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David C. Iglesias is the new director of the J. Dennis Hastert Center for Economics, Government, and Public Policy at Wheaton College.
Selected New Books on Higher Education
Note: U.S. Department of Education Green Ribbon Schools (ED-GRS) recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices and widely-available resources in these three ‘Pillars,’ the Department conducts an annual Green Strides Best Practices Tour of honorees. A state and local official write about the honorees visited on the tour in Kentucky.
Kentucky schools have been working to make our facilities more sustainable, and to ensure that they support student wellness and environmental literacy. But it was U.S. Department of Education Green Ribbon Schools (ED-GRS) that provided the framework our state needed to address these areas cohesively. The award prompted an open dialogue and helped us reach new stakeholders who might not have otherwise been engaged in sustainability.
Ultimately, each conversation that we have about building performance, student wellness, or environmental learning is rooted in the understanding that they are most effective when addressed together. To bring all of our many partners together and highlight this coordinated work, Kentucky was pleased to co-host the first leg of the second annual Green Strides Best Practices Tour.
Kentucky’s districts that integrate the three pillars of ED-GRS let students take ownership of their school facilities and well-being.
In Scott County, students at Northern Elementary explained to guests how they measured the brightness of their classrooms and then removed overhead bulbs to save money and ensure a better learning environment. At Georgetown Middle School, school leadership emphasizes comprehensive health, ensuring that students have adequate physical activity and nutrition — even outside of school hours — with breakfast, dinner, and weekend meal programs.
At Rosa Parks Elementary in Fayette County, visitors saw the results of the students’ campaign to reduce car idling near school in order to improve public health. The Wellington Elementary School Living Lab team then taught visitors about their sustainable building’s features, including photovoltaic solar panels, a rainwater capture and reuse system, a thermal hot water system, permeable pavers, a rain garden, automatic lighting controls, native landscaping, and an outdoor classroom.
At Locust Trace Agriscience Farm, a student guided visitors through the net zero-building that opened in August of 2011. The school featured permeable pavement, solar panels, solatube daylighting, a green roof, and a constructed wetlands waste disposal system. This low-environmental impact, low-utility cost facility supports green agricultural career paths ranging from Agricultural Power Mechanics to Veterinary Science. Additionally, the small school has formed unique partnerships on the 82-acre farm that benefit other nearby organizations, including culinary and horse training programs.
The tour was a powerful reminder of how Kentucky’s independent programs for sustainability, environmental education, energy management, and health at diverse statewide and local organizations have come together in one unified effort to support schools moving toward the Pillars of ED-GRS.
Seeing the tremendous positive impact this approach has on student achievement in our state, we’re more committed than ever to making our school campuses greener and healthier, and our students more environmentally literate. In order for our community to collaborate in ensuring that all students achieve at high levels and are prepared to excel in a global society, the choice is clear.
Elizabeth Schmitz is Executive Director at the Kentucky Environmental Education Council, part of the Kentucky Education and Workforce Development Cabinet. Tresine Logsdon is the Sustainability and Energy Curriculum Coordinator for Fayette County Public Schools in Lexington, Kentucky.
As summer ends and the school year begins, we often think about teachers and students heading back to school. While teachers prepare lessons and students learn new concepts we can’t forget the service employees who provide support that enable the schools to run efficiently.
Instructional support in schools can play a key role in student success. Paraeducators –– support staff responsible for assisting in the delivery of instruction — help provide such support by assisting with classroom management, organizing instructional materials, helping in libraries and media centers, and translating, to name a few of their responsibilities. Perhaps most importantly, paraeducators reinforce the efforts of teachers in the classroom, and help increase student outcomes.
This is why, as President of the California School Employees Association, I want to take the time to tell the story of one school employee in the Golden State who really shines.
Paraeducator Michele Delao, a 2011 California School Employees Association Member of the Year, uses her knowledge and warmth to help special education students learn. For the past eight years as special education paraeducator at Bear River School in Wheatland, California, she has brought light-heartedness and laughter to the serious mission of showing special education students that they can thrive.
The staff of Bear River School laud Delao’s ability to help students focus and grasp instruction.
“She has a very striking sense of humor that comforts the kids and takes the pressure off,” explains Angela Gouker, principal of Bear River School. “Most of these kids know they’re a little bit behind or struggling in some areas. She makes learning fun so that they forget that pressure.”
