky Bright Cindy Chambers Gary Cowan Dave Moore Keith Nikolaus Dr. Richard Leslie Parrott Michael Thompson Advertising Sales Lori Dreiling (615) 512-9641

CITY EDUCATORS is published bi-monthly (Aug/Sep, Oct/Nov, Dec/Jan, Feb/Mar, Apr/May, Jun/Jul)

by Michael David Media, Michael Thompson, Owner. Post Office Box 2513, Brentwood, Tennessee 37024, (615) 832-5388. DISTRIBUTION: Free subscription to qualified recipients. See Website for additional distribution information. All rights are strictly reserved, and reproduction in whole or in part is expressly prohibited without prior written permission from the publisher. CITY EDUCATORS is funded privately and is not affiliated with--nor does it necessarily reflect the opinions of--the local school district, education associations, its advertisers, or any other entity. CITY EDUCATORS is printed in the USA. Web address: http://www.michaeldavidmedia.com. Copyright © 2010 Michael David Media.

Published by Michael David Media P.O. Box 2513 | Brentwood, TN 37024 Tel. (615) 832-5388 | Fax (615) 832-1040 www.cityeducators.com info@cityeducators.com

Teachers & Supporters Rally Members of the Tennessee Education Association (TEA) joins other union and community members for the TEA Teacher Rally on Saturday, March 5 from 12:00 - 3:00 p.m. Thousands of supporter will gather at Bicentennial Capitol Mall State Park beginning at 12:00 p.m. and proceed to march to Legislative Plaza where they will hear a host of speakers from across the state.

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he rally is in response to anti-teacher and anti-TEA bills that have been filed in the 107th General Assembly of the State of Tennessee. TEA President Gera Summerford said, “Tennessee's teachers support education reform, but the bills that have been filed do not have that focus. Instead, they seem to be aimed at abolishing teacher rights and turning back the clock on the profession by over 30 years. This rally is an opportunity for teachers to come together and let the legislature know that they will not be silenced.”

Supporters of Tennessee's teachers include AFL-CIO, SEIU, retired teachers, parents, community members, students and many more.

CITY EDUCATORS MAGAZINE

March 2011

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City Educators

Technology

The Elephant in the Room

BY DR. RICHARD LESLIE PARROTT

BY PENNEY H. CARDEN, ED.D

The first recorded use of the phrase was in the New York Times on June 20, 1959: "Financing schools has become a problem about equal to having an elephant in the living room. It is so big. You just can't ignore it."

However, the phrase is much older.

In a British Journal of 100 years ago, the image was presented as a trivial question to British schoolboys, "Is there an elephant in the classroom?"

avoid the pachyderm, while others simply refuse to believe that change is here. Educators are not the first or only group to ignore inevitable changes in technology. For example:

Western union internal memo, 1878: this telephone has

N

o matter how disengaged from the lesson, any schoolboy should be able to answer that question! The answer is yes. The elephant in the classroom is technology. Here are a few facts:

too many shortcomings to be seriously considered as a practical form of communication. The device is inherently of no value.

American railroad Congress, 1913: it is an idle dream to imagine that automobiles will take the place of railways in the long-distance movement of passengers.

Thomas J. Watson Senior, IBM chairman, 1943: I think there is a world market for maybe five computers.

Darrell F. Zanuck, head of 20th century – Fox, 1946: Television will not be able to hold on to any market it captures after the first six months. People will soon get tired of staring at a plywood box every night.

As of December, 2010, more than 250 million people in the United States use mobile devices.

Teenagers individually send more than 3000 text messages per month.

In 2009, global mobile data traffic increased by 160% over the previous year.

Today, it would require 30 million DVDs to hold one month of mobile data traffic.

By 2014, it will require more than 900 million DVDs to hold one month of mobile data traffic.

In 2010, there were more than 10 billion tweets.

The elephant is too big to be ignored. We all agree that technology is here to stay. But, why are many educators avoiding technology in the classroom? Here is my observation: Our personal fear of learning the technology stops us. Our fear of learning is the elephant we do not talk about in our professional development, our technology training, or our personal efforts to use the latest tools to provide the best learning opportunities for our students.

