19 minute read
From the Executive
From The Executive Director
You Are the Secret Sauce in Changing Education Policies
Dr. Allene Magill
If you need proof that motivated educators can make a difference, a recent experience with the State Health Benefit Plan provides a powerful lesson. Political leaders tell us that a handful of calls from constituents are not unusual. But, their antenna goes up when they receive 50 calls; and when they get 100, well, they know they have a formidable problem on their hands.
So, you can imagine what Gov. Nathan Deal and his healthcare policy advisors thought as more than 10,000 educators and Twitter in recent months callforce—one that elected officials must reckon with. PAGE can articulate your concerns to lawmakers—amplifying the voices of those who serve our students every day—but to be successful, our efforts need the “secret sauce” provided by thousands of educators throughout the state.
I hope the energy that surrounded the health benefit plan does not lose momentum. Can you imagine the relief that might come from the misuse and overreach of tests if 10,000 educators come together to speak out?
Why stop there? What affect could such a critical mass of concerned educators have on budget priorities, class sizes and the restoration of a complete school year, as well as on a supportive system of professional learning? The prospect is very exciting, particularly in an election year.
I have interacted with elected officials throughout my career and was one myself when we had elected school superinpoliticians fear losing their seat. They respond to phone calls and emails only if many constituents weigh in, but usually no one does.
More than 10,000 educators have surely captured their attention. Now that we have their attention, we must stay together to encourage better policy making and electoral results for public education. From now until November, let’s not lose the momentum. If your local delegation has served public education well, let them know they’ll have your support. If they haven’t, now is the time to encourage pro-public education candidates to run. It
is entirely possible that united, educators
can make 2014 a better year for challengers than for incumbents, thus helping reverse the policies that have hurt public and family members took to Facebook tendents. Understandably, professional years. education in Georgia the past several ing for relief in healthcare costs. Now is the time to encourage In response, Deal called upon the Department of Community pro-public education candidates Health to reduce co-pays for doc- to run. It is entirely possible tor’s office visits and prescriptions in the benefit plan that took effect in January. that united educators can make 2014 a better year As PAGE has stated all along, if educators want policy change, they must become a political for challengers than for incumbents, thus help reverse
Educators EnsurEd studEnt safEty during
icE storm
As the late-January ice storm paralyzed metro Atlanta’s interstates, trapping children at school and on buses, school bus drivers, teachers, paraprofessionals, support personnel and administra-
tors came through for the children
entrusted to them each day.
The past 10 years of politi-
cally motivated budget cuts and potshots may have dented your morale, but they have not impacted your professionalism and dedication to your students. Still, we must collectively work to do better. We clearly know that much of the chaos could have been prevented with a pre-dawn conference among the governor, the mayor and all metro school leaders. n
It Makes Us Think
By Lee Raudonis
Teaching math or science in isolation is the way of the past. Georgia’s K-12 schools now aim to deliver an interdisciplinary science, technology, engineering, mathematics (STEM) education that promotes high-level thinking. Through STEM, students are learning how to be creators of content and technology, rather than just consumers of it.
There are eight STEM-certified schools in Georgia—four elementary and four high schools—and 314 more are working toward it, including all eight middle schools in Columbia County. By 2017, the state hopes to have at least 300 schools certified. To earn certification, schools must deliver an integrated STEM curriculum and demonstrate teacher collaboration and business/industry partnerships.
STEM encourages critical thinking, problem solving and teamwork among educators as well as students. “It causes our teachers to think differently,” says Sheila George, principal at DeKalb County’s Hightower Elementary. “They must pull math, science, engineering, technology and even the arts into their lessons.”
STEM teachers act differently, too. Rather than convey information, they facilitate. Accordingly, they use technology to facilitate exploration and scientific thinking rather than as a way to dispense information. “Teachers learn how to not rush in to help students do things the ‘right’ way. They learn to let kids fail in order to deepen the learning experience,” relays Magalie Awosika, STEM coordinator at Henderson Mill Elementary in DeKalb County.
