Miscellaneous

CfP: Learning Analytics for C21 Competencies

Education (Spigot Aggregator) - Tue, 05/19/2015 - 21:53
CfP: Learning Analytics for 21st Century Competencies Special Issue Editors: Simon Buckingham Shum & Ruth Crick (University of Technology Sydney) Full call for Special Issue submissions: http://bit.ly/jlac21 A strategic educational response to a world of constant change is to focus explicitly on nurturing the skills and dispositions which equip learners to cope with novel, complex situations, […]
Categories: Miscellaneous

Colored Balls, Bank Shots and Creating Meaningful Classroom Discussions

Education (Spigot Aggregator) - Tue, 05/19/2015 - 21:39

Whenever anyone asks if I play golf, I say that if erupting volcanoes and colored balls are involved I do much better. While I took golf in... Continue Reading

The post Colored Balls, Bank Shots and Creating Meaningful Classroom Discussions appeared first on Teach. Learn. Grow..

Categories: Miscellaneous

Charter Organizations Developing Their Own Teacher Training Programs

Education (Spigot Aggregator) - Tue, 05/19/2015 - 21:12
A new report from a research organization focused on disruptive innovations has examined how charter management organizations (CMOs) in K-12 have created their own teacher education and certification programs to help create the kinds of teachers they want to hire for their schools. Their reasoning: "Teachers who graduate from most traditional teacher education programs lack the skills needed to teach successfully."
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MIT to Offer Course in Rapid Prototyping

Education (Spigot Aggregator) - Tue, 05/19/2015 - 20:12

This summer, the Massachusetts Institute of Technology will begin offering a rapid prototyping continuing education course. During the course, which is suitable for a general audience, students will learn about a number of prototyping techniques, design components in a group setting, and then fabricate those parts during lab time. “With […]

Read more on MAKE

The post MIT to Offer Course in Rapid Prototyping appeared first on Make:.

Categories: Miscellaneous

BYOD Expands Its Reach | EdTech Magazine

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:16
Become an EdTech Insider Sign up today to receive premium content! Sign Up Advertisement MENU Log in Search form Search Main Menu Topics Trending Now Internet The 2015 Honor Roll: EdTech’s Must-Read K–12 IT Blogs Mobility What's the Future for Mobile Devices in the Classroom? [#Infographic] Cloud 6 Ways Google's Updated Classroom Will Help Teachers Why Strategic Tech Abandonment Is Key to Moving Forward

Sometimes the only way to make progress is to leave something behind.

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Tara is the managing editor of EdTech Magazine: Focus on Higher Education.

Among school districts’ priorities in 2014, bring-your-own-device fell to fourth in importance, down from the top priority a year earlier. Even so, a Consortium for School Networking (CoSN) survey found that BYOD has reached maturity, with nearly 81 percent of districts deploying or planning to deploy a BYOD program in some form.

SOURCE: Consortium for School Networking, “K–12 IT Leadership Survey,” April 2014

Spice IT More On Related Stories Mobility 5 Tips to Help Get the Most out of E-Rate 2.0 Classroom Meeting the Tech Needs of Disabled Students Networking Schools Push Wi-Fi Accessibility to the Four Corners of Campus Apr 02 2015 Spice IT Comments Please enable JavaScript to view the comments powered by Disqus. Connect IT Our expert blog series helps bridge the Gap Between Education and Technology Advertisement Latest Articles Alabama Schools Now Required to Offer Virtual Courses Amazon’s New Service Eases Schools’ Transition to E-Textbooks 7 Highlights from Google’s First Online Education Conference How to Solve Encryption Compatibility Problems Internet The 2015 Honor Roll: EdTech’s Must-Read K–12 IT Blogs Advertisement Management Why Strategic Tech Abandonment Is Key to Moving Forward Trending Now The 2015 Honor Roll: EdTech’s Must-Read K–12 IT Blogs What's the Future for Mobile Devices in the Classroom? [#Infographic] 6 Ways Google's Updated Classroom Will Help Teachers Google Launches Education Conference on Hangouts EdTech Technology Solutions That Drive Education

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Categories: Miscellaneous

Fishtree on the App Store on iTunes

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:16
Opening the iTunes Store.If iTunes doesn’t open, click the iTunes application icon in your Dock or on your Windows desktop.Progress Indicator Opening the iBooks Store.If iBooks doesn't open, click the iBooks app in your Dock.Progress Indicator iTunes iTunes is the world's easiest way to organize and add to your digital media collection.

We are unable to find iTunes on your computer. To download the free app Fishtree by Fishtree, get iTunes now.

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iTunes for Mac + PC Fishtree By Fishtree View More by This Developer

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Description

Fishtree combines adaptive learning with powerful analytics, content recommendation and personalization to create the ultimate in digital instruction. Fishtree delivers a solution to empower teachers, and engage students, with the single aim -to drive better learning outcomes.The Fishtree app allows teachers to prepare lessons with content from multiple sources and modes, automatically aligning content to learning standards and personalizing resources for each learner. It is so easy to use and is leading the industry on user-interface design.

Fishtree Support Screenshots iPhone iPad View In iTunes This app is designed for both iPhone and iPad
  • Free
  • Category: Education
  • Released: 20 April 2015
  • Version: 1.0
  • Size: 15.8 MB
  • Language: English
  • Seller: Fishtree Inc.
Rated 4+

Compatibility: Requires iOS 7.1 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5, iPhone 6, and iPhone 6 Plus.

Customer Ratings We have not received enough ratings to display an average for the current version of this application. iTunes More iTunes Working with iTunes iTunes Store

Shop at the Apple Online Store, call 0800-692-7753 or find a reseller.

Copyright © 2014 Apple Inc. All rights reserved.

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What Is Connected Learning? | NextThought

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:16
What Is Connected Learning? Previous Requirements for Making Great… Next Dark Matter and the Uncertain… By Rob Reynolds | April 6, 2015

As a company focused on Connected Learning solutions, it's not surprising that the most common question people ask us is, "What is Connected Learning?"

With that context, let me provide an introduction to Connected Learning, as well as some of the key elements that necessarily comprise successful Connected Learning environments (for more information on Connected Learning theory, visit the Connected Learning Alliance website).

Connected Learning is based on the notion that learning is about expanding the connections between people and information within a learner's personal network. In this model, the individual learner exists at the center of his/her own learning network and expands knowledge and understanding by increasing the number of connections between nodes in that network.

