1) Several schools in Henrico County, Virginia have adopted "The Leader in Me" program, which teaches leadership principles from Stephen Covey's "The 7 Habits of Highly Effective People" to students.
2) The program aims to develop student leadership skills and create a positive learning environment. Schools see benefits like improved self-confidence, relationships, and academic performance in students.
3) The program requires schools to commit resources over several years, but schools partner with community organizations to help cover costs. Teachers report that students are excited to learn and apply the leadership principles both in and out of school.
The document discusses the need for schools to change their structure and approach to education. It argues that the current school model is outdated and does not meet the needs of students. It proposes several changes, including starting the school day later, incorporating more project-based and applied learning, alternative forms of assessment beyond standardized tests, and making student well-being and relationships with teachers a priority. The slow pace of implementing new approaches is also criticized.
This document outlines Chris Kennedy's vision for innovation in public education through embracing technology. It advocates for developing students' self-reliance, critical thinking, creativity and other skills needed for the modern world. Kennedy argues that technology can help overcome barriers to access and enable personalized learning. However, the focus should be on learning, not technology. Schools should develop strategies for one-to-one device access, digital literacy, and using technology to support learning rather than as an end in itself. The goal is flexible, personalized education that prepares students for an interconnected world.
The COOL Jackson Project is a summer program that works with about 25 students to expose them to science, technology, engineering and math fields. The program is led by Tamu Green and the nonprofit Scientific Research, and aims to help students who are struggling in traditional school settings. Students participate in activities like designing and building a model water tower and learning about engineering. The goal is to help students improve their grades and prepare for college through individualized help, mentoring and enrichment activities focused on STEM topics.
This document summarizes a Parents Night Out event hosted at the UCP Bailes school for children with and without disabilities. It provides details on the host site, activities, participant demographics, reflections on the experience from the group members, and connections to their coursework. The event included movies, food, and play for 17 students ages 2-10 while their caregivers had a night out. The group learned about inclusion, universal design, and strategies for teaching diverse learners. They felt the hands-on experience helped apply their classroom knowledge and made them more comfortable working with students of all abilities.
Lincoln Charter School in Pennsylvania went from the lowest performing elementary school in its district to the highest performing after partnering with EdisonLearning in 2000. EdisonLearning helped convert Lincoln to a charter school and implement its School Designs model, focusing on professional development, data-driven instruction, and building a positive school culture. As a result, Lincoln Charter's reading and math scores on state tests increased substantially more than other district schools over the following years. Inspired by Lincoln's success, the district later opened another charter school, Helen Thackston Middle School, also partnering with EdisonLearning.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document discusses Michael Fullan's views on the importance of student engagement and involvement in educational change. It provides summaries of research highlighting the negative consequences of student disengagement, such as lower self-concepts and feelings of unfair treatment by teachers. Fullan argues students are often lost in the shuffle of educational innovations. The document also examines the need to bring the outside community into the school and foster collaboration between parents/community and teachers to improve schools.
The document discusses the need for schools to change their structure and approach to education. It argues that the current school model is outdated and does not meet the needs of students. It proposes several changes, including starting the school day later, incorporating more project-based and applied learning, alternative forms of assessment beyond standardized tests, and making student well-being and relationships with teachers a priority. The slow pace of implementing new approaches is also criticized.
This document outlines Chris Kennedy's vision for innovation in public education through embracing technology. It advocates for developing students' self-reliance, critical thinking, creativity and other skills needed for the modern world. Kennedy argues that technology can help overcome barriers to access and enable personalized learning. However, the focus should be on learning, not technology. Schools should develop strategies for one-to-one device access, digital literacy, and using technology to support learning rather than as an end in itself. The goal is flexible, personalized education that prepares students for an interconnected world.
The COOL Jackson Project is a summer program that works with about 25 students to expose them to science, technology, engineering and math fields. The program is led by Tamu Green and the nonprofit Scientific Research, and aims to help students who are struggling in traditional school settings. Students participate in activities like designing and building a model water tower and learning about engineering. The goal is to help students improve their grades and prepare for college through individualized help, mentoring and enrichment activities focused on STEM topics.