Project-Based, Hands-On Learning
Jaime Punjabi, a third-grade teacher at Henderson Mill, uses the words “cooperative,” “critical thinking,” “cross curricular,” “interactive” and even “playful” to describe the STEM approach to learning. “We make connections among disciplines and emphasize practical uses of what students learn,” Punjabi says. “When we are successful, students think they are playing.”
On this day, Punjabi’s unit of study focuses on energy, but she also incorporates language arts. Her students sit at tables of four, forming a
Photos by Raftermen Photography Georgia Tech Ph.D. student Baris Akgun shows visitors community of learners. In doing so, they learn Hightower Elementary emphasizes project- from the PAGE Principal that four brains are better than one. When stu- based learning as well. Its monthly “Engineers Leadership Network how dents are asked to demonstrate the effect heat has on molecules, they jump and move rapidly. for a Day” assembly begins with Principal George reading a book passage. The entire Simon the robot learns to mimic human movements. When a student later circles the word “cool- school is then assigned a related project. On the er” on the interactive board, Punjabi inquires, day that PAGE ONE visited, George read a pas“What part of speech is the word ‘cooler?’” sage about astronaut Neil Armstrong written
The 40-minute lesson breezes by. by President Barack Obama in “Letters to My
Learning at Henderson Mill is project-based Daughters.” Students were then provided with and hands-on. Students plant and maintain a garden, they help manage a hatchery that releases trout into Rather than convey information, STEM teachers the Chattahoochee River and they use LEGOs to create metaphoric represen- facilitate. Accordingly, they use technology tations of what they are learning. to facilitate exploration and scientific thinking “STEM has enhanced our son’s education by providing hands-on activities rather than as a way to dispense information. that focus on the process of coming to an answer instead of just the product,” says Jen Starr, the parent of a second grader grade-appropriate materials and challenged to at Henderson Mill. “Some of his favorite days build representations of vehicles that would get at school are when they do a LEGO WeDo Armstrong’s crew to the moon and back. One Robotic build or when they work on an engi- class crafted a rocket to lift the astronauts off neering kit. He often comes home excited to Earth. Another class replicated a lunar-landing discuss the concepts he has discovered.” vehicle. Still, another class designed a lunar
Strengthen your career in education with UGA.
The University of Georgia’s classroom and online programs are designed to make it easy and efficient for teachers to increase their knowledge, enhance their capabilities, and advance their professional careers.
• Advanced Placement® Summer Institute classroom sessions. UGA and the College Board offer subject-specific professional development to equip teachers with the content and resources needed to enhance their teaching of AP courses. API provides an opportunity to exchange ideas and information with peers.
• Developmental Therapy-Teaching online certificate program. UGA’s professional guidance program for educators that connects best practices in mental health and special education. DTT teaches social, emotional, and behavioral competencies that are necessary for today’s children and young people to be successful.
You’ll find details on specific courses at UGAKeepLearning.com.
Henderson Mill teacher Jaime Punjabi, who was named the 2013-2014 Teacher of the Year by the Museum of Aviation’s National STEM Academy in Warner Robins. Punjabi is shown here with her third-grade students.
rover that could navigate the moon’s surface.
In 2012, Rockdale Magnet School for Science and Technology in Conyers, which opened in 2000, became the state’s first STEM-certified high school. Admission relies heavily on math and science CRCT scores, and only about a third of the school’s 275 applicants are accepted each year.
The school requires that all ninth, 10th and 11th graders complete a major scientific research project. Seniors complete a fourth research project or an advanced course, such as anatomy, organic chemistry or psychology. “The key is exciting hands-on science that incorporates math and engineering into other disciplines. It lights a spark and creates higher-order thinking,” says Principal MaryAnn Suddeth.