Connected Learning environments are powered by the premise that increased engagement in the learner's network ultimately results in improved learning performance. Consequently, Connected Learning environments are designed to promote learner engagement within the network, and necessarily support:

  • Flexible, open-ended, and multi-layered learning communities
  • Multiple options for creating connections within the learning network
  • Learning connections across both spatial and temporal boundaries
  • Learner activity measurement related to network engagement
  • Learning network acceleration that targets learner engagement and the growth of personal learning networks

Connected Learning has become increasingly important in recent decades because of the many ways the Internet has changed the way we view learning. Information, once stored in bound volumes and placed in geographically dispersed centers, is readily and easily accessible. Expertise is distributed and multi-layered, and time has become an elastic variable. Learning has become something that happens flexibly across both time and space.

As a result, our closed, course-centric structures for learning delivery have come under increasing pressure. The interactions and connections made possible by the Internet have reminded us of something we have always known or intuited: learning is an open, social activity that takes place within communities. It accrues and is enriched as our learning networks expand over time.

Not surprisingly, this shift in perception has had a dramatic effect on the way we view education. We have adjusted our focus away from artificial or siloed forms of education toward new, networked models that mirror real-world learning and have a more enduring impact. We have created new models for learning delivery -- online, flipped, and hybrid -- that increasingly place the individual learner at the center of a learning network. We have finally begun to harness the possibilities inherent in Connected Learning.

Rob Reynolds is an edtech entrepreneur and analyst whose career includes service as a faculty member, university administrator, and publishing executive. He currently serves as Chief Product Officer at NextThought.

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Categories: Miscellaneous

Bringing the Maker Movement Into the Classroom (FETC 2015 Highlights – Part 2) | Beyond the Tools

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:15
Beyond the Tools by Avi Spector Skip to content Bringing the Maker Movement Into the Classroom (FETC 2015 Highlights – Part 2) Posted on March 19, 2015 by

Last week, I shared a few promising tools and apps that I learned about at the Florida Educational Technology Conference (FETC 2015). This week I’d like to shift my focus to the Maker Movement, one of the more popular themes presented at FETC 2015. The Maker Movement is a trend towards do-it-yourself (DIY) projects in the engineering, electronics and robotics fields. The idea behind the Maker Movement (or a “Makerspace Classroom” in education) is that students take charge of creating technology-based projects with real world tools. Students in a Makerspace Classroom have the freedom to explore, be creative, set goals, and learn from mistakes. Overall, the emphasis is on self-directed learning and not about students following specific instructions set by the teacher. Think of the teacher doing the large brushstrokes (i.e. – set learning objectives, making sure students are on-task) while the students seek out the details (i.e. – research, creating).

I believe one of the main benefits of a Makerspace Classroom is that it has the potential to help teachers develop “real life” learning situations in a math or science classroom. It’s an approach that helps students learn authentically and looks like Project Based Learning (PBL). If you’d like to see a great video overview about the Makerspace Movement in education, be sure to take a look at the following clip from Edutopia:

While I’m excited to learn more about the Makerspace Classroom, I still have questions and concerns around evaluation practices. In a self-directed, creative project, what do we evaluate? More specifically, how would we as Quebec General Adult Education (FGA) teachers tie our curriculum and end of course outcomes to a Makerspace Classroom? At the end of the day, would this approach help FGA students to be better prepared to take their final exams?

I’ve reached out to the Makerspace experts on Twitter (hashtag #makered for those of you on Twitter) and was provided with the following articles on evaluation practices in a Makerspace Classroom.

So, here’s my perspective. One the main tenets of a competency-based approach is that we’re supposed to evaluate students as they learn and progress, i.e. – evaluation in support of learning. However, the reality is that we still need to give our students a passing or failing grade at the end of each semester. One possible solution provided by the Makerspace experts is for students to utilize electronic portfolios to document their learning. In turn, these portfolios could help demonstrate how students tackled specific learning objectives set by the course. Would this solution work in FGA? That’s the feedback I’d like to hear from you!

For those of you would like to learn more about this topic, I’ve been told that Sylvia Martinez’ book is a must-read for any teacher wanting to learn more about the Maker Movement. I’ve also included a link to a online video of Sylvia Martinez’ very informative Maker Movement session that I attended in-person at FETC 2015. If you are an FGA math or science teacher (or a ped consultant) who would like to further explore the possibilities of the Maker Movement in your FGA centre, please contact me.

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Post navigation Leave a Reply Cancel reply Search About me: Avi Spector is an Education Consultant with the Riverside School Board and the RECIT FGA Regional Service for General Adult Education. Avi is also a K-12 Adobe Education Leader (AEL).

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2015 Pennsylvania CTO Clinic | CoSN

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:15
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Search form Search Home > Events > CTO Clinics > 2015 Pennsylvania CTO Clinic Event Type:  CTO Clinics 2015 Pennsylvania CTO Clinic State Chapter Sponsor:  Pennsylvania Association for Educational Communications & Technology (PAECT) Wednesday, May 27, 2015 to Thursday, May 28, 2015 Chester County Intermediate Unit 455 Boot Road Downingtown, PA 19335 Join us for the first annual Pennsylvania CTO Clinic this May. The event will bring together leaders from around the state and the region to discuss pressing topics in education technology.   The CTO Clinic is free for one person from each member district, and just $49 for additional members and $99 for non-members. register now   Curious about the clinic? Check out the agenda:

VIEW AGENDA

 

Special Events:

Networking Event: on Wednesday, May 27 from 5–7pm, join the PAECT/CoSN State Chapter leaders and other attendees for a special networking event. Meet colleagues and make connections with other ed tech leaders from around the state! Be sure to RSVP when you register for the clinic.

CETL Exam: We will be hosting a CETL Exam administration at 2pm on May 27. Register here!   

Speakers:  Keynote Speaker: Mark Edwards Mark Edwards, Ed.D., is considered a pioneer of 1:1 computing in public schools. He currently serves as superintendent of the Mooresville Graded School District (MGSD) in Mooresville, NC, and was named 2013 National Superintendent of the Year by the American Association of School Administrators. Previously, Dr. Edwards was superintendent of the Danville and Henrico, VA school districts. He was named 2013 North Carolina Superintendent of the Year, 2003 Harold W. McGraw Prize in Education recipient, 2001 Virginia Superintendent of the Year, and 2002 eSchool News Magazine’s Tech Savvy Superintendent. He has also served as the Dean of the University of Northern Alabama's College of Education. He is the author of Every Child, Every Day: A Digital Conversion Model for Student Achievement.

 

 

Keynote Speaker: Lenny Schad Lenny Schad has been in the technology field for 25 years. During that time, his career has taken him into many business sectors where he has established a very successful leadership and management track record. His business sector experience includes hospitality, government, oil & gas, investment banking, and education. Highlights of his career include managing and leading technology departments for the 1991 Economic Summit of Industrialized Nations and the 1992 Republican National Convention, as well as creating and managing technology departments for joint ventures and global organizations. He is a recognized leader whose innovative management style has created highly effective Information Technology departments. For the past 11 years, Mr. Schad has worked in the K-12 Education space and is currently CITO for the nation’s 7th largest school district, Houston ISD. Mr. Schad’s first book, “Bring Your Own Learning: Transform Instruction with any Device” was published this year.    Special Registration Promotion – All those who register and attend the PA CTO Clinic will receive a discount to Lenny Schad’s new book “Bring Your Own Learning: Transform Instruction with Any Device." Go here and enter coupon code BYODEV for $5.00 off!  