This document summarizes a Parents Night Out event hosted at the UCP Bailes school for children with and without disabilities. It provides details on the host site, activities, participant demographics, reflections on the experience from the group members, and connections to their coursework. The event included movies, food, and play for 17 students ages 2-10 while their caregivers had a night out. The group learned about inclusion, universal design, and strategies for teaching diverse learners. They felt the hands-on experience helped apply their classroom knowledge and made them more comfortable working with students of all abilities.
Lincoln Charter School in Pennsylvania went from the lowest performing elementary school in its district to the highest performing after partnering with EdisonLearning in 2000. EdisonLearning helped convert Lincoln to a charter school and implement its School Designs model, focusing on professional development, data-driven instruction, and building a positive school culture. As a result, Lincoln Charter's reading and math scores on state tests increased substantially more than other district schools over the following years. Inspired by Lincoln's success, the district later opened another charter school, Helen Thackston Middle School, also partnering with EdisonLearning.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
The document discusses Michael Fullan's views on the importance of student engagement and involvement in educational change. It provides summaries of research highlighting the negative consequences of student disengagement, such as lower self-concepts and feelings of unfair treatment by teachers. Fullan argues students are often lost in the shuffle of educational innovations. The document also examines the need to bring the outside community into the school and foster collaboration between parents/community and teachers to improve schools.
ICF's presentation, "Creating a Bilingual Early Childhood Program That Teaches with Passion and Follows Standards," examines strategies for adhering to standards while creating a community for growth in the classroom. ICF is committed to ensuring high-quality care and education for learners by advancing the professional development of those working in the education field.
The 2014 National Institute for Early Childhood Professional Development is an event that brings together early childhood professionals, program administrators, teacher educators, trainers, teachers, and researchers.
http://www.icfi.com/markets/education/campaigns/professional-development-for-education-providers
The document outlines a new vision, mission, and goals for the Bronx School for Law, Government and Justice. It analyzes student performance data and proposes changes to better prepare students. Plans are presented to communicate the new vision to students, staff, parents and the community through various activities like assemblies, contests, and community partnerships. Regular events are scheduled to continue implementing and promoting the vision.
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Presentation at the NPDL Deep Learning Lab in Christchurch, 17-18 July, 2019. Focusing on the definition and understandings of learner agency, and the way this transfers into thinking about the changes we need to embrace in our education system to truly enable this.
This document is a presentation by Chris Kennedy, Superintendent of Schools in West Vancouver, about flexibility and networks in a changing world. The presentation discusses opportunities for student success and professional growth in Vernon Schools. It highlights optimism due to new government, curriculum revisions, staffing, and finances. Kennedy discusses moving towards excellence and equity in education. He advocates reducing prescription in curriculum to allow flexibility and choice for teachers and students. The presentation emphasizes developing core competencies and using technology to overcome barriers and connect learning. Kennedy stresses the importance of culture, celebrating risk-taking, and supporting innovation through networks rather than replication. The goal is to make learning easier for students, teachers, schools and districts through flexibility with a focus on learning rather than technology.
Dat kan bij ons wel-niet translation Preface chapter 1 and 9Hanno Ambaum
Mijn School in Doetinchem offers an alternative intermediate vocational education program for students who did not fit within the regular education system. The school allows students to discover their talents and create their own learning paths through projects and experiences within the community. Teachers act as guides rather than instructors, and the school environment encourages creativity, mistakes, and student ownership over the learning process. This personalized approach helps reengage students and find their motivation to learn.
The document profiles Amanda Neilson, the Harm Reduction Consultant for the AC Umbrella Project at Algonquin College. It discusses her role in creating the project, how her education relates to her work, common misconceptions about harm reduction, and the project's goals. It also profiles Martine Plouffe, the Coordinator for Financial Aid and Student Awards, discussing her role and background. The newsletter highlights upcoming events at the college and important dates.
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Parents of Online Charter School Students: Notable PracticesLisa Hasler Waters
This PPT will be presented at iNACOL's Virtual School Symposium 2013. It concerns a study of parents and guardians who were the learning coaches for their own children enrolled in a cyber charter school. The study revealed important behaviors and beliefs these coaches practiced and the challenges they faced. It concludes with opportunities to improve support for these educational facilitators.
Teaching Kids How to Think, Not What to ThinkWorldFuture2015
The document discusses future-oriented learning and the Future Problem Solving Program. It outlines the program's goals of increasing global competency, developing responsibility for the future, and enhancing critical and creative thinking over memorization. The program aims to achieve these goals through challenging tasks that require higher-order thinking, modeling of thinking tools, and opportunities for academic competition. It also emphasizes skills like problem solving, communication, collaboration, and flexibility that are needed for the changing workplace.
