Archive for the ‘Teachers’ Category

Keeping Students Safe in the Wake of a Tragedy

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Sandy Hook students recently returned to school at a new location, with therapy dogs waiting and positive messages displayed on large posters throughout the building. The New York Times reported that parents were understandably nervous and teachers were eager to return to their jobs, while simultaneously mourning the loss of their colleagues and students. One parent, Mr. Murray, said, “I was kind of happy, but I sort of felt like I was going to throw up,” in response to his son’s return to school.

Through it all, staff, students and community members have shown incredible resilience. John Woodall , a Newtown-based psychiatrist, said, “You might think the words ‘Newtown student,’ like ‘Columbine student,’ would bring to mind kids who are traumatized, psychological casualties. But we’re determined to have ‘Newtown student’ mean something different — to become a role model for the best of humanity — for showing that light can come out of darkness.” As the entire world mourns Newtown’s losses, many schools have scrambled to increase their security systems and train staff to handle emergency situations. There has been a great deal of controversy on whether teachers should be armed or schools should be equipped with guards. The following are some of the proposed ideas and response strategies.

Armed Guards

Education News reports that groups of parents throughout the country are requesting that schools employ armed guards to patrol hallways and school grounds, including a parent-teacher organization (PTO) in South Carolina. Holly Carithers, an Anderson County parent and PTO president, said, “I do feel like there would have been a greater chance if somebody would have been there armed to help and protect those children.” While Anderson County does have school resource officers, their budget affords them only 22 officers to cover 52 schools. Unless other funding streams appear, many schools simply cannot afford to incorporate resource officers and armed guards in their already tight budgets.

Emergency Response Trainings

According to the Huffington Post, Jefferson County schools in Alabama took a different approach by having their teachers attend active school shooting trainings, a collaborative effort with the local sheriff’s department. Simulations occurred in which paint guns and protective gear were employed, having teachers play both the roles of staff and law enforcement. This is similar to trainings that were conducted in many schools following the Columbine tragedy.

Armed Teachers

Utah teachers were recently offered opportunities for concealed weapons trainings where, like in Texas, teachers and citizens with permits can carry concealed weapons in public places. In fact, a number of Republicans are planning to introduce legislation that would allow, or possibly require, some school staff to keep loaded weapons in their possession. These proposals are drawing a great deal of ire from all political parties.

Providing Support

While it can be difficult to find the positives in a situation like Sandy Hook, Education Week reports that the outpouring of condolences and charitable acts has been tremendous. Teachers and students have had productive discussions, and there has been a lot of virtual collaboration for people to discuss how to keep children safe and how to provide support for the victims of the tragedy. Most importantly, we are reminded of how much teachers care about their students in a profession that is truly a calling. Anthony Mullen, a teacher at the ARCH School in Connecticut, eloquently stated, “I don't know a teacher that wouldn’t give up their lives to save their kids. It says something to the core and character of who a teacher is."



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Important Educational Conferences in 2013

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Educational conferences present excellent opportunities to connect teachers from around the globe with leaders in the educational sphere. A conference is a great chance to develop professionally, learn about the latest in educational technology and education policy, and network with other brilliant teachers, administrators, business leaders, and more. From each conference, you will come away with something invaluable that you can bring back to the classroom. And now, it’s time to break out the 2013 calendars! The following are 10 educational conferences that will be held in different parts of the country this year.


Conference: FETC 2013 National Conference

Date: January 28 to 31, 2013

Location: Orlando, Florida

Registration Deadline: None

Description: One of the largest educational technology events in the country, educators in every grade level can find out about the latest student-engagement techniques involving technology. More information can be found on the FETC site.


Conference: Other Side of Poverty in Schools and Reading Turn-Around Workshops

Date: February 21 to 22, 2013

Location: Athens, Georgia

Registration Deadline: February 7, 2013

Description: These are actually two separate workshops, both focusing on teaching working-class and poor students. More information can be found at the University of Georgia Continuing Education website.


Conference: The Annual Conference for the International Society for the Social Studies (ISSS)

Date: February 28 to March 1, 2013

Location: Orlando, Florida

Registration Deadline: None

Description: Comprised of interactive workshops and presentations, this annual conference is devoted to the teaching of social studies at every grade level, including Pre K-12 and college level. More information can be found on the ISSS site.


Conference: ASCD 68th Annual Conference and Exhibit Show

Date: March 16 to 18, 2013

Location: Chicago, Illinois

Registration Deadline: March 5, 2013

Description: For its 68th year, teachers of every grade level, administrators and other educational staff will flock to this three-day event, featuring more than 400 sessions, exhibitions and notable speakers, like Maya Angelou. Many sessions focus on student engagement strategies, as well as how to prepare kids with 21st-century skills. More information can be found on the ACSD site.