Speaker: Award Winning CTO Ed McKaveney, CETL, will discuss “Powering Technological Innovation and Education Change.” Mr. McKaveney is the Technology Director at Hampton Township School District and Co-chair of the PA CoSN state chapter. He is the winner of the 2013 National CoSN Withrow CTO Award, the 2013 PAECT Outstanding Leader of the Year, and the Pittsburgh FBI/Infragard Champions of Change Award.

In his session, McKaveney will highlight current research, resources, and programs as he offers his vision and strategies for building capacity within future-ready schools that leverage innovative technologies to accelerate and personalize teaching and learning.

 

Speaker: Keith Krueger  Keith is CEO of CoSN, a nonprofit organization that serves as the voice for K-12 school system technology leaders nationwide. CoSN’s mission is to empower educational leaders to leverage technology to realize engaging learning environments. In 2008, Keith was selected by eSchool News as one of ten people who have had a profound impact on educational technology over the last decade.   Speaker: Dr. Bart Rocco Dr. Bart Rocco has worked as a teacher, principal,  assistant superintendent, and for the last six years serves as the superintendent in the Elizabeth Forward School District, Elizabeth Pennsylvania.

Dr. Rocco’s district has established partnerships with local universities such as Carnegie Mellon University, and California University of Pennsylvania. The district has also partnered with Pittsburgh based technology companies to implement game design courses at their high school. At the middle school, they created a SMALLab, which is a multimodal, embodied, mediated learning environment , as well as, a maker space called, The Dream Factory. For the 2014-15 school year the district will extend their maker space to the Elizabeth Forward High School called Operation Innovation.

Last year the district instituted a one to one learning initiative where all students K-12 received iPad computers. They are one of two districts in the State of Pennsylvania that have initiated such a program.

The district has been recognized as a Digital Promise School District, from the League of Innovative Schools, and has received an Apple Distinguished Program Award.

This past year, Dr. Rocco was awarded the Distinguished Educator Award from the Tri- State Study Council and the University of Pittsburgh. He was also the recipient of the 2014 Outstanding Educator from the Elizabeth Forward Alumni Association.

Dr. Rocco received his BA and M.Ed. from Duquesne University and he earned his Ed.D. from the University of Pittsburgh.

Sponsors:  Tier 1: Tier 2: Hotel and Travel: 

We suggest these nearby hotels:

Hilton Garden Inn
720 Eagleview Blvd, Exton, PA 19341
​(610) 458-8822

Wyndham Garden
815 N Pottstown Pike, Exton, PA 19341
(610) 363-1100

Holiday Inn Express
120 N Pottstown Pike, Exton, PA 19341
(610) 524-9000

Upcoming Events 2015 Pennsylvania CTO Clinic Wednesday, May 27, 2015 to Thursday, May 28, 2015 Chester County Intermediate Unit 455 Boot Road Downingtown, PA 19335 Join us for the first annual Pennsylvania CTO Clinic this May. The event will bring together leaders from around the state and the region to discuss pressing topics in education technology. 2015 Texas CTO Clinic Wednesday, June 17, 2015 - 9:00am to Thursday, June 18, 2015 - 5:00pm DoubleTree by Hilton Hotel Austin 6505 IH-35 North Austin, Texas 78752   2015 Missouri CTO Clinic Thursday, November 5, 2015 - 9:00am to Friday, November 6, 2015 - 5:00pm Ozarks Technical Community College 1001 E Chestnut Expy Springfield, MO 65802 Save the date: Thursday, November 5 - Friday, November 6, 2015! Check back soon for full registration details. View all Events Advertisement CoSN in Photos Most viewed, most relevant Flickr photos by CoSN Web 10 out of 207 on Flickr Twitter Student data should be used to inform and not replace the professional judgment of educators. More data principles: http://t.co/1ggAg6PED1 MT @keithkrueger: Recommendations to accelerate Technology-Enabled Personalized Learning http://t.co/gvCWpLE6v9 @LeadDigitalLeap Great stuff Parents generally feel positive about the increased use of technology in the classroom according to an online survey https://t.co/PVt9QZcvgz About CoSN

CoSN empowers educational leaders to leverage technology to create engaging learning environments and provides the tools essential for their success. 

 

CoSN's work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. CoSN's Certified Education Technology Leader (CETL) program is trademarked.

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Categories: Miscellaneous

The Friday Institute » Technology-Enabled Personalized Learning Summit

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:15
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Visit http://www.ncsu.edu. Quick Links Technology-Enabled Personalized Learning Summit Last year, over 100 education leaders attended the Technology-Enabled Personalized Learning (TEPL) Summit hosted by the Friday Institute for Educational Innovation at NC State University in collaboration with Digital Promise, the Software & Information Industry Association (SIIA), and the Michigan Association of Intermediate School Administrators (MAISA). This convening was unique in that the leaders included similar representation from industry, associations and nonprofits, and university and K-12 educators. Together, they compared experiences, discussed common challenges and barriers, explored case studies, and identified potential solutions and models that all must be addressed collectively to scale the implementation of personalized learning through technology.

Their suggestions are now available in a final report titled Technology-Enabled Personalized Learning Summit: Findings and Recommendations to Accelerate Implementation (PDF).

“As personalized learning has made its way into the classroom, the role of technology continues to play a role in bringing personalized learning to scale,” said Jill Abbott, CEO of Abbott Advisor Group. “We have learned several important elements that make this successful, as well as identifying several pieces that still need to be reconciled. This white paper is the result of bringing together national experts to provide some recommendations and highlight some areas where the education ecosystem can focus and collaboratively resolve.”

Personalized learning is a comprehensive educational approach that puts students at the center and engages students when, where, and how to best meet their unique needs and interests. Summit participants recognize the central human element of teaching and learning and view technology as a teaching force multiplier and a learning accelerator that can enable more efficient and effective use of learning time. “Technology is necessary to personalize learning at scale, and the Summit helped foster public-private partnerships to address technical challenges needed to translate that vision into reality for the success of all students,” said Mark Schneiderman, senior director of education policy for SIIA’s Ed Tech Industry Network.

“The discussions and case studies shared by education leaders emphasized the potential and also the complexities of implementing truly personalized learning. Human capacity is essential, and the technology, data, content, and assessment systems have to work together to support the teaching and learning in an effective way,” shared Mary Ann Wolf, director of digital learning programs at the Friday Institute.