This issue of the newsletter discusses several events and topics. It begins by explaining that the regular "Campus Connect" section was replaced to make room for coverage of relief efforts for Cyclone Gaja. It then summarizes three campus events: 1) a UGC NET exam preparatory workshop with 50 participants from 17 colleges, 2) an industrial visit for computer science students to a technology firm, and 3) the establishment of a book bank initiative across 14 institutions to provide books to economically disadvantaged students. The main article analyzes the role and challenges of being a principal, providing suggestions such as having a vision, courage, passion, and building relationships. It emphasizes that principals must focus on growing others to achieve success.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
Nursery World Summit 2019: What’s important in the early years curriculum?Dr Julian Grenier
This document summarizes key points from a presentation on early childhood education. The presentation covered:
1) The importance of listening to children and having conversations with them, as conversational turns predict later language development more than total words spoken.
2) The benefits of pretend play for developing self-regulation, cooperation, and language.
3) Using assessment to plan resources, routines, and teaching to help children progress, rather than as a chore, and focusing on confidence, fluency and understanding.
4) The need for support and professional development that considers implementation time and focuses on "best bets" backed by evidence.
Sheffield Early Education keynote 2018 online versionDr Julian Grenier
This document discusses the importance of noticing and celebrating children's learning from birth to age five. It argues that viewing young children as capable learners is an important paradigm shift for early years educators. While formative assessment is necessary to understand what children are learning, excessive tracking can refocus educators away from developing rich curricula. The document advocates balancing assessment with getting to know each child compassionately and building on their strengths through play and nurturing relationships.
This document discusses inspired teachers and what makes them effective. Inspired teachers are kind, nurturing, determined and inspire their students. They impact students' lives every day. Great teachers connect with students and are passionate about making a difference. Inspired teachers utilize classroom management strategies and universal design to ensure all students learn. They motivate students through a variety of teaching methods including technology and multimedia.
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
ICF's presentation, "Creating a Bilingual Early Childhood Program That Teaches with Passion and Follows Standards," examines strategies for adhering to standards while creating a community for growth in the classroom. ICF is committed to ensuring high-quality care and education for learners by advancing the professional development of those working in the education field.
The 2014 National Institute for Early Childhood Professional Development is an event that brings together early childhood professionals, program administrators, teacher educators, trainers, teachers, and researchers.
http://www.icfi.com/markets/education/campaigns/professional-development-for-education-providers
The document outlines a new vision, mission, and goals for the Bronx School for Law, Government and Justice. It analyzes student performance data and proposes changes to better prepare students. Plans are presented to communicate the new vision to students, staff, parents and the community through various activities like assemblies, contests, and community partnerships. Regular events are scheduled to continue implementing and promoting the vision.
19 Proven Tips for Getting Parents Involved at SchoolEdutopia
Experts agree that parent involvement in their children's education is one of the biggest predictors of student success. This guide offers 19 proven strategies for increasing family engagement and strengthening the home-to-school connection. These recommendations were contributed by the educators and parents of the two great communities at Edutopia.org and GreatSchools.org.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Presentation at the NPDL Deep Learning Lab in Christchurch, 17-18 July, 2019. Focusing on the definition and understandings of learner agency, and the way this transfers into thinking about the changes we need to embrace in our education system to truly enable this.
This document is a presentation by Chris Kennedy, Superintendent of Schools in West Vancouver, about flexibility and networks in a changing world. The presentation discusses opportunities for student success and professional growth in Vernon Schools. It highlights optimism due to new government, curriculum revisions, staffing, and finances. Kennedy discusses moving towards excellence and equity in education. He advocates reducing prescription in curriculum to allow flexibility and choice for teachers and students. The presentation emphasizes developing core competencies and using technology to overcome barriers and connect learning. Kennedy stresses the importance of culture, celebrating risk-taking, and supporting innovation through networks rather than replication. The goal is to make learning easier for students, teachers, schools and districts through flexibility with a focus on learning rather than technology.