Conference: Blended Learning Course Design: A Boot Camp for Instructors

Date: March 23 to 24, 2013

Location: Atlanta, Georgia

Registration Deadline: March 8, 2013

Description: This intensive two-day workshop is devoted to helping teachers transform traditional courses into blended models that combine online instruction with face to face. More information can be found at the Teacher Professor website.


Conference: Early Education and Technology for Children (EETC) Conference

Date: April 2 to 4, 2013

Location: Salt Lake City, Utah

Registration Deadline: “Early Bird” by February 1, 2013

Description: Established for educators in preschool through elementary school, administrators, researchers and policymakers, this three-day conference focuses on the use of technology in the education of young children. More information can be found on the conference website.


Conference: National Science Teachers Association (NSTA) National Conference on Science Education

Date: April 11 to 14, 2013

Location: San Antonio, Texas

Registration Deadline: April 5, 2013

Description: This year’s theme is “Next Generation Science: Learning Literacy, and Living.” The conference will host a number of presentations, conferences, press conferences, exhibitions, and even short courses and field trips, with a focus on creating “Next Generation Assessments” for students ranging from elementary to high school age, as well as special needs populations. More information can be found on the NSTA site.


Conference: 2013 STEM Forum and Expo

Date: May 15 to 18, 2013

Location: St. Louis, Missouri

Registration Deadline: April 19, 2013

Description: With conference strands ranging from Pre-K to 12th grade, there will be panel discussions and other events focused on implementing STEM in the classroom. This year’s keynote speaker is Anisa Ramirez, a scientist and educator. More information can be found on the NSTA site.


Conference: 2013 International Montessori Congress

Date: July 31 to August 3, 2013

Location: Portland, Oregon

Registration Deadline: July 19, 2013

Description: Focused on the work of the late Maria Montessori, thousands of educators from around the globe will gather to attend workshops, listen to expert speakers and mingle with the many vendors on site. More information can be found on the event’s website.


Conference: 2013 Breckenridge International Academic Conference

Date: August 5 to 7, 2013

Location: Breckenridge, Colorado

Registration Deadline: July 29, 2013

Description: Hosted by the Clute Foundation, this three-day conference hosts an education track where teachers and administrators share and discuss teaching methodology or any other aspect of education at all grade levels. More information can be found at the Clute Institute site.



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How Schools Give Back: An Interview with the Principal of Makefield Elementary

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Social Santa Yesterday, Teach.com interviewed Harrison Kratz, founder of Operation: Social Santa, to kick off our week-long series about giving back during the holidays and how teachers can organize toy drives, food donations, and service projects to teach students the importance of giving.

In our interview with Operation: Social Santa, we learned how the power of social media can be harnessed to organize toy drives and brighten the holidays for children in need on a national scale.

Today, we bring you an interview with Mrs. Donna Mccormick-Miller, the principal of Makefield Elementary School in Pennsylvania, conducted by Harrison on behalf of Teach.com, to learn about how her school gives back during the holidays. Every year, Makefield Elementary School organizes a clothing drive to donate hats and gloves to people in need.

Read on to hear how Makefield students help their community, and how individual schools everywhere can each make an impact in the lives of those less fortunate.

Harrison Kratz: Who's idea was it to set up the hats and gloves drive at Makefield? How has it changed over the years?

Mrs. Mccormick-Miller: I have been the Principal here for 16 years and it has been a tradition here since then and was supported by our Student Council initially. It hasn't changed much over the years since it is such a simple way to help those in need. I am happy to say that the one change has been the amount of items that we have been collecting over the years...it is overwhelming!

HK: How do you get the students excited about giving back?

MM: Our school theme is "Help Us Help Others." It has also been the focus of our Student Council to reach out to our local community and beyond to help out. The students get excited about it because the staff talk about it and participate in the collection. They model for their students how everyone can help and make a difference.

HK: Do teachers at Makefield ever organize their own charity drives for the holidays? If so, how do you support them?

MM: For several years now, the staff has adopted local families and purchased Christmas gifts for those families. We put up a sign up sheet in our faculty lounge and everyone contributes. We purchase everything from food to clothing to books and games. We have a wrapping party so that when the families come to pick up the presents they are all ready to go.