The paper is organized around five themes, with suggested solutions to work toward specific goals: data, content and curriculum, technology architecture, research and development, and human capacity. Outcomes included development of action plans, tangible recommendations, partnerships, and furthering of participants’ knowledge.

“We’re at a great time in education, actually rethinking and re-engineering what’s possible. This document provides a starting point for transforming how we design the future of teaching, learning, and research in education,” said James Basham, associate professor at the University of Kansas.

Participants determined that the major, collective concerns to be addressed are:

  1. The development and adoption of technical standards for tagging content, defining and exchanging data, and easing integration of the myriad components of the TEPL ecosystem needed to support educators, recommendation engines, and related pedagogical research.
  2. Data policies, agreements, and research protocols needed to scale R&D across data silos about what works with which types of students under what conditions.
  3. Redefining educator roles and supporting professional development to ensure that the human capacity needed to shift from a traditional teaching model to a student-centered TEPL model is available.

“Participating in and working with education thought leaders at the Technology-Enabled Personalized Learning Summit at the Friday Institute was a great pleasure. I’m confident that the great insights and specific recommendations from the summit will produce meaningful, learner-centered innovation,” said Steve Nordmark, Chief Academic Officer at Knovation.

“The challenges of personalized learning and balanced technology usage remain front and center for schools and they need solutions.  I’m excited to continue the work to actively seek out solutions,” shared Kathy Walter of Nsmoa. Due to the success of the pilot TEPL Summit, the Friday Institute is pleased to announce that it will be hosting a follow-up summit in late 2015, which will be funded by the Oak Foundation, to continue building on this work.

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Categories: Miscellaneous

Former MCPS Superintendent Starr Lands New Job - Bethesda Beat

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:15
Sections About Us Edit ModuleShow Tags Edit ModuleEdit ModuleShow Tags @media (max-width:800px) { #rad_417928 { display:none !important; } } Edit ModuleShow Tags @media (min-width:768px) { #rad_537096060 { display:none !important; } } Former MCPS Superintendent Starr Lands New Job Joshua Starr has taken a position as the new chief of a professional educators’ association By Andrew Metcalf
Published: 2015.05.19 12:05

Former MCPS superintendent Joshua Starr

via MCPS

The former superintendent of Montgomery County Public Schools is set to become the next CEO of an international association of educators.

PDK International, based in Arlington, announced Tuesday that Joshua Starr will replace William Bushaw, who served as the organization’s CEO for the past 11 years.

The announcement comes about three months after the Montgomery County Board of Education declined to renew Starr’s contract for another four years and the two parted ways. Starr officially resigned Feb. 16 from MCPS. He had served as the leader of the school system since 2011.

PDK, which stands for Phi Delta Kappa, provides learning opportunities, networking and research to education professionals. The organization has recently undertaken an effort to recruit future educators through its “Educators Rising” program, which is scheduled to launch later this year.

“There's a similar desire on the part of the [Board of Directors] that's consistent with my proclivity to be part of the national conversation," Starr said. "I think I can bring my experience in public education and perspective on policy to bear on what do teachers need to be successful and how do you organize systems to do that."

PDK also publishes Kappan, a magazine for educators, and an annual poll in partnership with Gallup about American public opinion on public schools.

Starr, 45, served for six years as superintendent of Stamford Public Schools in Connecticut prior to joining MCPS. Recently, he spoke of his enthusiasm at launching a new phase of his career.

“This will be brand-new work for me,” he said.

While Starr “loved being a school superintendent,” he hasn’t missed the stress generated by the high-pressure job of running a district serving 154,000 students. “I didn’t realize how much being a superintendent took a toll on you,” he said. “It’s been 10 years. I will not be a superintendent again. I knew this [post] would be the last one.”

With reporting by Julie Rasicot

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The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts | LFA: Join The Conversation - Public School Insights

Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:15
Join the conversation

...about what is working in our public schools.

The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts By Ken Kay and Valerie Greenhill on July 1, 2013

By Ken Kay, CEO, and Valerie Greenhill, Chief Learning Officer, EdLeader21

Between the two of us, we have spent decades working on education and public policy. Ken started the CEO Forum on Education Technology in 1996, and we helped found the Partnership for 21st Century Skills in 2002.

Something happened around 2008. School and district leaders started approaching us, asking whether we could help them implement 21st century education strategies. In most cases, these were our closest professional colleagues who were facing huge challenges in the NCLB era to make learning relevant for their students. We felt a great sense of urgency to shift from our focus on public policy to the real challenges of district and school implementation.

In the summer of 2010, we went around the country and interviewed district superintendents about how we could help them with their 21st century education challenges. Collaborating with them, we came up with the idea of creating a profession learning community (PLC) for education leaders committed to building the 4Cs (critical thinking, communication, collaboration and creativity) into their K-12 strategies.

In early 2011, we launched EdLeader21, initially as a group of 30 school district superintendents and their leadership teams. Today EdLeader21 is made up of 125 school districts, independent schools, and educational organizations and networks. In the interim, we finished our book, “The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts.” The book was released last summer by Pearson.

As we go around the country speaking about EdLeader21 and our book, we get asked one question more than any other: “What does a 21st century school or district look like in practice?”

We often answer that question in one of two ways:

  • We show groups the chart below, the “7 Steps for Education Leaders.”

    We developed this chart to help schools and districts understand what deep implementation of 21st century education looks like. The chart makes clear that the 4Cs are not a quick fix. They require a long-term commitment to implementation. We built our book around this 7 Step approach.

  • To simplify the 7 step process, we often highlight 3 keys for 21st century education success. The 3 keys are:
    • Leadership – No 21st century school or district will prevail without a strong leader at the helm. Often the leader is the person who will commence a community dialogue about the need for an updated model of education for the 21st century.

      In Virginia Beach, VA, Jim Merrill led a process of community engagement that led to 1,000 community leaders convening in their convention center to consider and give input on their 21st century education model. In Catalina Foothills School District in Arizona, Mary Kamerzell convened a community advisory board of 50 that spent almost a year developing their district’s approach to 21st century learning.

    • Pedagogy – Ultimately a school or district’s interest in 21st century education hinges on their ability to transform classroom practice. A school or district’s commitment to the 4Cs only makes a difference if students are taught in such a way that they cannot only master content but also improve their critical thinking, problem solving, communication, collaboration, and creativity skills.

      North Salem Central School District in New York has focused its work on improving creative problem solving pedagogy in each of their classrooms. Teachers use at least one creative problem solving performance task in each class each semester. They are given time to collaborate with their peers to develop and refine these performance tacks.