Dat kan bij ons wel-niet translation Preface chapter 1 and 9Hanno Ambaum
Mijn School in Doetinchem offers an alternative intermediate vocational education program for students who did not fit within the regular education system. The school allows students to discover their talents and create their own learning paths through projects and experiences within the community. Teachers act as guides rather than instructors, and the school environment encourages creativity, mistakes, and student ownership over the learning process. This personalized approach helps reengage students and find their motivation to learn.
The document profiles Amanda Neilson, the Harm Reduction Consultant for the AC Umbrella Project at Algonquin College. It discusses her role in creating the project, how her education relates to her work, common misconceptions about harm reduction, and the project's goals. It also profiles Martine Plouffe, the Coordinator for Financial Aid and Student Awards, discussing her role and background. The newsletter highlights upcoming events at the college and important dates.
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Parents of Online Charter School Students: Notable PracticesLisa Hasler Waters
This PPT will be presented at iNACOL's Virtual School Symposium 2013. It concerns a study of parents and guardians who were the learning coaches for their own children enrolled in a cyber charter school. The study revealed important behaviors and beliefs these coaches practiced and the challenges they faced. It concludes with opportunities to improve support for these educational facilitators.
Teaching Kids How to Think, Not What to ThinkWorldFuture2015
The document discusses future-oriented learning and the Future Problem Solving Program. It outlines the program's goals of increasing global competency, developing responsibility for the future, and enhancing critical and creative thinking over memorization. The program aims to achieve these goals through challenging tasks that require higher-order thinking, modeling of thinking tools, and opportunities for academic competition. It also emphasizes skills like problem solving, communication, collaboration, and flexibility that are needed for the changing workplace.
This issue of the newsletter discusses several events and topics. It begins by explaining that the regular "Campus Connect" section was replaced to make room for coverage of relief efforts for Cyclone Gaja. It then summarizes three campus events: 1) a UGC NET exam preparatory workshop with 50 participants from 17 colleges, 2) an industrial visit for computer science students to a technology firm, and 3) the establishment of a book bank initiative across 14 institutions to provide books to economically disadvantaged students. The main article analyzes the role and challenges of being a principal, providing suggestions such as having a vision, courage, passion, and building relationships. It emphasizes that principals must focus on growing others to achieve success.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
Nursery World Summit 2019: What’s important in the early years curriculum?Dr Julian Grenier
This document summarizes key points from a presentation on early childhood education. The presentation covered:
1) The importance of listening to children and having conversations with them, as conversational turns predict later language development more than total words spoken.
2) The benefits of pretend play for developing self-regulation, cooperation, and language.
3) Using assessment to plan resources, routines, and teaching to help children progress, rather than as a chore, and focusing on confidence, fluency and understanding.
4) The need for support and professional development that considers implementation time and focuses on "best bets" backed by evidence.
Sheffield Early Education keynote 2018 online versionDr Julian Grenier
This document discusses the importance of noticing and celebrating children's learning from birth to age five. It argues that viewing young children as capable learners is an important paradigm shift for early years educators. While formative assessment is necessary to understand what children are learning, excessive tracking can refocus educators away from developing rich curricula. The document advocates balancing assessment with getting to know each child compassionately and building on their strengths through play and nurturing relationships.
This document discusses inspired teachers and what makes them effective. Inspired teachers are kind, nurturing, determined and inspire their students. They impact students' lives every day. Great teachers connect with students and are passionate about making a difference. Inspired teachers utilize classroom management strategies and universal design to ensure all students learn. They motivate students through a variety of teaching methods including technology and multimedia.
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
AppleTree Learning Center is an early childhood center that has been providing quality care and education to children from birth to 13 years old since 1994. It offers preschool programs that prepare children for success in school as well as before/after school and summer programs. The center has highly qualified teachers and staff with over 75 years of combined experience who are dedicated to making a difference for children.
Naci Karadeniz has been in education for twelve years as a teacher and wants to expand his skills into educational leadership to better impact students and the community. He enrolled in the Educational Leadership program at American College of Education to gain the skills to become an effective school administrator. Some of his goals are to motivate and encourage stakeholder involvement, recognize student diversity, use research-based practices for evaluation, increase parental involvement, involve stakeholders in decision-making, and efficiently manage time. He believes the program will provide him with the necessary skills and understanding to achieve these goals and be a successful leader.
Department for Education Fellowship ApplicationKevin P. Hudson
I recently applied for the Department for Education Fellowship, but instead of providing the usual hyped up CV and begging letter of suitability, I created something a little different.