Delao says it’s satisfying to see the students’ progress. With her help, the students can attend mainstream middle school classes even as they’re working to master the basics.
With budget cuts and fewer staff dedicated to special education, the paraeducators at Bear River School have taken on a larger load of students with a broader range of learning disabilities. Despite the challenge, Delao tailors her approach to fit each student.
“They’re having great difficulties and there are great variations in each person,” she says. “But because there are only three of us, our groups are really not as targeted as we would like. I have to find a middle ground and at the same time try to meet individual students where they are.”
Understanding the needs and challenges of working with diverse learners, including special education students, Delao comes to work each day fired by the energy, compassion and will to give the students she mentors a boost toward academic success. And, she does it all with a smile.
“She really cares about what she does – she cares about people – and that sense of humor comes through,” Gouker said. “It doesn’t get much better than that.”
Michael Bilbrey is president of the California School Employees Association.
The newspaper's new project isn't trying to pick the best colleges. It’s more interested in how well they attract underprivileged students.
The discipline should take concrete steps to support scholar outreach, including training and awards, says a report released at its association’s annual meeting.
Note: U.S. Department of Education Green Ribbon Schools (ED-GRS) recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices and widely-available resources in these three ‘Pillars,’ the Department conducts an annual Green Strides Best Practices Tour of honorees. Two non-profit organization school sustainability leaders write about the schools and district honorees visited on the tour in West Virginia.
Here in West Virginia, we were excited to highlight our U.S. Department of Education Green Ribbon School (ED-GRS) honorees during the second annual Green Strides Best Practices Tour. West Virginia was a fitting place to kick off the 2014 tour because, when the ED-GRS program was announced a few years ago, non-profit organizations like ours were quick to offer support to our state education agency.
Before 2011, many organizations were holding green schools workshops and events that helped participants develop plans to become more sustainable. But ED-GRS has provided a common goal for those engaged in the sustainable schools movement, and a new direction for our conversation on healthy schools and high-achieving students.
What has emerged is West Virginia Sustainable Schools (WVSS) initiative, which we use to recruit applicants for the national award. Led by the West Virginia Department of Education, WVSS has become a conduit through which agencies and organizations channel sustainability programming in curriculum, health and wellness, and facilities to schools.
ED-GRS has helped what was once a small but deeply-rooted sustainability community to grow less isolated, and more effective. Now we are using a few exemplary schools to inspire other schools to expand their efforts.
For this reason, it was a particular pleasure to have federal, state and local visitors tour our ED-GRS honorees to learn about innovative, hands-on curricula, community partnerships, and sustainability practices that advance learning, health and cost savings.
From pulling invasive garlic mustard weed to monitoring water quality in a local stream, Petersburg Elementary School, our first stop, partners with field experts to effectively teach science and stewardship while conserving Appalachia’s precious land.
Later, at Wyoming County Career and Technical Center, in the heart of coal country, students, school leaders, and community partners led guests through an energy efficient modular home, a 8.4 kW solar array, a biodiesel processor, and a recycling trailer, all student-built in sustainable career pathways.
In Marshall County Schools, we toured Hilltop Elementary and Cameron Middle-High School. Marshall County has made sustainable building practices and learning a priority from early learning to agricultural technology programs, saving the district over $5 million in 10 years. From low-impact buses to green cleaning, recycling to school gardens, these schools are teaching environmental concepts, along with entrepreneurial and civic skills, and wellness practices, in healthy, safe, lower utility-cost facilities.
Finally, visitors toured Eastwood Elementary in Morgantown, where every attention was given to reducing environmental impact and improving health in the construction of the new facility, from its geothermal heating and cooling system to expansive daylighting to safe and healthy building materials.
Where we once felt we were facing an insurmountable task – striving for increased health and a sustainable future for the children of our state – we now feel a new sense of purpose and momentum. A sustainably literate, college- and career-ready, and civically-engaged generation of West Virginians is on the rise. Striving toward the U.S. Department of Education Green Ribbon Schools’ three Pillars is now our unifying Mountain State goal.
Vicki Fenwick-Judy is Director of the Appalachian Program at The Mountain Institute. Mark Swiger is a USGBC Center for Green Schools’ Chapter Committees National Chair.
Today, we are announcing a new opportunity to advance teacher leadership. But, for it to succeed, we need your voice to be a part of it.