Results are impressive. A large case in the entrance hall is filled with trophies—and none were awarded for sports. Student projects earned two silver prizes at the International Sustainable World Energy Engineering and Environmental Project Olympiad, and two students, Aaron Barron and Crystal Brockington, were national winners of the Siemens “We Can Change the World Challenge.” They each received $25,000 scholarships and the school earned $5,000 to pursue work on cadmium and nanocrystals. Last year alone, Rockdale had 33 first-place winners in regional science fairs, four first-place winners in the state science fair and five participants in an international science fair.
Jordan Dobson, a Rockdale Magnet School junior looking to major in engineering in college, says that a STEM education is about much more than excelling in science and math. “It is important to emphasize science, technology, engineering and math because they support the development of critical thinking processes,” he says. “These subjects are also important for a wide range of careers related to improving our
STEM-Certified Schools
world. Personally, I know that in Georgiaa STEM education will help me get a great job.” Senior Savannah Bryan, The Center for Advanced Studies in Science, Math Marietta Center for Advanced Academics (3rd-5th who plans to pursue early- and Technology grade) childhood education, agrees. “You don’t have to love science at Wheeler High School Henderson Mill Elementary School and math to be here,” she says. “Students here have so many experiences and opportuniGwinnett School of Mathematics, Science and Carrollton Elementary School ties. By your senior year, you know how to study and how to Technology Rockdale Magnet Hightower Elementary School manage your time, and you are School for Science very secure about your future.” and Technology Kennesaw A Rare Coalition Mountain High While acknowledging that STEM high schools cater to high achievers, Dr. Gilda Lyon, director of STEM education School Academy of Mathematics, Science and Technology for the Georgia Department of Education, stresses that all Georgia schools must emphasize STEM. Gwinnett School of Mathematics, Science and Technology
Science, technology, engineering and math- students demonstrate ematics workers drive our nation’s innovation robotics project to and competitiveness by generating new ideas, GSMST Principal Dr. new companies and new industries. STEM Jeff Matthews and occupations are growing at nearly twice the rate Jackson EMC engineer Craig Roberts.
of non-STEM occupations, and STEM SCIEnTISTS degree holders enjoy higher earnings, regardless of their occupation, according to the U.S. Department of Commerce. TED Talk on STEM: Teaching ≠ Explaining Creating Exploring “STEM can and should be everywhere,” agrees Suddeth, former president of the Public high school teacher Frank Noschese, a 2012 winner of the Presidential Award for Discovering National Consortium of Specialized Secondary Schools of Mathematics, Science and Technology. “It’s extremely important because more than 90 percent of Georgia’s 65 hottest careers require the knowledge and skills acquired through STEM education.” Knowing this, Georgia’s business leaders and parents Excellence in Mathematics and Science Teachers, presents an engaging TED Talk video on STEM and inquiry-based learning. To view, scan the QR code or visit tedxtalks.ted.com/ video/TEDxNYED-April-28-2012-Frank-No. Noschese has been featured in The Economist, The New York Reasoning STUDEnTS Consuming Watching back STEM as passionately as educators, Times and on MSNBC.com Verifyingresulting in a rare unified commitment to an educational approach. Recalling
One of STEM’s biggest champions is the Georgia Institute of Technology. The school’s Center for Education Integrating Science, Mathematics and Computing—a federal Race to the Top funding. Path to Economic coalition of educators, business leaders The Georgia Tech Research Institute Competitiveness and policymakers—aims to make STEM has made STEM outreach a top prior- Business leaders see STEM as a path accessible to all Georgia students, espe- ity as well. Among the state’s colleges to economic competitiveness. The list cially to those with fewer advantages. and universities, Georgia Tech, the of corporate powerhouses partnering with educators to ingrain STEM into Georgia schools reads like a “Who’s Who” list: Southwire,
STEM occupations are growing at nearly Gulfstream Aerospace, Lockheed twice the rate of non-STEM occupations, and Martin, Georgia Power, IBM, Cisco, Intel and more.
