March 11th, 2010 by admin

“Practice and policy must work in concert; together we must make the whole child approach to education a national priority so that each child is ready for meaningful employment, continuing education, and active participation in our global society.” - ASCD Executive Director Gene R. Carter
Congressman Jim Moran (D-VA) recently introduced H. Res. 1093 to make March “National Whole Child Month”. This bill is the first step toward making the whole child approach to education a national priority and ensuring that all children are healthy, safe, engaged, supported, and challenged in our schools. Congress is expected to vote on H. Res. 1093 within the next few weeks, and it’s up to us to get involved and help speed its passage!
Take a second to make a difference. In a country where a student drops out of school every 9 seconds and where every 7 seconds a child is bullied on the playground, your simple act of support and solidarity can make a huge difference:

Sign the Whole Child Petition to tell your state board of education that it is necessary to do more to educate and support the whole child.
Write to your federal representative, urging him or her to work with you, ASCD, and partners to help accelerate passage of this bill. (The form is quick and easy to fill out!)
Use the Whole Child Resolution Tool Kit to ask your school board, town council, and other policymakers ito support a local resolution that addresses the needs of the whole child. 

If you believe in whole child education, now’s the time to take action. Visit the Whole Child’s website for more information and resources.“Practice and policy must work in concert; together we must make the whole child approach to education a national priority so that each child is ready for meaningful employment, continuing education, and active participation in our global society.” - ASCD Executive Director Gene R. Carter
Congressman Jim Moran (D-VA) recently introduced H. Res. 1093 to make March “National Whole Child Month”. This bill is the first step toward making the whole child approach to education a national priority and ensuring that all children are healthy, safe, engaged, supported, and challenged in our schools. Congress is expected to vote on H. Res. 1093 within the next few weeks, and it’s up to us to get involved and help speed its passage!
Take a second to make a difference. In a country where a student drops out of school every 9 seconds and where every 7 seconds a child is bullied on the playground, your simple act of support and solidarity can make a huge difference:

Sign the Whole Child Petition to tell your state board of education that it is necessary to do more to educate and support the whole child.
Write to your federal representative, urging him or her to work with you, ASCD, and partners to help accelerate passage of this bill. (The form is quick and easy to fill out!)
Use the Whole Child Resolution Tool Kit to ask your school board, town council, and other policymakers ito support a local resolution that addresses the needs of the whole child. 

If you believe in whole child education, now’s the time to take action. Visit the Whole Child’s website for more information and resources.

March 9th, 2010 by admin

The final rules for the i3 Innovation Fund were released today. Pick up the details and application package here. Registration is now open for pre-application workshops and webinars. As per the i3 registration site, be sure to only register for one of the workshops OR a webinar. (If you’re not in Baltimore, Denver or Atlanta, be sure to secure your spot now at one of the webinars today — capacity is 200 applications.)
Investing in Innovation (i3) Pre-Application Workshops:

Session Date

Time (Eastern )

Registration

March 19, 2010 - Baltimore, MD

10:00 am - 2:00 pm

Register

March 24, 2010 -  Denver, CO

10:00 am - 2:00 pm

Register

March 30, 2010 - Atlanta, GA

10:00 am - 2:00 pm

Register

 
Investing in Innovation (i3) Pre-Application Webinars (capacity is 200):

Session Date

Time (Eastern )

Registration

March 19, 2010

10:00 am - 2:00 pm webinar

Register

March 24, 2010

10:00 am - 2:00 pm webinar

Register

March 30, 2010

10:00 am - 2:00 pm webinar

Register

The final rules for the i3 Innovation Fund were released today. Pick up the details and application package here. Registration is now open for pre-application workshops and webinars. As per the i3 registration site, be sure to only register for one of the workshops OR a webinar. (If you’re not in Baltimore, Denver or Atlanta, be sure to secure your spot now at one of the webinars today — capacity is 200 applications.)
Investing in Innovation (i3) Pre-Application Workshops:

Session Date

Time (Eastern )

Registration

March 19, 2010 - Baltimore, MD

10:00 am - 2:00 pm

Register

March 24, 2010 -  Denver, CO

10:00 am - 2:00 pm

Register

March 30, 2010 - Atlanta, GA

10:00 am - 2:00 pm

Register

 
Investing in Innovation (i3) Pre-Application Webinars (capacity is 200):

Session Date

Time (Eastern )

Registration

March 19, 2010

10:00 am - 2:00 pm webinar

Register

March 24, 2010

10:00 am - 2:00 pm webinar

Register

March 30, 2010

10:00 am - 2:00 pm webinar

Register

March 9th, 2010 by admin

After seven months of collaboration, a team of Clinton School students has completed a study about improving reentry from prison for ex-offenders in Central Arkansas.