Since day one on the job, many teachers have shared with me an overwhelming desire to excel in the profession, lead others, and to have a stronger voice. Too often, great teachers leave the classroom because they lack avenues to exercise their leadership – and that’s a loss for our students, our schools and for the profession. As I’ve heard this common refrain from teachers, I thought it was critical to respond. In the midst of dramatic change in education, we need to give our teachers genuine opportunities to be leaders without leaving their classrooms.
To promote and accelerate opportunities for teachers to lead without leaving the classroom, we announced one of our most exciting initiatives earlier this year – Teach to Lead. This initiative builds on years of work to elevate the teaching profession, particularly through our RESPECT effort, and on the leadership of our Teacher and Principal Ambassador Fellows, who advise our team on key decisions and represent the Department externally. Together with the National Board for Professional Teaching Standards, we launched Teach to Lead to advance student outcomes through expanding opportunities for teacher leadership. And, to achieve this vision, my team and our partners committed to identify, spotlight, and support promising models for teacher leadership across the country.
Teach to Lead is a collaborative effort to advance student achievement by opening doors for all teachers to engage in meaningful leadership opportunities, while remaining in the classroom and in the profession they love. Most importantly, this initiative should be shaped by your thoughts, experiences, and ideas. The shape of teacher leadership shouldn’t be dictated from outside the profession, it should be decided and shaped by teachers themselves, in partnership with principals and other educators.
That’s why today we’re unveiling a key platform to spur more ideas, more conversation, and more collaboration around teacher leadership – Commit to Lead.
Commit to Lead is a public, online community that directly engages teachers and other educators to define what teacher leadership can and should be in their communities, so that collectively we can help make it part of the fabric and culture of every school. It builds on the great work that already exists in the field, and invites the creation of new ideas.
Through this platform, educators will have the opportunity to share ideas and get feedback from peers and collaborators nationwide. It offers a place to spark discussion and build momentum around the best teacher leadership ideas and strongest commitments you can come up with – whether you’re a veteran teacher-leader with best practices to share, or you’re a novice who’s just beginning to get engaged in the conversation. The launch of this site represents one step in our ongoing commitment to listen to educators and support their vital leadership of their profession.
Using Commit to Lead, participants can vote on each other’s ideas, allowing the most promising ideas to rise to the top. We’ll stay a part of the conversation, so that we’re learning from your invaluable experience and knowledge, but also so you can benefit from resources and contacts at our more than 100 partner organizations. The ideas that this online community shares – the ideas fostered, developed, and supported by teachers everywhere – will help to drive a number of regional leadership labs for teachers. At these convenings, featuring teams of teacher leaders and experts from across our partner organizations, your ideas will become plans and, soon, those plans will become actions.
Teach to Lead is all about giving educators the power and a seat at the table – and through this virtual community, the chance to share and develop your ideas on a massive scale is in your hands. Already, we’ve heard of great ideas like the classroom structure reorganization led by 5th grade teacher Vicky Edwards and the school-wide writing program developed by Rhea Espedido, a reading interventionist who wanted to boost student success in writing throughout her entire school.
We want to hear the next great idea – will you be the one to share it?
Arne Duncan is U.S. Secretary of Education.
Some researchers have worried that the mandate could create administrative red tape. But "the overall benefit to science," an NIH official said, "has to win the day."
Three times in the past few years, faculty members have voted to oust deans. Twice they’ve been overruled.
Traditional polls, chasing nonrespondents, have grown too expensive. But online surveys run the awful "President Landon" risk.
Building Momentum: Education Leaders Convene at the White House to Help Address the Developmental Education Challenge
Higher education leaders met at the White House to build on the momentum generated at January’s College Opportunity Summit and focus on addressing a key barrier to postsecondary completion.
Some students begin their college careers ill-prepared for college-level math or English. After the excitement of enrolling in college, these students are often surprised and disappointed to learn that their high school experience did not equip them with the skills necessary for success. That means they often must complete remedial or “developmental education” coursework in order to catch up to their peers, which can add time and expense to their pursuit of a degree. Unfortunately, many students do not finish this sequence of developmental courses, and only a small percentage end up graduating. It’s frustrating for the students and the college faculty who want to help them reach their goals.
Assisting these students and helping them graduate was the topic of a recent gathering at the White House.