Technology will drive teaching methods and strategies in the classroom. The elephant is here. However, some educators

Edgar Shein, an organizational theorist, describes learning anxiety – a fear of learning something new. Learning anxiety is

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www.cityeducators.com

particularly debilitating for educators. We are expected to know and to master. When we find ourselves ignorant and novices, it is disconcerting. According to Schein, there are four expressions of learning anxiety: Fear of temporary incompetence. I am afraid of facing and overcoming my personal struggle to master technology in teaching.

Fear of punishment for incompetence. I am afraid of looking foolish and inadequate in front of my students and my colleagues.

Fear of loss of personal identity. I am afraid of giving up my old way of doing things because my way is so much a part of who I am.

Fear of loss of group membership. I am afraid that if I try to learn the technology, my group of friends who also avoid technology, will reject me.

As a result of our fear of learning, we defend ourselves in three ways: first, we deny the data and the problem; second, we pass the buck as we wait for others to change first; and third, we maneuver and bargain for our personal interests and

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benefits. Overcoming learning anxiety is essential to mastering the new technology of education. Let me suggest a pedagogical strategy and method.

A pedagogical strategy for overcoming learning anxiety: it is best to reduce learning anxiety rather than to increase survival anxiety. This is a message to management. Provide a safe way for people to learn rather than intimidating and pressuring people to change. Leaders need a tender balance of compassion for individuals and commitment to bring about deep change. This is the job of leadership.

A pedagogical method for overcoming learning anxiety: find a safe place, a few trusted friends, and some quiet time to learn. Mastering technology comes by intention. For most educators, it is best to learn togetherthan to tryand masteritalone. In collaborativeeffort, educatorscanprovideasafeplacetotryandfailandtryagain. Thisis howwechange.

Let me update the New York Times article 1959: "Mastering technology in the classroom has become a problem about equal to havinganelephantintheroom. Itissobig. Youjustcan'tignoreit.”

Richard Leslie Parrott, Ph.D., is from Trevecca University’s School of Education.

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March 2011

5

City Educators

Everyday

Couples in Education

BY BECKY BRIGHT

There are many ways to describe the necessary traits of good teachers: patient, organized, sense of humor, compassionate, educated, good with kids.

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ow read that list again. Does it sound like it could be a list of must haves for a spouse? For some Metro Nashville Public School teachers the answer is, “Yes.” We found a few MNPS couples and asked them what it was like to share a passion in work as well as life.

Mrs. Aimee Wyatt, Executive Principal, Antioch High School, 18 years teaching Mr. Kevin Wyatt, Wellness Teacher, McGavock High School For the Wyatt's, it was teaching at first sight, as summer camp counselors for Camp Marymount in Fairview, TN. She taught horseback riding and riflery and was already a schoolteacher. He taught swimming and canoeing and had changed majors to pursue education.

When it comes to raising kids, The Wyatt's say being educators has been a plus. They usually agree on how to raise their two boys.

And as Mrs. Wyatt said, “They can't get away with anything because we have seen it all”. However, as far as meetings with their son's teachers, “sometimes we can be their teacher's worst nightmare because we have a hard time acting like parents and not educators in meetings.”

The Wyatt's are wiser these days, but when they were younger, they'd often bring work home to create what seemed like endless workdays.

They'd get home and want to talk about school or as Mrs. Wyatt said, “I used to help him grade papers and I hated it.” Now that their jobs are different (they are no longer both regular classroom teachers) it is easier to leave work at work.

When asked to share words of wisdom, the Wyatts say, “We always put the family first and work second. Education can take over every aspect of your life, especially at the high school level where you have everything from athletic and music events at night to students who are in trouble. You have to remember that your family comes first and you have to make time for yourself; otherwise, you won't have anything left for them after work. “ Mrs. Jennifer E. Campbell, Language Arts Teacher, Dupont Hadley Middle School, 11 years teaching Dr. Randy L. Campbell, Social Studies, Croft Middle School, 26 years in education

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The Campbell's have been a team since the day they met. The pair first laid eyes on one another while teaching in East Tennessee on the same eighth grade team, she as the language arts teacher and he as the social studies teacher.