STEM degree holders enjoy higher earnings, regardless of their occupation, according to Georgia’s economic prosperity depends upon a large population trained in STEM, says Georgia the U.S. Department of Commerce. Power executive Henry Kelly. To that end, Georgia Power has hired 11 education coordinators—many of whom are former Science, Technology, Engineering, and Math teachers—whose sole responsibility is to infuse Georgia classrooms with STEM experiences. “So far, our hands-on programs have touched more than 160,000 elementary, middle and high school students,” Kelly says. “STEM learning is critical to our state’s workforce,” adds Jennifer Giffen, vice president of human resources with Gulfstream
“We hope to move the needle for rural University of Georgia, Kennesaw State Aerospace in Savannah. “More than 20 and low-income middle and high school University, Georgia State University percent of the jobs at Gulfstream are students so that more of these students and Georgia Southern University turn STEM-based.” can gain admission to Georgia Tech out about 90 percent of the state’s col- In support of STEM, Gulfstream sponand other colleges specializing in STEM lege graduates with a STEM-related sors on-site aviation career days, teacher degrees,” says Kamau Bobb, a research degree, but schools like Valdosta State workshops, scholarships and internships. scientist who coordinates the University University and Georgia’s technical col- “Students see firsthand how the skills System of Georgia’s STEM initiative. The leges are also heavily invested in the they learn in school can translate to center also develops STEM teachers using success of STEM. careers,” Giffen says. n
PAGE Principal Leadership Network georgia K-12 Principals See robotics in Action
Photos by Raftermen Photography
In January, 38 principals from across Georgia watched a robot hold an extension of lumber steady as it waved its hips in hulahoop fashion. Another robot showed off its ability to mimic the exact movements of a human.
These glimpses into the future were presented to the PAGE Principal Leadership Network by Georgia Tech’s new Institute for Robotics and Intelligent Machines (IRIM). The institute hosted the principals to showcase STEM opportunities awaiting today’s K-12 students.
Intelligent, adaptive robotic systems will automate manufacturing, health care and first responder security in big ways in coming years—and Georgia Tech expects to be at the forefront.
“The visit to Georgia Tech reinforced the need for STEM in our school,” says Ken Overman, principal of Pine Grove Middle School in Lowndes County. “It demonstrated why students must begin thinking about the design process and begin applying what they have learned. It’s all about application.”
Rusty Tondee, principal of Schley County Middle School, agrees. “The field trip reinforced the need to develop high school graduates who can successfully pursue STEM in college.” In addition to transforming the healthcare sector through advanced robotic surgical technologies and other innovations, robots will increasingly support us as we age, Dr. Henrik Christensen, Tech’s KUKA Chair of Robotics and executive director of IRIM, told the principals. Some elderly or disabled baby boomers, for example, will likely use robots to fetch things for 1 them or to deliver medicine. n
1. Georgia Tech’s Dr. Aaron Bobick demonstrates robotic delivery of BMW parts as Dr. Elizabeth Anderson (from left), Beth Holcomb, Dr. Allene Magill, Gayle Wooten and other educators look on. 2. Marc Feuerbach (left) and Richard Green 3. Reada Hamm (left), Angela Ezzell and Ben Wiggins learn about the latest in robotics from Georgia Tech’s Dr. Henrik Christensen. 4. Dr. Jessica Swain and Dr. Ja’net Bishop 5. PAGE Principal Leadership Network cohort 1 and 2 meet with Dr. Henrik Christensen (second from right), chair of Georgia Tech’s new Institute for Robotics and Intelligent Machines.
PAGE Principal Leadership Network understanding engagement has Moved our team from Complacency to Collaboration
By Shawn Carpenter, Principal of Perdue Elementary School (Houston County)
Through participation in the PAGE Principal Leadership Network during the past 18 months, my school now has a working roadmap for achieving student engagement through true collaboration. Furthermore, it is clear that our work to optimize student engagement dovetails well with the public education improvement initiatives. Awareness of the various ways that engagement is expressed has prompted our teachers to notice everything a student says and does.