The students will make their final presentation to the Central Arkansas Reentry Coalition on Tuesday, March 9 at 2:30 p.m. at the Dunbar Community Center.

The presentation will include a recap of coalition progress, results from community interviews and recommendations for how the coalition, a group of service providers, faith-based organizations and others working with ex-offenders, can continue to grow.

All who are interested in learning more about the Clinton School project, reentry from prison and the future of the coalition are encouraged to attend the presentation.

“We are very excited to share the insight we have gained through engaging new voices in the conversation about serving ex-offenders,” Clinton School student Ryan Ubuntu Olson said. “We hope that the coalition will be able to use our findings and recommendations to keep thinking outside the box and exploring creative avenues for transforming lives.”

Olson, along with fellow students Kimberly Caldwell and Ben Kaufman, began working with the coalition last fall through the Clinton School’s Practicum program, one of three for-credit public service projects in the Master of Public Service degree program.

The team began meeting with the coalition in September to help the group solidify its organization while simultaneously collecting information on services currently available to former offenders and reaching out to include new perspectives in the conversation.

The coalition first formed a year ago as interested service providers met to discuss how to improve the reentry experience for former offenders. That group began holding larger meetings during the summer of 2009, followed by the start of the Clinton School project in the fall.

Since the project began, the coalition has created mission and vision statements, generated a two-year strategic plan and engaged new members across a spectrum of service areas and interests.

Goodwill Industries of Arkansas acts as anchor for the coalition and has supported the Clinton School project this academic year.

“The coalition has really grown since we started meeting a year ago,” said Staci Croom-Raley, vice president for workforce services at Goodwill Industries of Arkansas. “Not only have we seen more service providers coming to the table to talk about reentry, but we have seen increased participation from community, government and faith-based leaders and organizations in working together to help this underserved population successfully reenter their communities and rebuild their lives.”

March 7th, 2010 by admin

Another week has gone by, ushering in the month of March! We at CSEE are busy with exciting new projects, such as ongoing professional development, school climate assessment projects, and the planning of our 13th Annual Summer Institute.  Here are some interesting links we’ve been passing around the office:

The New York Times had an illuminating article on studies that show how subtle touches convey rich emotions: “Students who received a supportive touch on the back or arm from a teacher were nearly twice as likely to volunteer in class as those who did not, studies have found.”
Also from The New York Times: An intriguing piece elucidating the pedagogy of teaching.
Developmental psychologist Alison Gopnik has long argued that learning about babies’ minds help us understand age-old philosophical questions.  In this article, Gopnik argues that humans are born to be empathic beings, thereby challenging the conventional, rigid way of bifurcating the world between “us” and “them.”
Normally, we think that play is trivial.  Now here’s a piece that challenges this common public perception and illustrates the significance of play and the need to prioritize it as a fundamental part of human behavior and health. Play can have positive effects on brain development and aid in our ability to be flexible, resilient, and adapt to a changing world.

As before, I encourage you to share your knowledge and wisdom — leave a comment, start a dialogue, and ask questions.  If you are so inclined, you might want to join CSEE’s Facebook Pages and Twitter feeds.  Until next week!
 Another week has gone by, ushering in the month of March! We at CSEE are busy with exciting new projects, such as ongoing professional development, school climate assessment projects, and the planning of our 13th Annual Summer Institute.  Here are some interesting links we’ve been passing around the office:

The New York Times had an illuminating article on studies that show how subtle touches convey rich emotions: “Students who received a supportive touch on the back or arm from a teacher were nearly twice as likely to volunteer in class as those who did not, studies have found.”
Also from The New York Times: An intriguing piece elucidating the pedagogy of teaching.
Developmental psychologist Alison Gopnik has long argued that learning about babies’ minds help us understand age-old philosophical questions.  In this article, Gopnik argues that humans are born to be empathic beings, thereby challenging the conventional, rigid way of bifurcating the world between “us” and “them.”
Normally, we think that play is trivial.  Now here’s a piece that challenges this common public perception and illustrates the significance of play and the need to prioritize it as a fundamental part of human behavior and health. Play can have positive effects on brain development and aid in our ability to be flexible, resilient, and adapt to a changing world.