HK: Why give back? What makes helping others important to you, and why should people seek opportunities to give to others during the holidays?
It is our hope that these acts of kindness will create a chain reaction that is felt all over the world :)


MM: "Why give back?" is a question we often ask our students. What we want them to realize is how fortunate they are to have the things that they have. We try to raise their awareness about families and people in need, and there is no better time to do that than the holidays. It is extremely empowering for people, no matter what age, to help someone in need...it makes us all feel good inside.

HK: Do you have any advice or tips for other principals and teachers who would want to set up a holiday charity drive in their school?

MM: If they have not yet, they should definitely set something up and get it going no matter how small they think it may be. For us at Makefield, simply supplying someone with a hat or a pair of gloves--or even Holiday presents--makes a difference.

HK: Do you have any favorite stories about students giving back during the holidays? Or just the holidays at Makefield in general?

MM: I enjoy this time of year and watching the joy on the faces of our students when they are able to help in some small way. We also take a trip to the area nursing home to spread some holiday cheer to the residents. It's just a small gesture, but it means so much to the staff and residents. It is my hope that by giving our young people experiences and exposures to things like this, they will continue to contribute to society in very positive ways.

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Meeting Their Needs: A Guide to Individualized Education Plans

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Special education is a rewarding field, helping students with special needs reach their goals and become as independent as possible. To be an effective educator, good communication must be maintained with all of the team members and the Individualized Education Plan(IEP) must be followed at all times. IEPs are essentially the blueprint for a student’s education, so creating one is not a process to be taken lightly. Since the IEP requires careful planning, considerations and a team-based approach, here is some information on how special education teachers can help develop truly individualized education plans to benefit their students.

What is an IEP?

An IEP describes a student’s specific learning goals as well as all of the supports that he or she needs to be successful in the classroom. The U.S. Department of Education states that goals and services are decided based on assessment data, observations, testing and other factors. The IEP specifically discusses how a student’s disability affects his or her learning and how the IEP will help the student achieve measurable goals. The IEP typically consists of the following components:

  1. Current school performance
  2. Goals broken down into benchmarks
  3. Services (e.g. speech therapy) with frequency and location
  4. Educational setting(s)
  5. Testing modifications
  6. Transition planning
  7. Plan to measure progress and share information

The IEP Process

If a student is suspected of having a learning disability, a referral is made to the Committee on Special Education (CSE) so the student can be evaluated for special education services. The New York State Department of Education explains that the CSE is made up of the student, parents, special and regular education teachers, a CSE chair, service providers and anyone else who can interpret assessment data or provide input on a student’s education. The CSE receives referrals and plans assessments to deem eligibility for services, then creates an IEP (if eligible). The IEP is reviewed at least once a year. It is important to note that the IEP is a legal document.

Individualizing Education

The key word in IEP is “individualized.” The student must always be the central focus, and in order to keep the IEP process a positive one, it is best to focus on a student’s strengths rather than his or her weaknesses. A special education teacher does a child a great disservice by not listening closely to input from all team members and keeping an open mind when it comes to trying new approaches. The more you know about a student, the stronger the IEP and educational experience will be, so establish open communication early on with parents, service providers and other educators.

Assisting Parents

The IEP process can often be intimidating to parents, and raising a child with disabilities comes with both joys and frustrations. Special education teachers can help empower parents by connecting them with advocacy and support groups, and familiarizing them with the IEP lingo and process. My Child Without Limits suggests meeting with parents several weeks before an IEP meeting to discuss concerns, recommendations and priorities. Regularly communicate student progress, and connect parents with the school’s parent advocate. Finally, connect parents with KPS4Parents, which offers advocacy training, communication tools for educators and teachers, and information on rights and responsibilities throughout the IEP process.

 
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Don’t Be Defined By Who You Were in High School

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This blog was originally published on Finding Common Ground at Education Week by Peter DeWitt on November 22, 2012 9:53 AM.

Failure is something to learn from, not run from.

The other day I ran into a guy I went to high school with which seems to be a lifetime ago. The first thought that came to mind was that it was over twenty years ago. Then I thought about how quickly life goes by. It doesn't seem that way when we are younger. When we are young, life ticks by slowly as we wait to become old enough to drive or graduate from high school.

Although we both only live about an hour from where we grew up it was the first time I had seen him since we went to high school. It's funny how running into someone from our past can make that same past come rushing back at us. We're both a little grayer and have put on a few pounds. I walked away thinking how much I have changed and he probably walked away thinking the same thing.
Peter DeWitt is an elementary principal in upstate, New York. He blogs at Finding Common Ground for Education Week and is the author of Dignity for All: Safeguarding LGBT Students (Corwin Press). Connect with Peter at www.petermdewitt.com, or on Twitter, @PeterMDeWitt.