This application provides a brief insight into my thinking of how to strategically improve the education system via the model of the startup business.
A professional learning community (PLC) is a collaborative group of educators focused on student learning and improving teaching practices. In a PLC, teachers work together to analyze student performance, develop and share instructional methods, and support each other as professionals. The key elements of a PLC include collaborative work, a focus on student learning, distributed leadership, narrowing the curriculum, sharing best practices, and using assessment to inform instruction.
The Social Development Center (SDC) held a workshop for mothers on early childhood development for the second year. Around 30 mothers, expectant mothers, and teachers attended the workshop led by Cheryn Kelley, a trainer from the educational NGO Action Care. Kelley presented a holistic approach to early childhood development focusing on activity-based learning. She discussed practical strategies like making reading exciting, teaching new words through flashcards, and positive discipline techniques. The mothers enjoyed learning these modern childrearing methods and said they planned to adopt them. The workshop aimed to help mothers develop their parenting skills to raise their children for success in today's society.
Khalid almalki draft 2 215 Education has played a si.docxDIPESH30
Khalid almalki
draft 2
215
Education has played a significant role in every era. It can guarantee success in one’s life but
when people are forced to learn something, it will not benefit them and their creativity will be
stigmatized due to the lack of interest. The purpose of education is not to force students to learn
specific subjects but to help them find their passion by encouraging them to be creative at their strong
intelligences.
Students do not have a chance to extend their creativity because the way of teaching is based
on memorizing. Most teachers stuff information to students’ heads, so students do not even get a
chance to choose what they want to learn. If students can not choose what they want to learn, they
would not be interested in what they are forced to learn and that may affect their ambition in the future.
In “Reinventing education to teach creativity and entrepreneurship” ,Jennifer Medbery says
gradebooks and multiplechoice are not the best way to grade students and realize their improvement so
teaching needs a good classroom relationship management. I think the best way to grade students is
through projects. Instead of the final exam students can come up with a project about the most
interesting thing they learned in class. The projects can be a research paper, presentation , new
experiment or anything they find Inspiring. Jennifer Medbery mentioned what Dan Meyer has said
“imagine if we replace the math text-book with a lot of chances to ask thoughtful questions
about the surroundings “. In this classroom students can extend their creativity and learn how
to observe and think because they chose what they keen to, they are more likely to find their
passion. For example my parents enrolled my young brother in a creativity institute. In the
institute they measure kids’ intelligence to put them in the most beneficial level based on what
the kid was good at. And also they try their best to develop the abilities kids have and motivate
them to keep working on them. Ken Robinson has said you have to find your own talents
because they are not just lying around so institutes like this are one of the best ways to
discover talents and develop them. I noticed that my brother has become quick-witted and he
can deal with things better than kids on his age. I completely agree with this kind of learning
because it will cultivate intelligent thinking and would encourage kids to be creative to accomplish their
goals.
In order to produce creative students, teachers should pay more attention to the idea of creativity
because it is the key of an ideal and modern education system. In addition one of the biggest problems
regarding creativity is that students are not assigned activities which stimulate creativity and intellectual
development. Creative activities can help students open up their minds and explore their abilities. Also
these activities can make them inter ...
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document summarizes a professional development session for teachers focused on student-centered learning. The session covered several key topics:
1. The history of standardization in education and a move towards understanding each student's "jaggedness".
2. Understanding what motivates students and giving them more choice, control, challenge and collaboration in their learning.
3. Getting to know students on a personal level to better support their learning and development.
4. Framing student wellbeing and learning as interconnected, and the importance of teacher empathy, compassion and high expectations.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
This document discusses the importance of building positive relationships between a school, students, parents, and the wider community. It uses the example of Wind Park Community Primary School, which was once failing but is now thriving due to involving the whole community. The school appointed local staff, worked with local organizations, and encouraged parental involvement. Parents now volunteer extensively in the school. The school focuses on developing responsibility and self-control in students. It also offers community activities after school. Overall, the document argues that community partnership is essential for students' success.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
This document summarizes a presentation about achieving success in Ofsted early years inspections. It discusses teaching, learning, and assessment in the early years foundation stage and how Ofsted evaluates these areas. It also addresses outcomes and equality, characteristics of effective learning, assessment practices, spiritual, moral, social and cultural development, and how leaders should approach Ofsted inspections with confidence in their pedagogy rather than fearing inspections. The presentation aims to guide early years teachers to lead with their values and principles rather than using Ofsted as a motivator.