As before, I encourage you to share your knowledge and wisdom—leave a comment, start a dialogue, and ask questions.  If you are so inclined, you might want to join CSEE’s Facebook Pages and Twitter feeds.  Until next week!

March 7th, 2010 by admin

National Middle School Association is recognizing educators at the middle school level who make a difference. Know a dedicated educator who has made a significant difference in the lives of young children? Recognize an individual or team for the following awards:  Distinguished Educator AwardDeadline for nominations: March 15, 2010Sponsored by the NMSA Foundation, this award recognizes outstanding practitioners in middle level education—those who have made a significant impact on the lives of young adolescents through leadership, vision, and advocacy.
Teams That Make a DifferenceDeadline for nominations: April 30, 2010Sponsored by Pearson and National Middle School Association, this annual program recognizes outstanding teams that work to improve the education and well-being of young adolescents. Teams can be comprised of teachers, administrators, parents, community members, or any combination of these individuals.
Click here for more opportunities to recognize the achievements of educators and students who make a difference.National Middle School Association is recognizing educators at the middle school level who make a difference. Know a dedicated educator who has made a significant difference in the lives of young children? Recognize an individual or team for the following awards:  Distinguished Educator AwardDeadline for nominations: March 15, 2010Sponsored by the NMSA Foundation, this award recognizes outstanding practitioners in middle level education—those who have made a significant impact on the lives of young adolescents through leadership, vision, and advocacy.
Teams That Make a DifferenceDeadline for nominations: April 30, 2010Sponsored by Pearson and National Middle School Association, this annual program recognizes outstanding teams that work to improve the education and well-being of young adolescents. Teams can be comprised of teachers, administrators, parents, community members, or any combination of these individuals.
Click here for more opportunities to recognize the achievements of educators and students who make a difference.

March 7th, 2010 by admin

Howard

Clinton School student Harvell Howard is working with the University of Arkansas at Little Rock (UALR) to establish an African American Male Initiative (AAMI) to help African American male students at the university stay in school and graduate.
 
Howard is completing the project as part of the Clinton School’s Capstone program, one of three, for-credit public service projects required in the school’s Master of Public Service degree program.
 
Guided by the leadership of Dr. Charles W. Donaldson, vice vhancellor for the Division of Educational and Student Services at UALR, AAMI is a student success program that empowers, supports and assists African American male students. 
 
The initiative consists of a mentorship program (both peer and professional) along with student development programs.
 
As a part of this project, Howard planned and organized the first annual African American Male Initiative Consortium Conference at UALR on Feb. 25-26, 2010.

This consortium assembled over 18 institutions of higher education and community organizations throughout Arkansas to address critical issues affecting African American male students and to review research findings and best practices. 
 
This conference provides a venue to celebrate accomplishments from the past year, give model program awards, and offer current best practices for retaining and graduating African American male college students.
 
UALR’s AAMI program is based on an intrusive intervention model with a mantra of “failure is not an option,” Donaldson said.
 
“Harvell Howard has been an integral part of the staff in the Educational and Student Services Division,” Donaldson said. “His efforts on this project have already demonstrated the value of intrusive intervention with our African American male population.”
 
As the graduate coordinator for the AAMI program, Howard is managing its development.

He will present a final report to UALR that will include detailed information about other successful African American male student initiatives from around the country, resources that could be useful in further developing UALR’s initiative, and potential funding sources.

March 7th, 2010 by admin

Howard, Leer, Argue, Davis and Johnson.

Clinton School students Sarah Leer, Gralon Johnson, Harvell Howard and Ashley Davis presented a workshop at the EAST Initiative Conference on Thursdayin Hot Springs titled, “Peel the Onion: Uncovering the layers of public service.” The conference, geared toward middle and high school students, focuses on ways to use technology to address issues in the students’ local communities.