When you work in the same field (or same school for that matter) you can be very protective of one another, the Campbell's both agreed. When you are married to someone, you have a deeper understanding of that person and why they do the things they do, Mrs. Campbell said. “It was very hard for me at times to put aside my personal feelings for Randy and approach students/teachers when they insulted my mate,” she said.

“We both what we d forward to work eve

On a positive note of being married to a fellow educator, sharing the same focus and passion has strengthened the Campbell's relationship. Being teachers has allowed them to share ideas, discuss lesson plans and connect on both a personal and a professional level.

Not to mention, when you are in the same school district, vacation time is perfectly aligned. “We enjoy having the summer off together.

It allows us to focus on our relationship,” Mrs. Campbell said.

The Campbell's both are inspired by stories or visits from past students and the realization that teachers have a true impact on the lives of young people.

“In education you have an opportunity everyday to impact someone's life in a positive way,” Dr. Campbell said. “It's really an amazing feeling when you hear about a former student who has become a success and feeling like you had a small part to do with it.”

They advise other couples to, “Listen to one another, and don't take things personally that happen at work. (And be empathetic), unless you have truly experienced something you often will never understand the highs and lows that often come with being a professional educator.”

Mrs. Michel SanchezWall, Executive Principal, Cane Ridge High School, 15 years Mr. Robbin D. Wall, E xe c u t ive P r i n c i p a l , McGavock High School, 32 years T hese two met while working at the same school,

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but admit, “it was not love at first sight”. Perhaps though, it helped that the highly opinionated pair shared the same belief that all students matter. These career educators may hold different views on how to educate, but the goal; to prepare their students for college and help them feel valued, is identical.

The Walls appreciate sharing the same schedule and understanding each other's responsibility to their jobs. The couple, both high school executive principals, is able to relate to each other's experiences and draw ideas and support from one other. Plus, as Mrs. Sanchez-Wall said, “We both really love what we do and look forward to going to work every day.”

Unfortunately, however, the two share a similar, yet very full and time-consuming schedule. Often, the two administrators have after school activities, meetings or other job related obligations that prevent them from spending time together.

really love do and look o going to ery day.”

Like many teachers and administrators, the Walls know the influence a teacher can have, both good and bad. “I wanted to make a positive impact on young peoples' lives and what better way to do that than to be a high school principal?” Mr. Wall said.

Mrs. Sanchez-Wall was in honors and AP classes most of her high school career, but the last semester of her senior year she

transferred into general education classes. “The difference in the way teachers treated general education students versus honor students was appalling to me. I knew I had to teach high school and have all my students feel like “honor” students,” she said.

These football lovers enjoy life by traveling, going out to dinner and often just relaxing at home. The bottom line they said, “You have to LAUGH!” Mrs. Melinda Knott, Consulting Teacher and Numeracy Coach, Isaac Litton Middle School, 29 years Mr. John Knott, 4th Grade teacher, McGavock Elementary School, 15 years The Knott's were younger than the students they now teach when they first met in church.

After being reintroduced years later they became high school sweethearts and married in college.

Mr. Knott who served in the Navy (1971-1975) before becoming a teacher said that work could dominate entire conversations if you let it, but other than that he's found no CONTINUED ON PAGE 11

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March 2011

7

The Role of

BY DAVE MOORE & GARY COWAN

Making Adequate Yearly Progress (AYP) is every t e a ch e r ' s r e s p o n s i b i l i t y. Te a ch e r s o f kindergarten, first grade, and second grade must support student achievement through a deep understanding of the standards and what they mean for continual student learning. These teachers also must scaffold their instruction and increase the rigor and cognitive demand expected from learning activities. Focusing on these areas will result in providing the necessary foundation for the students who will be taking the Tennessee Comprehensive Assessment Program (TCAP) Achievement Assessment each spring in third and fourth grade.