Developing leaders who focus on student engagement has been the key to our school’s success, but without the Principal Leadership Network, I would not have realized how willing my team members were to serve as leaders of engagement-focused work. Nor would I have had the tools to support them. My school’s Principal Leadership Network team includes three teacher leaders and myself. Our assistant principal for instruction participates in the PAGE Assistant Principal Academy, and three additional teacher leaders participate in the PAGE Teacher Leadership Institute.
As educators, we know that superficial, temporary memorization holds little value. Boring work reaps only compliance. Our world requires us to develop students who understand concepts and related facts, who can think, synthesize and apply that knowledge, and who can collaborate to produce a product to solve problems and make informed, fact-based decisions. Students must be truly engaged to acquire the knowledge and skills they need to succeed.
‘What’s in it for mE?’
One of the goals of our team was to
build trust among faculty members to
Shawn Carpenter and Georgia Tech’s Dr. Henrik Christensen
catalyze collaborative work. When students decide whether to participate or to engage in learning, they ask themselves, “What’s in it for me?” Adults do the same
Educator work focused on improved student learning.
Student learning occurs when students are engaged. thing. Our leadership team pooled our best ideas to engage our staff in a professional learning experience. We conducted a survey about staff engagement, asking them to look at their own engagement and we used their feedback to guide our next steps. It’s the same thing that teachers do when they collaboratively design student work that leads to profound, meaningful learning. What a novel idea! Our faculty and staff then participated in playful team-building exercises that took them from isolation to mutual support and genuine Photo by Ben Dashwood, Raftermen Photography conversations. They quickly evolved from complacency, to strategic compliance, to a new and improved collaboration for everyone’s success. Competiveness dissolved in a nanosecond. Teachers came to understand that designing relevant learning tasks requires cooperative teamwork. Whole-staff reflection of our activities concluded that collaboration results in greater productivity for all. Collaboratively designed learning tasks lead to more ideas and better developed instruction for meeting student needs. It became clear that isolated planning and delivery of a one-size-fits-all les-
Students are engaged when they have high quality, meaningful learning tasks that they are willing to do. High quality, meaningful learning tasks are designed when educators are themselves engaged and their work is focused on student engagement.
CCGPS
School Accreditation (SACS)
Profound Student Learning
CCRPI
TKES & LKES
son was not appropriate, ever, to meet the needs of all students.
Our teachers now routinely exchange ideas. They work in teams and grade levels to plan units and learning outcomes. They address student strengths and weaknesses. Tasks encourage student collaboration— ranging from brief “turn-and-talk” moments to choosing projects and making presentations. Beyond enticing students to actively do something with what they are learning, lessons provoke a willingness to persevere.
WE noW sEE studEnts
diffErEntly
Awareness of the various ways that engagement is expressed has prompted our teachers to notice everything a student says and does. Teachers reflect about the child and the learning experience to discern what is happening and why. The importance of having deep knowledge about our “who” (the student) has become abundantly apparent. Rapport alone isn’t sufficient.
We are now examining lesson design, the quality of which determines student engagement, and, ultimately, teacher performance. As we continue to learn from the Schlechty Center facilitators about engagement and how to design for it, we are gaining a deep understanding of how everything connects to all of the other formal processes related to student and school success.
The joy I feel comes from observing teams and partners talking about students who are engaged and those who are somewhere else on the hierarchy of participation. Planning conversations are richer and more creative, and teachers are employing advanced tools and strategies for grabbing and maintaining student attention.
In classrooms, students are learning and working together, supporting each other to persevere through challenges and sharing their excitement about what they learned. Indeed, this is a picture of profound, meaningful learning! n
The Valdosta State University Master of Arts in English Studies for Language Arts Teachers is an innovative online degree program designed specifically for language arts teachers who wish to expand their content knowledge in the major subfields of the discipline, including literature, composition, rhetoric, linguistics and creative writing.
• A fully accredited, fully online program, housed in a major regional state university. • Courses are designed for
K-12 language arts teachers working full-time. • Degree can be completed in two years including summers. • Course content covers all major subfields in English studies.
Application deadline for Fall 2014 is July 15. For more informaiton, visit: www.valdosta.edu/maeslat