The Clinton School workshop challenged students to identify the various forms that public service can take and to envision how to make public service a career.  After initial discussion, the students were presented with a problem:

You’re working with a non-profit that installs energy efficient retrofits for low-income homeowners. How do you use your skills to communicate the importance of energy saving measures (such as using CFL light bulbs and programmable thermostats) to homeowners in order to reduce their energy bills and their environmental footprint?

The students split into four groups and brainstormed solutions to this problem that they could carry out based on the technology and skills that they have access to in the EAST Initiative. Solutions they came up with included commercials and public advertising, enlisting public officials to spread the message, text message campaigns, refrigerator magnets and reminders to place throughout the homes. 

Some students proposed using statistical data in conjunction with quality presentation to demonstrate to homeowners their potential energy savings in monetary and environmental terms. Finally, students suggested reaching the homeowners through their children, starting awareness programs in local schools and using young people to educate their parents.

Clinton School alum Sarah Argue is the Director of Development for the EAST Initiative in Arkansas. For more information, visit www.eastproject.org.

March 5th, 2010 by admin

The national statistics about teacher retention are still troubling: one-third of all new teachers leave after three years, while 46% are gone within five years. Attrition has grown by 50% over the past 15 years.
What will keep teachers in our schools? The question is not new. Research and insight from experts in the field have long offered a variety of explanations for teacher to-and-fro, such as: salaries and compensation models; level of education, training and mentoring; NCLB mandates; low funding; perceived level of success in the classroom; and working conditions and support, etc. CSEE’s own work with schools nationwide underscores that social support, professional relationships, and leadership are all integral to whether educators stay or go (as well as, more generally, to perceptions of school success).
This week marked a bevy of fresh insight from the frontlines. On Wednesday, the Bill & Melinda Gates Foundation and Scholastic introduced Primary Sources: America’s Teachers on America’s Schools, a report containing findings from more than 40,000 public school teachers across the country. According to the report, supportive leadership is the factor that’s most likely to keep apt educators in the classroom—and it’s more integral to retention than higher salaries or performance pay. While 45% of teachers said that higher salaries are absolutely essential for retaining good teachers, 68% said that it’s absolutely essential to have supportive leadership and 54% said it’s essential to have time to collaborate.
In addition to reflections on the link between retention and leadership are more findings about the needs and effects of teacher climate:The national statistics about teacher retention are still troubling: one-third of all new teachers leave after three years, while 46% are gone within five years.Attrition has grown by 50% over the past 15 years.
What will keep teachers in our schools? The question is not new. Research and insight from experts in the field have long offered a variety of explanations for teacher to-and-fro, such as: salaries and compensation models; level of education, training and mentoring; NCLB mandates; low funding; perceived level of success in the classroom; and working conditions and support, etc. CSEE’s own work with schools nationwide underscores that social support, professional relationships, and leadership are all integral to whether educators stay or go (as well as, more generally, to perceptions of school success).
This week marked a bevy of fresh insight from the frontlines. On Wednesday, the Bill & Melinda Gates Foundation and Scholastic introduced Primary Sources: America’s Teachers on America’s Schools, a report containing findings from more than 40,000 public school teachers across the country. According to the report, supportive leadership is the factor that’s most likely to keep apt educators in the classroom—and it’s more integral to retention than higher salaries or performance pay. While 45% of teachers said that higher salaries are absolutely essential for retaining good teachers, 68% said that it’s absolutely essential to have supportive leadership and 54% said it’s essential to have time to collaborate.
In addition to reflections on the link between retention and leadership are more findings about the needs and effects of teacher climate (as pulled from here): 

Teachers aren’t opposed to standardized tests as one way to measure student performance. More than 80 percent of teachers say district-required tests are at least a somewhat important measure of student performance (84%). Overall, teachers value multiple measures, including formative assessments, performance on class assignments and class participation along with standardized tests.
Tenure doesn’t make a good teacher. Only 10 percent of teachers say that tenure is a very accurate measure of teacher performance while 42 percent say it is not at all accurate. Student engagement and year over year progress of students are by far viewed as the most accurate indicators of teacher performance measures (60% and 55%, respectively, rate as very accurate) but are not frequently used to evaluate teachers.
Textbooks aren’t the answer. Only 12 percent of teachers say traditional textbooks help improve student academic achievement and a mere 6 percent say textbooks engage students in learning. Teachers overwhelmingly say (81%) that up-to-date information-based technology is very important or absolutely essential to improve student achievement.
A teacher’s job doesn’t end at 3 p.m. Seven in ten teachers attend their students’ after school and weekend events. More than half (51%) of elementary school teachers are willing to have parent teacher conferences at students’ homes — indicating their understanding of time-strapped parents and their belief in the importance of helping every child have a strong home-school connection.