Most high school students long for the future but they may believe that the life they live right now will not change much. They lack the crystal ball of experience that we have as adults. There are kids who are worldly and get exposed to many life changing experiences through their parents. However, most kids do not have those luxuries. The reality is that our high school years were important to our growth because we spent so much time there and most of us didn't know anything different than our surroundings.

There are many students who spend most of their formative years in the same town and lack the money to travel and get experiences that teach them how different a life can be when they grow up. Although it feels as though that time in our lives is the most defining moment we may ever have, it is important for students to remember that they do not have to be defined by who they were in high school.

My high school years, although important, lacked any stellar academic achievements. I graduated near the bottom of my class, and was completely lost when it came to a future. If schools of education really had the requirement that you had to graduate in the top third of your class (like Finland), I would not be an elementary principal. There were moments when I was young that I thought I would never leave my hometown and I certainly felt as though I would never be a positive contributing member of society (I think of Shawn Colvin's song Someday).

These days students can have defining moments that hurt them. Those defining moments can label them with a bad reputation. Everything is so instant and one bad split decision on Facebook, Twitter or in a text can impact their life in such a bad way. If you were perfect when you were young, you probably never had to worry about these issues. I was far from perfect and I shudder to think of what my life would be like now if Facebook was around. When you're young you don't think of how every decision will affect your future.

Profound Impact

Although there were a few coaches and several teachers who profoundly impacted my life in a positive way; it was my family who gave me the support to move on. If students are fortunate, they have supportive family members who tell them that life can be different. Those parents talk with their kids about getting a trade or going to college and finding a passion.

In their formative years, students will come across a few teachers and adults who are not so kind. I had people who made sure I felt as unintelligent as I thought I was at the time. Their words impacted my life because I believed what they said about me. Their words either inspired me to do better or crushed my hopes. Teachers and administrators have an important job because they not only educate students about subjects, they can teach them about life.

It's important for educators to remember that students are young, even when they are in their teens and seem more wise than their years. Many of those students believe what their teachers and administrators say to them, which means they believe it when a teacher tells them something cruel. However, they also believe it when a teacher or administrator offers a helping hand or a kind word. Many kids are insecure when they hit their teens and it is up to us as educators and parents to help them change those insecurities.

Kids need to remember the following: In the End

It may sound strange but the world is bigger than high school. We as adults know that but not all kids do. They may see movies that take place in foreign lands or read books where the story is set in other continents, but many kids don't really get a glimpse of the bigger world until they enter it. High school is an important time in life but it's not the only time. Unfortunately, for some students they need to get out of high school so they can truly understand who they are.

Connect with Peter on Twitter

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Is There Really Dignity For All?

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Peter DeWitt (@PeterMDeWitt) is an elementary principal in upstate, New York. He blogs at Finding Common Ground for Education Week and is the author of Dignity for All: Safeguarding LGBT Students (Corwin Press). He can be found at www.petermdewitt.com. Teach.com is thrilled to welcome Peter as a contributor to our blog!
Dignity for All: Safeguarding LGBT Students

Some educators reading this don’t think there is an issue with LGBT students. Others who are reading know there is and want to know how to help because they believe LGBT students are an often ignored population. However, there is another percentage of readers who don’t want to talk about LGBT issues and they dismiss it. They resist talking about LGBT issues because it makes them uncomfortable or they have a philosophical issue with it.

After a decade of seeing high profile celebrities come out on national television or television shows and movies that include LGBT characters, many would think that our society has come a long way. The U.S. is much more open than it used to be, but some of the openness is based on tolerance and not acceptance. No one wants to be tolerated. There are pockets of accepting communities but there are others where LGBT students do not feel safe.

We need not look any further than a 2009 study entitled From Teasing to Torment by the Gay, Lesbian Straight Education Network (GLSEN) which reported “84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation. 72.4% heard homophobic remarks frequently or often at school (p. 26).

Parents send their children to school so they can learn, but they expect them to be safe. GLSEN’s research shows that LGBT students are not as safe as they should be. Anyone working in education knows that in order for students to learn to their fullest potential they need to feel safe first. Unfortunately, not only do LGBT students face risks at school, they face risks at home as well. They worry that their families will disown them, which is a reality if they are being raised in an intolerant home. LGBT students who lack support from home and school are at high risk of the following:

What Schools Do to Help
"No one should underestimate the value of teachers’ including gay people when they talk with students about cultural diversity. Just hearing the words “homosexuality” or “gay/lesbian/bisexual” in an accepting context sends a powerful message to young people, and creates the potential for a tolerant environment" (Lipkin, 1995, p. 39).