On August 12, leaders from across the higher education, philanthropic and non-profit communities gathered to discuss the research, evidence, and challenges associated with reinventing developmental education. Secretary Duncan framed the developmental education challenge as both a completion and equity issue, saying, “As you know, we can no longer use the traditional approach to developmental education, which has been a long sequence of remedial classes that do not count toward a degree and few students are able to complete.”
He told the participants, “I want to congratulate you on the innovative work you are doing on your campuses to redesign and accelerate developmental education and reduce time to degree. Not only will this help more students graduate but it will also help close the persistent college completion gaps because we know that large numbers of minority students begin their college careers in developmental education courses.”
Throughout the day, participants engaged in insightful, real-world discussions on the obstacles and opportunities of implementing developmental education reform:
- Carol Lincoln of Achieving the Dream noted the importance of scaling effective reforms
- Gregory Peterson of Long Beach City College highlighted how data can influence the developmental education reform process
- Mike Leach of the Arkansas Association of Two-Year Colleges explained how this particular state system was able to scale developmental education innovation statewide with a federal TAACCCT grant
- Uri Treisman of the Dana Center at the University of Texas at Austin discussed the importance of making developmental math relevant to a student’s career aspirations
The event was also an opportunity to introduce the new Center for the Analysis of Postsecondary Readiness, which is funded by a grant awarded by the Department of Education’s Institute for Educational Sciences. Thomas Bailey, the new center’s Principal Investigator, was on hand to engage the audience on the topic of research and how best to utilize the work of the center to address this challenge.
The participants also discussed the importance of faculty and staff engagement in strategic efforts to improve developmental education outcomes.
This Developmental Education meeting is part of the White House College Opportunity Initiative, a call to action by the President and First Lady to accelerate college completion through a set of targeted commitments by colleges and universities, non-profit groups, states and cities, philanthropy and other allies.
The participants in the August 12 event added new commitments to the list generated at January’s summit and will contribute significantly to the momentum building for the next White House Summit in December, 2014. Yet, even as the higher education community focuses on improving the delivery of developmental education and its outcomes for students, the ultimate goal is to ensure that every student in America receives a world-class education, graduates from high school truly prepared for college and career success, and arrives on campus with no need for remedial education.
Those are powerful reasons to build momentum — and strive for results.
Mark Mitsui is Deputy Assistant Secretary for Community Colleges in the Office of Career, Technical and Adult Education at the U.S. Department of Education.
Four faculty members see much more than a teachable moment in the fatal shooting of an unarmed black man and the violence that followed.
Mr. Daniels is portrayed as one of academe’s disruptive forces. But look at his record, and you’ll find that he’s still a moderate.
Several of the companies that now dominate the industry, with billions in revenue, are led by executives who earned their chops at his businesses.
The start of the school year is the perfect time to build a positive relationship with your child’s teacher.
It’s a good idea to let your child’s educator know you want to partner with him or her, and share the responsibility for your child’s academic growth.
Here are some tips to bear in mind:
- Keep in touch! Make sure your child’s teacher has multiple ways and times of day to contact you. Provide as many ways as possible – which might include a work, cell, and home phone number and email address if possible.
- Mark your calendar! Ask your child’s teacher about the best ways and times to contact him or her. Keep in mind that most teachers are in the classroom all day, so after school may be the best time to call or to make an appointment to meet with him or her.
- Reach out! Let the teacher know that you as a parent are there to help. Volunteer to assist with school trips or functions at school that might require additional adult supervision.
- Stay informed! Within the first few weeks after school starts, find out from the teacher if you child needs any assistance in one or more subject areas. Find out what resources are available at the school and what resources the teacher would recommend to help your child keep improving.
- Team up! Remember, you and the teacher have the exact same goals. You’re both working to ensure the academic development and progress of your child. So, sit down together and figure out what you can do at home to reinforce what your child’s teacher is doing in the classroom. That way, your child can keep learning long after the school day ends!
For more ways to start off the new school year, read the Parent Power booklet.
Carrie Jasper is director of outreach to parents and families at the U.S. Department of Education.
Local Professional Development Sessions Promote Collaboration to “Bridge the Gap” for Young Children
As an early childhood educator, I often wondered about the best ways for stakeholders to work together in meeting the academic needs of young children. Recently, I had the chance to see collaborative planning and intergovernmental work in action at the municipal level, when I attended an event held by the city of Hattiesburg, Mississippi.