S

upporting student achievement through a deep understanding of the standards requires kindergarten, first grade, and second grade teachers to start and maintain professional conversations about what the academic standards are asking students to master at each grade level and what the vertical alignment of these standards looks like from grade to grade. As content standards build upon one another, it is necessary to know what standards are being introduced, developed, or maintained at each grade level.

Teachers of kindergarten, first grade, and second grade students need to access the third grade and fourth grade assessment student data in their school. These teachers can then determine from both the summative and formative assessments the areas of strength and the areas that need improvement. The TCAP data and the Discovery Education Assessment (DEA) predictive data will provide this needed and valuable information. A wide array of data may be accessed by every teacher through the Metropolitan Nashville Public Schools (MNPS) Data Warehouse.

An example of what this process looks like is noted using the Tennessee Academic Standards in Mathematics for third grade.

Grade Three Mathematics o Standard 1 – Mathematical Processes o Grade Level Expectation (GLE) Use mathematical language, symbols, and definitions while developing mathematical reasoning. § Read and write time to the nearest minute.

K-2 Teachers in Helping Upper Grades Make Adequate Yearly Progress If this is an area where students are consistently not showing mastery, it is important to look for what students are being asked to master in the three grade levels preceding third grade.

Below is an example of what students are asked to master at grade two, grade one, and kindergarten.

Grade Two Mathematics o

Standard 1 – Mathematical Processes Grade Level Expectation - Use mathematical language, symbols, and definitions while developing mathematical reasoning. § Check for Understanding Read and write time up to five – minute intervals.

2 o

computational fluency, and problem solving skills. In a balanced math framework, students participate in math review, mental math, a concept lesson, and closure using math journals. The concept lesson includes problem solving, small group intervention, learning centers / stations, and the use of manipulatives. During

Grade One Mathematics o

1 o

Kindergarten Mathematics

Standard 1 – Mathematical Processes Grade Level Expectation - Use mathematical language, symbols, and definitions while developing mathematical reasoning § Check for Understanding Read and write time to the hour, half-hour, and quarter-hour.

Teachers of kindergarten, first grade, and second grade must scaffold their instruction to ensure mastery on grade 3 standards and beyond. To most effectively facilitate this, frameworks that support instruction must be in place in each classroom. Two important frameworks are a balanced approach to literacy and a balanced approach to mathematics.

Both of these frameworks have opportunities for differentiation of instruction built into them. These frameworks also provide opportunities for the integration of science, social studies, music, art, and physical education.

o

Standard 1 – Mathematical Processes Grade Level Expectation - Use mathematical language, symbols, and definitions while developing mathematical reasoning. § Check for Understanding Tell time to the hour.

K o

balanced math instruction, students construct concrete representations of math, represent their understanding in a reflective and / or symbolic form, and use these visual reminders for the understanding of the higher-thinking abstract.

Teachers of kindergarten, first, and second grade students focusing on these areas support increased student achievement and the necessary foundation for the third grade and fourth grade students who will be taking the Tennessee Comprehensive Assessment Program (TCAP) Achievement Assessment.

Balanced literacy instruction respects and addresses the needs of all learners, views teachers as informed decision-makers, is flexible, and is research-based. A balanced approach to literacy provides students with daily opportunities to engage in various reading and writing activities to help them communicate more effectively. In a balanced literacy framework, students participate in read alouds, shared reading, guided reading, independent reading, and word study. Additionally, they engage in modeled writing, shared writing, interactive writing, guided writing, and independent writing. During balanced literacy instruction, there is a gradual release of responsibility over time as the student becomes more independent.

A balanced approach to mathematics provides students with daily opportunities to develop their conceptual understanding, CITY EDUCATORS MAGAZINE

March 2011

9

Online Learning for Educators

Choosing a graduate program? It pays to do your homework.

BY CINDY CHAMBERS

No matter what you teach, no matter where you teach, earning an advanced degree should be on your bucket list. It can help you establish tenure. It can move you to the next pay grade. And most importantly, it can make you a better teacher.

So the question shouldn't be if you will pursue an advanced degree, but when and where you'll do it. The answer is now. And the place may well be online.