I once participated in a conference where the presenters had attendees stand up if they were the youngest child, the oldest child, a twin or an only child. Each time attendees sat down they had to stand up when the presenters announced something like "stand up if you are a man or woman" or "an advocate for gay issues." At the end of the icebreaker the presenters asked how it made attendees feel. Many of the attendees mentioned that hearing "only child" made them feel good because it’s never acknowledged in their daily lives. I began reflecting on how important that would be for LGBT youth to hear the word gay used in a positive way because I know that does not happen enough.

Educators may ask why it is their job. They ask why it’s important to differentiate between gay and straight students. The reality is that advocates for LGBT students are not asking for teachers and administrators to put labels on students. They are, however, asking that educators not avoid using the word gay in a positive way. Additionally, advocates ask that educators not avoid or ignore when they hear students use the word gay or any other references to LGBT students that are used in a derogatory way toward another student in school.

To push the envelope further, it is additionally important that LGBT curriculum be used in schools. This can be easily done by including literature that has gay characters or offering an LGBT section in a library. Social studies teachers can have debates around some LGBT issues like gay marriage or gay rights and all middle and high schools should have Gay-Straight Alliances (GSA). GSA’s are not to only talk about “gay” issues. GSA’s are to talk about and act upon making schools a safer and more nurturing environment for all students.

In the End

For far too long there has been a “Don’t ask, don’t tell” policy in schools much like there was in the military. Although it may have been abolished in the military it is still very strong in schools. As a school administrator I wonder why this happens. Why is it so difficult to make a place for all students in schools? This question is often met with a religious argument, but this is not a religious issue. This is a human rights issue where students, who parents ensure their trust to us every day, send their children to school so they can learn.

Our job as educators is to make sure that our students receive a high quality education. We often spend as much time caring for the social-emotional side of students as we do the academic side because we know the two go hand in hand. However, too many educators, including administrators, ignore LGBT issues even though they know that they have gay students and parents. It’s time for schools to change that and join the 21st century and create safe spaces for all students.

Sources:

GLSEN. (2009). 2009 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools New York, NY: GLSEN. Lipkin, A. (1995). The Case for a Gay and Lesbian Curriculum. In G. Unks, The Gay Teen: Educational Practice and Theory for Lesbian, Gay, and Bisexual Adolescents (pp. 31-52). New York: Routledge.

Please note: The views and opinions expressed in guest blogs are those of the contributing writer, and do not necessarily reflect the views and opinions held by Teach.com.

 
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What is Gifted and Talented?

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According to the National Association for Gifted Children (NAGC), gifted people are defined as “those who demonstrate outstanding levels of aptitude or competence in one or more domains.” Ultimately, educators aim to individualize education for all students so that no one falls significantly behind or, in the case of gifted students, becomes bored. Many public schools offer gifted and talented programs for students with exceptionally high aptitude in specific subject areas.

 

Identifying Gifted and Talented Students

The National Society for the Gifted and Talented offers recommendations for how to recognize a gifted or talented individual. It is not just a matter of having a specific talent or being a straight-A student. Students must demonstrate that they have potential to achieve at significantly higher levels than their peers. A student may not even realize that he or she has this specific potential. Gifted and talented students may exhibit some of the following traits: There is no standard identification method, so it is up to the school to decide how students are selected and identified for gifted programs. It is best to discuss specific criteria with your fellow educators and administrators.

Gifted and Talented Education

Gifted and talented education can occur in a number of forms. The NAGC describes some of the more common forms of gifted education: It is important that gifted and talented students are appropriately challenged in the classroom. Without differentiation and gifted programs, students can become bored and disillusioned. When education becomes a negative experience, their abilities are stifled and they are less likely to be successful in the future. More behavioral challenges can also occur without the right environment. In order to tailor instruction appropriately, Intel recommends having students assume leadership roles and assist other students, extending the curriculum with enrichment activities and offering advanced versions of the curriculum.

Becoming a Gifted and Talented Instructor

Gifted and talented teachers have the opportunity and privilege of working with the best and brightest students. The first step to becoming a gifted and talented teacher is to be certified as an elementary or secondary education teacher. Requirements vary by state, so check with your state Department of Education for the specific certification requirements. Some universities offer specific Gifted and Talented Certificates. USC Rossier Online, for example, offers a Gifted Education Certificate that you can obtain in addition to your master's degree. Having this type of certificate will both look excellent on a resume and prepare teachers for the challenges and rewards of working with exceptional students.

 
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