      Many education leaders and teachers have focused on the potential of project-based learning to give students challenges that will help them acquire the 4Cs. The Buck Institute for Education (www.bie.org) has developed a rich array of resources to help educators with project-based learning. In June, BIE released a new book titled “PBL For 21st Century Success,” which helps educators directly link the use of PBL to the 4Cs.

    • Culture – Finally, there is a “secret sauce” to 21st century education that is unmistakable. When you walk into a 21st century school or district you can “feel” the culture of collaboration and continuous improvement. In some schools and districts this can be witnessed in groups of teachers collaborating on how to improve their pedagogy around higher order thinking skills. The Center for Authentic Intellectual Work (www.centerforaiw.com) works with groups of teachers around the country to help them utilize PLCs for improving their pedagogy of critical thinking.

      High Tech High in San Diego attributes their successful collaborative culture, in part, to the use of “protocols.” These protocols define how teachers create “safe” collaborative environments for “constructive feedback” on their classroom practices. They note that the most important part of the protocol are the last five minutes, in which teachers discuss how effective they were in using the protocol and what they could do to improve their use of the protocol the next time.

Conclusion

These examples give you a small sample of the best practices that are part of the 7 Steps process. Happily, there are schools and districts around the country that are busy at work using the 4Cs and 7 Steps to bring 21st century education alive in their schools and districts.

In our view, the true innovators in education are those who are actually in the trenches making 21st century education happen. Policymakers and education reform advocates would be well served to study these practices carefully to ensure that our national and state education policies enable, rather than hinder, the efforts of these education innovators.

We are fortunate to be working with some of the most visionary education leaders in the country in EdLeader21. We’re incredibly fortunate to promote their great work in “The Leader’s Guide to 21st Century Education.”

Link to this story: http://www.learningfirst.org/leader-s-guide-21st-century-education-7-steps-schools-and-districts
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    Categories: Miscellaneous

    Competency-Based Education, Badges, and Professional Development

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 19:09
    by Benjamin Roome (guest blogger) and James Willis 

    *Benjamin Roome, Ph.D., is Chief Product Officer for Badge List and Ethics Consultant at Ethical Resolve

    While competency-based education (CBE) has been around for many years, a number of forces are now advancing CBE to the forefront of the educational reform. Major initiatives include the U.S. Department of Education, the Lumina Foundation, the Bill and Melinda Gates Foundation and many others. This, in turn, is transforming how students, institutions, and employers think about education. Moving away from the traditional metric of “seat time,” proponents of CBE suggest representing learning through the lens of specific competencies. This has re-ignited a debate that has been simmering for decades, which helps highlight one of the many ways digital badges may serve educational reform more broadly.


    Read more »
    Categories: Miscellaneous

    Fun and Free Summer Learning Resources

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 18:02
    To help combat summer learning loss, blogger Matt Davis curated a few fun and free education resources for students and parents to use over summer break.
    Categories: Miscellaneous

    Students, teachers sue for mental health services in Compton, Calif.

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 17:02

    Students and teachers in Compton, Calif. filed a class-action lawsuit against their school district Monday for not addressing issues of childhood trauma they claim are covered under the Americans with Disabilities Act. The suit argues that just as schools are legally required to provide ramps for students in wheelchairs, schools are also legally obligated to […]

    The post Students, teachers sue for mental health services in Compton, Calif. appeared first on The Hechinger Report.

    Categories: Miscellaneous

    Brianna Crowley: Building Connection and Community through Social Media | Connected Learning

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 15:31
    Jump to navigation Brianna Crowley: Building Connection and Community through Social Media

    Personal Story compiled by: Howard Rheingold

    Key Takeaways

    • Before you teach something, ask the students what they know about it.
    • Teach students how to use tools for expressing themselves and sharing their expressions at the beginning of a course so that they have more of a sense of agency in their learning from the start.
    • Don't assume that connectedness is automatically exciting or engaging to students. It can be just as scary for students to feel connected and to put their work out in the public as it does for adults who are not as open to technology. “In fact, for students, their technology is so connected to their identity that if you were trying to connect high school students in your classroom with learning through social media tools, you're going to run up against all kinds of resistance that has nothing to do with the tool itself or the purpose that you're using it. It's going to be about their identity connected to that tool. So are they people who see themselves as Twitter-ers? Do they see themselves as ‘No, I'm a subculture that rejects that because that's what the minority of cool kids are doing and I don't want to do that.’ It's a real cultural thing for them and it's very connected to their search for identity and for their definition of themselves. So I've learned that and I have also advised my colleagues not to push it on them. I think it needs to be a choice and that's why I created my Twitter account to be a classroom account. So it's a totally safe place . . . their identity isn't connected unless they want it to be. So if they want to tweet out . . . it doesn't have to be under their own handle, it doesn't have to interact with their friends’ feeds. But they can still be using the tool and it's always a choice for them. It is never forced. I see so many people tweeting out about blogging and about Twitter and they're like ‘If you just introduce this to your kids, they're going to run with it and it's going to be so exciting.’ That is just not the story. It's so much more complex than that and I think we're doing ourselves a disservice when we give that message to teachers who are trying it. Because they'll become quickly disillusioned and they might actually do some harmful things with technology with their kids if they're not thoughtful about it and ask ‘What's really going on here?’”
    • “Despite all of what I just said, connectedness through social media is really important and we need to be doing it more. I think we need to view connectedness as a way to also bring our communities in. Our family communities, our local communities, our local business communities. We can't just view connectedness as students to the world or students to other students or students to teachers. It really has to be also about connecting our students to their local communities and social media can be a powerful way to do that. Despite its complexity and at times, difficulty, it's so important and we should be doing it more.”

    Pennsylvania high school English teacher Brianna Crowley’s path to becoming a connected educator started with a search for connection: “About five years ago, I started feeling restless. I felt as if there were educators in my building I would have loved to network, talk, and collaborate with, but we didn’t have time in our days to do it. I wanted to learn more and have more conversations, to be pushed to be a little more innovative, to have people hear my ideas and either validate them or improve them. So I started looking online, finding blogs and the people behind them. Through Bill Ferriter's blog I found the Center for Teaching Quality." That led to the Teacher Leader's Network, an online forum, now The Center for Teaching Quality Collaboratory. Then Crowley started exploring Facebook, and eventually, Twitter. Crowley realized, then blogged about how becoming a connected educator saved her teaching career.

    “I got on Twitter in 2012. At first, I saw Twitter as less advantageous than Facebook. I really didn’t get it. But when I watched people live-tweet during a conference, it was almost like looking around the room and seeing little thought bubbles pop up as the speaker was speaking. I could be in conversation with all these people in addition to being in this passive learning experience with this speaker. That’s what hooked me. I began to see how educators were connecting through hashtags and sharing out resources. Since then, it’s been a matter of learning how to use those networks more deeply.” There are too many networks to use them all, Crowley discovered: “Some other people find that their Google+ communities are powerful and I had to recognize that I don’t have time in my day to visit every platform. So I’ve learned to recognize where I’m getting the most learning, challenge and growth…then be open to that changing. In two years, it might be something different, so I’m always checking how I’m interacting and how my communities are building.”