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1. “The Leader in Me” is helping schools build communities of character
see LEADER IN ME, Pg. 3
E
verywhere you turn in Holladay
Elementary School, there are
colorful posters, murals and class
projects referencing the work of
author Stephen Covey. Why is a school so
excited about the ideas of a noted business
management guru? Because, say teach-
ers, administrators and students, Covey’s
leadership principles work for education.
“We’ve ended up with an atmosphere
that is warm, caring, accepting, and has
high expectations,” said Kim Olsen, prin-
cipal of Elizabeth Holladay Elementary
School, which is in its second year of the
program. Olsen and Associate Principal
Jennifer Drake discussed the program
on a fall morning in Olsen’s office, sur-
rounded by nautical souvenirs and the
words “Be the Captain of Your Leader
SHIP.” “We’ve seen suspensionsfalldown.
We’ve seen office referrals fall down.
We’ve seen children working things out
when they wouldn’t talk to each other
before.”
Five Henrico County schools have
adopted an educational leadership pro-
cess called “The Leader in Me.” The
model is patterned after Covey’s book,
“The 7 Habits of Highly Effective People.”
The aim is to cultivate character to help
students grow, and to create a thriving
environment for learning.
“The Leader in Me” schools commit
to a five-year process. Crestview Elemen-
WHAT’S INSIDE: Spotlight on:
School Improvement | Pg. 8
Theroad
toleadership
Students across
Henrico give thanks | Pg. 7
Inspirational students, teachers and
alumni | Pg. 4
by Chris OBrion
2. school days December 2013 3
tary School is in its first year of the
program. Three other schools – Arthur
R. Ashe Jr., Dumbarton and Harvie
Elementaries – were awarded $6,000
start-up grants this fall from the Henrico
Education Foundation (HEF) to begin
the process. Holladay hopes to become
the first “Lighthouse School” in central
Virginia, a status awarded to schools that
take the program to an even higher level.
FranklinCovey, the company that
developed the program, says “The Leader
in Me” can pay big dividends, including
improved student self-confidence and
interpersonal skills, reduced discipline
problems, increased teacher engagement
and parent satisfaction, and elevated
student achievement.
While empirical studies of the pro-
gram’s effects on student achievement
are just getting started, the company has
collected evidence that schools that fully
commit to the process see a boost in test
scores.
“We’re hoping [improved scores]
will show up in the future, as we estab-
lish the culture and move to the second
phase of the process,” Olsen said. But
there are encouraging academic signs.
One of the seven habits, “Put first things
first,” emphasizes work before play. Ol-
sen said that has helped kids prioritize
homework. “Homework is a big part of
success. Also, in doing projects, students
are more aware of “beginning with an
end in mind.”
Holladay’s Drake is a believer. “This
transforms the school environment.
When you improve the school environ-
ment, you make it more conducive to
learning.”
InHenrico,awarenessoftheprogram
didn’t arise from one source, but sprouted
in various places. Drake stumbled across
“The Leader in Me” book in 2008, and
knew she wanted to incorporate the ideas
into her school. Crestview teacher Meg
Zehmer saw some information about the
program at a local preschool in 2009, and
decided to apply for a HEF grant to create
a 2011 pilot program for her kindergar-
ten class. Olsen was principal at Pember-
ton Elementary School in 2010 when she
took a tour of A.B. Combs Leadership
Magnet School in Raleigh, N.C., the first
school in the U.S. to implement the pro-
gram. When Olsen moved to Holladay,
she and Drake were raring to go.
“It’s funny how things work out,”
said Drake. “Before Kim had even
officially started at Holladay, I told
her, ‘We have this grant all ready
for a new leadership program.
Can you sign it?’”
Zehmer found that the ideas
make perfect sense to even the
youngest students. “We introduce
a different habit each month.
We have a poster that says, ‘How
many habits have you used today?’
We have a mirror that says, ‘I can see the
leader in me.” If someone is having a bad
day, I say, ‘Go over and tell me what you
see.’”
“This afternoon our classroom was
a mess, as kindergarten classrooms get,”
Zehmer said. “I turned off the lights and
said, ‘I really need you all to synergize.’