As expected, the results and coverage of the report are sparking lots of debate. What are your thoughts? Click here to download the report, and share your own thoughts and concerns in the comments below.
Related Resources from CSEE:

Professional Development Workshops and Programs
School Climate Matters, a quarterly e-newsletter designed to keep you informed about important school climate issues worldwide. Our next issue focuses on professional working relationships and will contain expert articles, tips, and profiles of educators in action related to this important theme.
School Climate Improvement Guidelines
The Comprehensive School Climate Inventory (CSCI), which is used by schools to measure the factors that are crucial to teacher retention, and to a positive school climate.

March 5th, 2010 by admin

Former Murphy Oil CEO Claiborne Deming touted conservation and investment in natural gas, nuclear and wind energy to combat climate change in a speech Tuesday at the Clinton School.

The current chair of the National Petroleum Council, Deming said with a continued rise in global energy consumption and along with increasing temperature, current energy usage and production trends are “unsustainable.”

“Energy use is growing worldwide, likely on fossil fuels, alternatives probably don’t work — but fossil fuels cause climate change,” Deming said. “So what in the hell are we going to do about it?”

In his lecture titled, “The the Climate Change Dilemma,” Deming showed that worldwide energy use is projected to double in the next 20 years with the economic growth of countries like China, India and Brazil, which rely heavily on fossil fuels for energy production. This fact makes it difficult for U.S. policy to affect global energy trends, he said.

Meanwhile, the United States has five percent of the world’s population, yet is responsible for 25 percent of global energy consumption, Deming said.

But Deming said a wholesale switch to expensive forms of alternative energy is not economically feasible. He particularly sited solar and bio fuel production as much too costly.

Improving energy efficiency and conservation are the “low-hanging fruit” of attaching the problem, Deming said.

Additionally, the U.S. should embrace nuclear energy and tap-in to a recently discovered abundance of natural gas reserves in the country.

Deming’s endorsement of conservation and certain alternative energy sources surprised some environmental activist who attended the lecture, according to an Arkansas Business article.

Video of Deming’s lecture will be posted soon at www.clintonschoolspeakers.com.

March 3rd, 2010 by admin

As part of the National/State Schools of Character (NSOC/SSOC) awards program, the Character Education Partnership (CEP) gives Promising Practices awards to schools and districts for implementing strategies in character education that exemplify one or more of their Eleven Principles of Effective Character Education.
If your school or district has developed and successfully implemented a unique practice in character education, you can apply for the award at their website today. CEP is looking for a specific practice or aspect of your program that other schools may learn from and even replicate. When you fill out the application form on the website, you will need to supply a title for the practice, identify which principle and topic it best represents, include a short description, and the date of implementation. You’ll also share the impact that it’s had in your school or district and the connection it has to character development.
Applications are due March 15, 2010. More information here:

Application Process - online application is now available.
2009 Promising Practices Award-Winners
Search Promising Practices by principle, topic, location, grade level and name
Past Award Winners

Good luck!As part of the National/State Schools of Character (NSOC/SSOC) awards program, the Character Education Partnership (CEP) gives Promising Practices awards to schools and districts for implementing strategies in character education that exemplify one or more of their Eleven Principles of Effective Character Education.
If your school or district has developed and successfully implemented a unique practice in character education, you can apply for the award at their website today. CEP is looking for a specific practice or aspect of your program that other schools may learn from and even replicate. When you fill out the application form on the website, you will need to supply a title for the practice, identify which principle and topic it best represents, include a short description, and the date of implementation. You’ll also share the impact that it’s had in your school or district and the connection it has to character development.
Applications are due March 15, 2010. More information here:

Application Process - online application is now available.
2009 Promising Practices Award-Winners
Search Promising Practices by principle, topic, location, grade level and name
Past Award Winners

Good luck!