    Crowley participates in Twitter chats, but none on a regular basis. “One that I like to pop in and out of that I find really helpful is #aplitchat. It’s small enough that I feel that I’m actually having conversations with individuals, but it’s large enough that I do feel a diversity of voices.” As an English teacher, Crowley also drops into #engchat, and like many others, checks out #edtech sometimes. Mostly, she follows people rather than hashtags, using hashtags to aggregate her own information about which people to follow, which other forums to check out. She also discovers communities that expand her horizons, such as #educolor – a discussion led by teachers of color who talk about how privilege affects education and how to support teachers of color: “I get a unique perspective on trending topics or news stories that I would not have had access to if I wasn’t connected with these people on Twitter.”

    As a cultivator and tuner of her personal learning network, Crowley uses Twitter lists: “For instance, if I was going to try to run a blogging challenge for Pennsylvania teachers, I wanted to instantly have a curated list of Pennsylvania teachers I could contact. So any time I connect with a Pennsylvania teacher, I put them on that list. If I encounter an issue or topic local to our state or region, I know who to turn to.” Crowley also maintains a list of media outlets. Right now, she participates in the Center for Teaching Quality. “One of my biggest goals is to help teachers tell their stories directly to media instead of having non-teachers speak for us in the media.” So she maintains a list of Pennsylvania and national media. “If I want to elevate somebody's story or if I think there’s an issue that the media should be reporting on but don’t seem to know about, then I know who to tweet out to.”

    Crowley teaches English in a public high school in Hershey, Pennsylvania, a small suburban school. She teaches the highest achievement track – honors – and also teaches the track where students are struggling and aren’t on track for college: “But I try to get them there before their senior year.” Crowley has a hybrid role – part of her job is as instructional technology coach, helping colleagues integrate technology into their classroom and their instruction.

    I asked Crowley specifically about what she had learned from her personal learning network (PLN). “One huge way my PLN as influenced my classroom is the culture that I’ve created. I think it's very different than the culture I used to create. Every year, I try to make my classroom more and more constructivist, meaning for instance, when I plan a lesson, my very first step is always to ask my students what they already know about that and what they can teach me about that, before I assume to know what they need to learn. That was very different than my first three years. My first three years, it was all about Google +, how perfectly I could plan the lesson. ‘Here's the standard, here's what I want them to do.’ So I backtrack that, break it into bite-size pieces, slap some engagement strategies in there and then I execute. Obviously that's a traditional model. I assume that I have the knowledge to impart to them. To some degree, I do. I have expertise and knowledge that they don't yet have. But at the same time, if I involve them in that process from the beginning, not only will I be a better instructor. But I will model my classroom . . . you can actually see it behind me here. I have this poster that says "In this classroom, everyone is a teacher and everyone is a student." Although I intellectually believed that for a long time, it takes years and years to understand what that does to your practice. I think my PLN has really helped me change that and shift that lens.” And of course Crowley shares what she learns through her own blog.

    “Another aspect of classroom culture that I think has changed is that I tend to value the whole child a lot more now...I think that I've learned to make my classroom a place where my students, above all, feel safe. Above all, feel like their voice matters. Above all, feel like they can make mistakes. Above all, feel like I care about them and their lives outside of school.” For example, after returning from Winter break, Crowley adopted a project she found through her PLN – “one little word" derived from a hashtag, a word to remember during the year and guide their writing and learning, a word to “own and live with”. It was a way for students to practice setting an intention and recognizing that goal setting isn’t just about becoming a better writer. “It’s about whatever you as a person want to be involved in. I had them share their reactions with each other. It had little to do with my curriculum, but it had everything to do with us as people in that room together.”

    Crowley’s classes extend their learning beyond the classroom to Instagram, Facebook, Google+, and Twitter. “I have hopes that more parents will engage with us on these feeds next year--they are all linked, so content will be repeated across platforms.” Students use social media in their learning as actively as their teacher. First year students’ argument blogs were responded to by students in Texas. Juniors blogged “This I Believe” essays. After a visit from Dean Shareski, students overlaid six word stories over pictures that symbolized it. It was about visual symbolism and juxtaposing images and words, but “it was also a way for us to get to know each other and to share our stories in a way that matters and immediately have a voice.”

    Crowley curates a Pinterest board where “whenever I find a compelling image, I’ll post it there. For instance, a month or two ago, there was a picture of a tree with a truck sitting way up in the branches, so I just said ‘Tell the story’ of this picture in five minutes.” We were all amazed by the different directions the students’ stories went. We recognized how different we all are and how looking at the same picture we came up with such different things in the same amount of time.”

    Images provided by: Brianna Crowley

    Brianna Crowley Harrisburg, PA, United States Brianna Crowley, an English/Language Arts Teacher at Hershey High School in Harrisburg, PA, describers herself as a "Teacherpreneur," Collaborator, and Action-Taker. Peer-supported Shared purpose Social Connection Personal Stories

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    Categories: Miscellaneous

    Welcome to Tomatosphere! | Tomatosphere

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 15:30
    Welcome to Tomatosphere™!

    Over the past 13 years, Tomatosphere™ has evolved into a regular component of the science curriculum engaging well over 3 million students across Canada and the United States. In 2014, over 17,800 classes participated in the award-winning program.

    The Tomatosphere™ consortium also welcomed two new partners this year who will now be leading the operations of the program: Let's Talk Science (Canada) and First the Seed Foundation (United States).

    What is Tomatosphere™?

    Tomatosphere™ uses the excitement of space exploration to teach the skills and processes of scientific experimentation and inquiry. Students investigate the effects of the space environment on the growth of food that will inevitably support long-term human space travel.

    Pictured above is NASA Astronaut Scott Kelly with 600,000 Tomatosphere™ seeds. These space-faring seeds will be distributed to about 18,000 classes in Canada and the US during the 2015-16 school year. The seeds were launched to the International Space Station (ISS) on board SpaceX’s Dragon on April 14, 2015 and will return to Earth after spending 5 weeks in space.

    What does the program involve?

    Each classroom is sent two packages of tomato seeds. One package contains seeds that have been sent into space or treated in space-simulated conditions. The other package will contain "control" seeds, which have not been in space. Through the Tomatosphere™ project, students will learn how to conduct a scientific experiment and compare the germination rates of the two groups of seeds. Tomatosphere™ relies on a "blind test" in which educators and students will not know which of the two packages are the "space" seeds and which are control seeds until the germination process is complete and results have been submitted.