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he words “virtual classroom” can appear downright scary to teachers. After all, your classroom is the real deal -- comprised of four walls, desks filled with students, and clocks that say when it's time to learn. A virtual classroom has no walls, no desks, and no clocks. Taking away these traditional hallmarks of a classroom can seem foreign, especially to teachers. But the advantages of online learning may come from the very things that are taken away.

Knock down the walls, and the entire world opens up. Remove the desks, and the classroom is wherever life takes you. Take away the clock, and the learning never stops. Online learning can be learning… made better.

Of course, there are components you'll find quite familiar. The lessons generally require reading (of actual textbooks or “ebooks”); watching (videos or podcasts); and writing (from essays to lesson plans). And there are real professors literally at your fingertips – 24 hours a day, seven days a week. For thousands of teachers throughout the state, online learning is an empowering and accessible road to personal and career advancement. Online learning eliminates potential scheduling conflicts, geographic limitations, and weather-related concerns. And because many programs are self-paced, you have the freedom to take more classes and finish faster, or take a break and finish at your leisure.

In 2008, 48 percent of public school teachers in the US had a master's degree or above. If you are among the fifty percent or so without a graduate degree, keep in mind that research shows that teachers typically receive a “bonus” of between $1,423 and $10,777 a year once that degree milestone is reached. That's just one more compelling reason to make 2011 the year you take the

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step. While many legitimate online programs offer master's degrees in education, not all online programs are created equal.

Before enrolling, do your homework. Probably the most important quality to look for is accreditation that is recognized by the U.S. Department of Education or the Council for Higher Education Accreditation (CHEA). CHEA recommends you examine a school's performance on a number of criteria, including “expected student achievement, curriculum, faculty, services, and academic support for students.” Remember, there's a big difference between an “online degree” and a “degree you earn online.” If it wins CHEA's stamp of approval, it's worthy of further consideration.

Also, keep in mind that while many students enjoy earning their graduate degrees independently, others miss the social interaction of meeting with classmates. If face-to-face contact is important to you, look for a “blended” program. Some online universities require attendance at seminars just a few times a year, while others have more rigorous and frequent group interaction.

However, most students agree that they receive significant opportunities to interact with classmates--even online. One online master's of Education instructor, Dr. Charles Smith, puts it this way: “I think there is a significant benefit to the discussion forum.

Students are able to share best practices, successes, and failures with everyone in the class. In a traditional class, one or two students dominate. In this format, all you have to do is read to gain the benefit of their experience.” In addition, he said, “the best programs stay up to date with current research and educational strategies. Online programs are generally more flexible, and allow the instructor to integrate new material quickly and easily.”

The bottom line is this: if you're resourceful and disciplined enough to earn an advanced degree — whether on a computer or in person— it's going to benefit both you and your students. So the question isn't if you will pursue graduate school, but when and where you'll do it. Once you've done your homework, the time may be now … and the place may be online.

www.cityeducators.com

“COUPLES IN EDUCATION,” CONTINUED FROM PAGE 6 downside to sharing a career field with his wife. In fact, Mr. Knott added, “You have someone with whom to collaborate 24/7 and you are never at a loss for conversation topics. It's also pretty nice having a live-in role model.” As the daughter of parent's who were also teachers (as well as a paternal grandmother who taught), Mrs. Knott knows a thing or two about live-in role models. She always knew she'd pursue teaching. In addition, Mrs. Knott who admits she was somewhat of an outsider in elementary school believes as a teacher she can help students feel accepted. ”I have always said that if I could have a positive effect on just one child, it would all be worth it,” she said.

“June, July, August, prestige, recognition, appreciation, money…” Mr. Knott joked in a list of his favorite things about teaching. However, putting sarcasm aside, he relayed a story that summed up his feelings. “Just last week, I encountered the father of one of my students

from past years. He was telling me how his son was working part-time and going to college to train in forestry service. I remembered how interested his son was in fifth grade science. That reminded me why I love this job.” He said, “I have always said that if I could have a positive effect on just one child, it would all be worth it.”

“Prioritize,” say the Knotts, as they share words of wisdom. “Feed your spirit by being part of a church.