The theme was Bridging the Gap – School Readiness by 5, and the event was jointly organized by the office of Mayor Johnny DuPree, the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education, and the National League of Cities Institute (NLCI), to help boost the success of the city’s young children. In an effort to support teachers and child care center directors, the mayor’s office led a professional development session for educators of young children. The day also included a roundtable discussion by representatives of civic organizations, municipal leaders, and educators who committed to improving the outcomes of young children.
The professional development session was extremely beneficial for me. As an educator, I always welcome meaningful opportunities to gain new skills and learn about resources that I can implement in the classroom immediately.
One of the most memorable presentations was by Dr. Joe Olmi, the director of school psychology at the University of Southern Mississippi. He spoke on the value of social-emotional learning and the importance of teaching self-regulation in and outside of the classroom. He gave great insights on strategies such as “Time-in and Time-out,” in which consequences and privileges are built into the relationship between students and teachers.
Rev. Brenda Girton-Mitchell, the Department’s director of Faith-Based and Neighborhood Partnerships, offered her thoughts on the value of family and community engagement. She shared some powerful reflections about her grandmother, who helped her develop a love for reading. She also urged educators to enlist the help of their students’ families to foster community-building in their classrooms.
Another thoughtful presenter was Dr. Tonja Rucker, the program manager for Early Childhood Development in the Institute for Youth Education and Families at NLCI. She provided suggestions to help children and families transition from preschool to kindergarten. I also had the privilege of sharing my perspective, as an African-American male preschool teacher, on transitions within an early childhood program, and ways to increase rigor in literacy for students.
By fostering collaboration among various agencies and organizations, school leaders in this community have been able to make a positive impact in the lives of young children.
This collaboration means a lot for educators like me, who often struggle to find the resources, information and support we need to teach our youngest pupils.
To provide the best start for all our nation’s young children, we need more state and local communities to show the cooperative spirit that NLCI, the Department and the city and school leaders of Hattiesburg demonstrated in hosting this valuable “Bridging the Gap” planning session.
James Casey was a summer Leadership in Educational Equity fellow in the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education.
Last month in Rome, I attended an international meeting focused on increasing academic mobility by making it easier for individuals to use their college degrees in other countries. The annual meeting of the European Network of Information Centers (ENIC) draws participants from 55 countries, as well as representatives from UNESCO and the Council of Europe.
You may not have heard about “academic mobility” before, but it’s actually nothing new. From the time of the first universities in medieval Europe, students and scholars have traveled great distances and crossed borders to engage in academic pursuits. But what makes academic mobility such a prominent issue today is its scale and rate of growth.
The demand for higher education in many countries has increased significantly, while the number of international students worldwide also continues to grow, rising from 2.5 million in 2004 to 3.6 million in 2010. And for all students earning academic credit or degrees abroad, ensuring that those credentials will be recognized when they return home is critical to their future prospects for employment or further study.
Years ago, just after graduating from college, I spent an additional year studying in Buenos Aires, Argentina. As is the case with most students who go abroad, immersion in another language and culture was a life-changing experience. I didn’t realize it at the time, but not only was I starting down a path toward a career in international education, I was also engaging in something called academic mobility.
Today, as the U.S. representative to the ENIC network, I provide information to counterparts in other countries to help in their evaluation of U.S. credentials, including those that are less well known outside of the United States—like associate degrees and industry-based certifications. I also respond to inquiries from U.S. graduates wishing to work or pursue graduate studies abroad and to questions from foreign-educated graduates planning to work or go to graduate school in the United States.
But the recognition of degrees is just one aspect of academic mobility. Academic mobility comprises all cross-border education activities that involve the movement of people, programs or institutions. And as globalization continues and higher education evolves along with it, academic mobility is becoming a topic of increasing relevance.
Today, I understand the benefits of academic mobility from professional as well as personal experience. And now more than ever, events and challenges around the world affect all of us on a day-to-day basis. That’s why I’m passionate about working with my international colleagues to help students expand their horizons through study abroad and to facilitate the recognition of degrees and other credentials. Academic mobility helps create more globally competent citizens with the 21st century skills that every nation – and the world as a whole – needs.
Rafael Nevárez is an International Education Specialist in the International Affairs Office. He serves as U.S. representative to the European Network of Information Centers (ENIC) and as a vice president on its steering committee, the ENIC Bureau.