They know exactly what that means. I
got out a timer, and in eight minutes,
that classroom looked better than be-
fore it got messy … I think it all begins
with the concepts, the setting and how
it’s presented. Little kids are so smart
and sometimes we dumb things down
for them and we don’t need to. They just
get it.”
So how does the process work? Once
a school has committed, they work with
FranklinCovey and The Leader In Me
Foundation to secure a grant. Franklin-
Covey provides the school with exten-
sive staff training and materials. The
staff reads and discusses “The 7 Habits
of Highly Effective People.” Teachers
learn how to integrate the ideas into the
curriculum. Each class creates and com-
mits to a guiding mission statement,
and students, faculty and staff members
record their goals, plans and victories
– sometimes publicly. Schools come up
with their own ideas and materials, and
there’s plenty of sharing via an active on-
line community. Each year culminates
with a Leadership Day, where the school
celebrates its successes with tours and
songs, and invites parents and commu-
nity partners to the school to show them
what they’ve learned.
While “The Leader in Me” devel-
ops student leadership skills, the model
depends on buy-in from the entire
school. “This is something people need
to breathe, otherwise it becomes empty
words.” Olsen said. “It has to have buy-
in. To do that, everyone needs to have
a voice. There was ample time for those
on the fence to have their questions an-
swered.”
“Teachers don’t want one more
thing on their plate.” Drake added, “But
you start this and people say, ‘what can I
do to help?’”
Zehmer said she has gotten as much
from the process as her students. “It’s
been, professionally and personally one
of the most inspiring and rewarding en-
deavors I have ever been engaged in.”
One key to success is the common
language based on Covey’s seven habits,
which helps reinforce culture and com-
mitment. Olsen said, “I get calls from
parents saying, ‘I heard my children say,
‘We need to clean up our toys before we
play, because we need to put first things
first.’ I get calls saying, ‘I was in the mini-
van the other day after a soccer game
and my child said, ‘Well, we lost the
game, but we learned. That’s a win-win.’’
yLEADER IN ME
It’s positive peer pressure.”
Holladay fifth grader Chrissy Haw-
ley said that the language makes people
curious. “I talk about the seven habits
all the time at home,” she said, stand-
ing in a hallway near a green “Proactive
Parkway” street sign. “My sister goes to
Moody [Middle School], and she asked
me what I was talking about. I told her
and now she uses the seven habits all the
time.”
School commitment is also a must
because the program is not cheap:
schools commit to spending $6,000 per
year for five years for the extensive staff
training, consultation, materials and
online resources. A representative from
FranklinCovey is assigned to each school
and takes an active role in implementing
the program.
Those costs can be defrayed by
help from corporate and community
partners, and from some government
programs. For example, at Holladay El-
ementary, support has come from HEF,
the I Am A Leader Foundation, federal
Title 1 funds, the Holladay PTA, con-
tracting firm ColonialWebb, and food
company Wholly Guacamole, which
gave the school $10,000 to kickstart the
program. At Crestview, the program is
supported by HEF, The I Am a Leader
Foundation, the PTA, Walmart Corpo-
ration, as well as Randolph Reynolds
Sr., Randolph Reynolds Jr. and Margaret
Bowen.
“Educators in schools become so
convinced that this can have such an im-
pact on students, teachers and schools
that they don’t hesitate to go out and
ask for corporate help. And the model is
widely used in the business world, so it’s
a natural,” HEF Program Manager Paula
Roop said.
“The process teaches essential lead-
ership and life skills,” Zehmer said,
“which is exactly what parents and busi-
ness leaders are demanding.”
Holladay students Samiyah Banks, Salma Mohamed, Cayla Randolph and Chrissy Hawley
say the leadership principles are contagious.
The Seven “Leader in Me” Habits
1. Be proactive (You’re in charge)
2. Begin with the end in mind
(Have a plan)
3. Put first things first (Work first,
then play)
4. Think win-win (Everyone can
win)
5. Seek first to understand, then
to be understood (Listen before
you talk)
6. Synergize (Together is better)
7. Sharpen the saw (Balance
feels best)
Source: FranklinCovey Education
Media Specialist Debbie Teague assists stu-
dents in the library beneath a quote from
“The Leader in Me” author Stephen Covey.
Setting goals is a key part of the leadership process.