Regard your partner better than yourself. Finally, don't worry. Someone once told me they lived by a two-step philosophy: 1) don't sweat the small stuff, and 2) it's all small stuff.”

Becky Bright is an interim kinder garten teacher at McGavock Elementar y and is near completion of a M a s t e r ' s d e g r e e i n K - 6 / E L L a t Tr e v e c c a Nazar ene University.

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5 Accountability

Things Educators & Policymakers Should Know About

BY KEITH NIKOLAUS

Accountability, “The state of being held responsible for carrying out one's obligations,” is rooted in the concepts of trust and responsibility. In today's climate of educational reform monitored by high stakes testing, it is important to remember that each of us who embraces education as a profession is ultimately accountable to our students. It is our responsibility to help them grow in wisdom or “the skills for living life well.” Years ago a seasoned educator offered me, a novice administrator, sage advice: “Always do what's best for kids!” There is no more worthy foundation upon which to build today's accountability initiatives. Student-centered accountability in the 21st century demands five things of us as educators and policy makers.

Know today's students. Technology is deeply shaping the lives of today's students.

According to Leonard Sweet, Gen iY students are an “EPIC Generation.” They are Experiential (expect teaching lectures to be accompanied by first-hand experiences), Participatory (have been uploading all of their thoughts all of their lives), Image-rich (want their communication to be imageenhanced), and Connected (are constantly linked socially and technologically).

Educational outcomes and methodologies must be adapted to meet their learning needs.

Wagner's “4 C's for Lifelong Learners” are “critical thinking, communication skills, collaboration, and creativity.” Wagner's words remind us that continuous change will demand constantly evolving curricula.

In light of the future that awaits today's youth, it is likely that education needs to be recreated rather than reformed.

Envision tomorrow. Robert Wilson suggests that knowledge doubled from the time of Christ to Leonardo DaVinci. It doubled again from the time of DaVinci to the American Revolution. The cadence of change increased as knowledge doubled again by 1900, by 1950, and yet again by 1960. Today, it is doubling approximately every 18 months. Richard Wurman projects that by 2020 knowledge will be doubling every 73 days!

Exponential, accelerating change is the norm for the 21st century world. We as educators must continually and deliberately peer into the future in an attempt to understand the issues and challenges today's youth will face tomorrow. Alvin Toffler suggests, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Determine tomorrow's “skills for living life well.” What skills, then, will today's youth need tomorrow?

Tony Wagner in his book, The Global Achievement Gap, offers these seven 21st century survival skills:

In an interview in the November/December 2010 issue of Edge, Wagner suggested that in today's world “content is not king,” but rather that education “is about developing the skills for just-in-time learning, or taking a new problem, a new set of questions and challenges, and as a team, finding the latest information or knowledge and applying it.”

Critical thinking and problem solving Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurship Effective oral and written communication Accessing and analyzing information Curiosity and imagination

Create 21st century policies. In light of the future that awaits today's youth, it is likely that education needs to be recreated rather than reformed. Andy Hargreaves and Dennis Shirley in The Fourth Way (2009) hold up Finland as a creative prototype in which harmony seems to exist among “a high-performing economy, a superb school system, and a socially just society.” Lessons for U. S. policy makers from the Finnish system include:

Raising standards by lifting the many.

Supporting inclusive special education through prevention

more than repair.

Controlling teacher quality at the point of entry by attracting

the very best candidates that have been trained rigorously. trust, cooperation, and responsibility.

Developing curricula that are locally and culturally responsive.

Steering the educational system governmentally without micro-managing it.

Committing to collegial school cultures of

Personally embrace lifelong learning and professional growth. In the words of John Dewey, “If we teach today's students as we taught yesterday's, we rob them of tomorrow.”

As educators, we must be passionately committed to continuous professional learning and growth in order to meet the learning needs of our students.

Today's children will be our legacy to the world of tomorrow. We can embrace the privilege of shaping that world by teaching our students relevant skills for living their lives well.

Professor Keith Nikolaus is from the College of Education at Lipscomb University.

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