    Watching these seeds germinate and grow will encourage classroom dialogue about the elements of life that support the requirements for space missions:- food, water, oxygen and the need to consume carbon dioxide exhaled by astronauts. Traveling to and from Mars could take more than two years, therefore it is vital to know how to grow food while astronauts make the journey to the Red Planet, spend time on Mars and make the return journey back to Earth.

    The results from your Tomatosphere™ science experiments will help Canadian scientists understand some of the issues related to long-term space travel. It’s an out-of-this-world opportunity for your students!

    Why grow tomatoes in space?

    Tomatoes are practical and valuable plants for space applications. They provide wholesome nourishment, as well as purified water through evaporation from their leaves.

    Program Support & Educator Resources

    While you’re implementing Tomatosphere™ in your classroom, numerous support resources are available for you to use while connecting the program to the curriculum. You and your students will not be disappointed in being part of a real world science project that provides assistance that can be used for future space travel. Through Tomatosphere™, you can engage today’s students and tomorrow’s plant specialists, space scientists and Mars explorers! The technical support staff and even the astronauts for future space travel may be in your classroom right now – let’s spark the inspiration together!

    For additional program support, contact educators@tomatosphere.org (Canada) or projectmanager@tomatosphere.org (United States).

    Tomatosphere is sponsored by Let's Talk Science, the Canadian Space Agency, Heinz Canada Ltd, HeinzSeed, Stokes Seeds, the University of Guelph, and First the Seed Foundation.


    Tomatosphere wins coveted Alouette Award


    Tomatosphere wins NSERC Award

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    Categories: Miscellaneous

    Here's Which Humanities Major Makes the Most Money After College - Mic

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 15:15
    News Policy World Identities Connections Tech Science Arts Music Most Viewed Today in Kevin O'Leary of 'Shark Tank' Is Making All His Money Off Companies With Women CEOs After the IRS Took $107K From This Business Owner's Bank Account, He Fought Back — And Won One Tweet Shows the Hypocrisy of How the Police Treat White Criminals Wild Gunfight in Waco Between Rival Biker Gangs Leaves 9 Dead Elizabeth Warren Says Obama Has "Broken Promises" to U.S. Workers Obama Just Announced a Huge Step to End Police Militarization Bernie Sanders Wants to Make College Free for Every American Watch Mitt Romney and Evander Holyfield Duke It Out in the Strangest Boxing Match Ever Ireland Could Be the First Nation to Legalize Same-Sex Marriage by Popular Vote ISIS Just Took Over Yet Another Major Iraqi City Teens in China Found a Brand-New Way to Take Selfies Vienna Traffic Signs Are Lighting Up with Gay and Lesbian Couples Backlash Hits Cannes Film Fest As Women Reportedly Turned Away for Wearing Flats Gorgeous Illustrations Show the Black, Queer Children's Book Hero America Needs Right Now What the Kardashians Can Teach Us About Understanding a Trans Family Member What the Response to Waco Says About How We Treat White vs. Black Criminals The "Bachelorette" Premiere Was Everything Bad About Dating Wrapped in One Sexist Package This Is What You're Missing Out On When Using an E-Reader Instead of a Real Book 9 Things Ninth Graders (And All of Us) Really Want to Know About Sex One Woman's Hilarious Instagram Proves How Awesome It Can Be to Date Yourself 30 Years Ago, Here's What People Really Thought of Mobile Technology Meet the Teens Who Get Off on Being Eaten Alive Inside the Underground Market Where Bodybuilders Find Dangerous, Illegal Steroids Researchers Are Using Your Photos to Create Mesmerizing Time-Lapses of History in Progress It May Be Right About Time for a Massive Solar Storm To Hit Earth Scientists May Have Figured Out Why It's So Hard to Get Out of Bed in the Morning A UC Santa Cruz Professor May Have Actually Developed an HIV Vaccine 9 Stunning Comparisons Show How Massive the Universe Really Is In One Tweet, This Politician Summed Up What Everyone Is Thinking About 'Game of Thrones' Stephen Colbert Just Gave Some Amazing Advice to Graduates in His Commencement Speech You Can Watch (Almost) Every Episode of 'Whose Line Is It Anyway?' Online Right Now HBO's Deeply Feminist 'Bessie' Tells a Period Story That's Just as Relevant Today Eddie Vedder Just Said Goodbye to David Letterman With One of Pearl Jam’s Greatest Songs Jazmine Sullivan Is the Body-Positive Voice R&B Needs Beyoncé and Nicki Minaj Just Dropped a New Music Video on Tidal Fifth Harmony Are the Spice Girls of the 21st Century — And It's Time We Recognize Them Policy Arts World Sports Music Identities News Most Viewed Today in A New Study Shows How Hard It Is to Get a Job, While Republicans Miss the Point Entirely Obama Just Did Something About Climate Change That No President Before Him Has Done In One Quote, Elizabeth Warren Perfectly Sums Up Why We Need More Women in Politics Scott Brown Has a New Ad About the Islamic State, and It's Mind-Numbingly Idiotic 11 Modern Movie Scenes That Get Sex Awkwardly Right It's Official: Colin Farrell and Vince Vaughn Will Star in ‘True Detective’ Season 2 The 20 Best 'Gilmore Girls' Episodes To Watch When They Arrive On Netflix An Artist Combined Magazine Covers With Classic Art With Fantastic Results There's One Simple Thing That Marie Claire's Editor-In-Chief Says Creates Success 9 Innovative Ways to Streamline Email Into Your Workday One Woman's Mastectomy Becomes Her Inspiration to Create the Perfect Nipple There's a Huge Shift In the Way Companies Need to Think About Accountability India Just Went to Mars The CDC's Latest Ebola Update Is Absolutely Terrifying This Syrian Man Is Livetweeting the U.S. Strikes Against the Islamic State The U.S. Just Started Bombing Islamic State Targets in Syria Keith Olbermann Goes Scorched Earth on Derek Jeter's Deification in Epic Rant Metta World Peace Will Now Wear Actual Pandas on the Court Baseball Player Who Played Over 1,000 Games In the Minors Finally Gets First MLB Hit DeSean Jackson's Return to Philly Was Just as Insane as You'd Expect Your Favorite Bands’ Best Performance Might Be the One You’ve Never Seen... Until Now Kendrick Lamar Just Released His First Single in Two Years, and It's Incredible 7 Times Miley Cyrus Actually Had a Really Good Point Apple Is Reportedly Shutting Down Beats Music After Buying It for $3 Billion University of Chicago Students Take Matters Into Their Own Hands With Online 'Rapist List' An 11-Year-Old Ferguson Boy's Remarks Just Left Politicians Everywhere Speechless NBC Just Made an Awesome Casting Choice (And Hollywood Should Pay Attention) 10 Empowering Bisexual Confessions Highlight the Benefits of Finally Coming Out Hipster Pants Are Way Too Tight for the New iPhone That 'Faux Fur' Kohl's Has Been Selling Comes From Real, Adorable Animals These Brilliant Teen Girls Just Helped Solve World Hunger at a Science Fair A Waitress Trolled Rush Limbaugh in the Most Brilliant Way Possible Image Credit: Getty Images Here's Which Humanities Major Makes the Most Money After College By Zeeshan Aleem May 12, 2015 Like Mic on Facebook:

    As the class of 2015 collects their diplomas and dives into the job market, all their assumptions about the worth of their degrees will be put to the test. 

    Engineering majors will emerge confident in the value of their technical skills. English majors, of course, will skew a bit more sheepish after years of hearing from family and friends that their degrees aren't practical in the modern economy. What can somebody expect to earn after years of critiquing early 20th century modernist poets, anyway? 

    This isn't the impenetrable mystery it's often made out to be. According to a report from Georgetown University's Center on Education and the Workforce, median earnings for English majors between the age of 25 and 59 is $53,000. That's $17,000 more a year than having only a high school degree, and $8,000 less than the average across all college degrees. English majors — the most common among the humanities — don't rank highest of the bunch, but they're not at the bottom either.

    Here's how they and other oft-criticized humanities majors stack up compared to each other and against those self-assured engineers:

    History is the most lucrative humanity. Among people who graduate with humanities and liberal arts degrees, history majors fare best, with median wages of $54,000 annually. Theology majors rank lowest, at just $43,000 a year. Philosophers take in $51,000 annually, as do area specialists like Latin American studies majors (although it should be noted their degrees are typically multidisciplinary, and thus tend to include social science courses). Take a look at this chart from Georgetown's report to see all all of the humanities:

    Source: Georgetown University Center on Education and the Workforce analysis

    Grad school is a big boost: About 45% of humanities and liberal arts majors go on to earn a graduate degree — more than the average college graduate — which means significantly higher earnings for those who do.  

    Among graduate degree holders, history majors again perform the best. Their median wage is $80,000 a year — the only humanity that makes more than the average graduate degree holder. Area studies move up in the pack, coming in second with $77,000 a year. Philosophy majors earn $68,000. People who major in theology and religious vocations again bring up the rear, with $51,000 a year:

    Source: Georgetown University Center on Education and the Workforce analysis

    Humanities majors are not generally high earners: So how do those daring humanities majors compare in the job market to peers in other fields? They're a long way from the top, but still not at the bottom. 

    Architecture and engineering majors are the king of the mountain, with $83,000 median earnings. Below them are computers, statistics and mathematics-related majors ($76,000), business majors ($65,000) and health-related majors ($65,000).

    Median wages for humanities and liberals arts majors collectively come in at $52,000 a year. Among those below them are majors in the arts ($49,000), psychology and social work ($47,000) and education ($45,000). Take a look at all the groupings of majors below:

    Source: Georgetown University Center on Education and the Workforce analysis

    Beyond median earnings: The report also provides "what the middle half of college graduates are likely to earn (i.e., the range from the 25th to 75th percentiles)." These findings serve as a reminder that higher performers in any field tend to exceed the worst performers in more conventionally lucrative ones.

    For example, humanities and liberal arts majors at the 75th percentile earn more than the median wage earner of every field except architecture and engineering majors. And the median earnings in every major are higher than those for the 25th percentile of business majors:

    Source: Georgetown University Center on Education and the Workforce analysis

    College majors can be useful predictors of earnings, but they're far from destiny. The specific industry that someone enters combines with their ability and effort, personal connections, the economy's health, graduate-level study and countless other factors that can dramatically reshape how much cash people are bringing home at the end of the day. 

    Rather than dismiss a line of study as pure fancy, it's better to take a look at actual outcomes, and then make an informed decision based on what matters most to you.

    Like us on Facebook: Zeeshan Aleem Zeeshan is a Politics staff writer at Mic. He has experience at The Huffington Post, Politico, The Atlantic Wire, and BBC News. He was educated at the Sidwell Friends School, Oxford University, George Washington, and the University of Chicago. Follow @zeeshanaleem .sponsor-greybar, .sponsor-bottom { background-color: #EBEBEB; padding: 10px; margin-bottom: 10px; display: table; width: 100%; line-height: 20px; } .sponsor-left { text-align: center; color: #ABABAB; font-size: 11px; font-weight: 600; width: 160px; float: left; border-right: 1px solid #CFCFCF; } .sponsor-left img { max-height: 30px; } .sponsor-right { display: table-cell; text-align: left; vertical-align: middle; font-size: 10pt; width: 100%; padding: 0 10px; color: #4f4f4f; } .sponsor-bottom a, .sponsor-greybar a { color: #43C5F9 !important; } .sponsor-white-background { background: white; } Company Platform Newsletter

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    Categories: Miscellaneous

    Birmingham teacher Rick Joseph is tops in Michigan

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 15:15
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    Rick Joseph is Michigan Teacher of the Year

    In a surprise announcement Thursday, Rick Joseph - a language arts and social studies teacher at Birmingham Covington School - was named Michigan Teacher of the Year. Lori Higgins Detroit Free Press

    By Lori Higgins, Detroit Free Press 8:46 p.m. EDT May 14, 2015 Buy Photo

    Birmingham Covington School Teacher Rick Joseph (left) reacts after being named this year's Michigan Teacher of the Year in a surprise announcement in the school's gym by State Superintendent Mike Flanagan on Thursday May 14, 2015 at the Bloomfield Township school. (Photo: Ryan Garza, Detroit Free Press)Buy Photo

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    It was right at that moment, when State Superintendent Mike Flanagan told the audience he had a surprise, that Rick Joseph knew.

    He was about to go from being a finalist to the actual winner of the annual Michigan Teacher of the Year award. It's the state's highest honor, given to teachers who demonstrate excellence. And when it happened, he hugged a colleague, then rushed to the front of the gymnasium, high-fiving a few people along the way as the crowd roared.

    But when he got behind the podium at Birmingham Covington School in Bloomfield Township, Joseph didn't bask in the glory of the big announcement. He shared it with the colleagues with whom he works the closest - calling them each to the stage to stand beside him.

    "There is no "I" in team and at this school we're all about team and we're all about working together and collaborating," Joseph told the hundreds of students, staff and visitors who were gathered.

    Most of them

    thought they were there for a special visit from Flanagan, who was supposed to be recognizing the school for being named one of the 50 best in the nation and for being academically ranked in the top five percent of schools in the state.

    His students say Joseph was an easy choice.

    "He likes to try new things," said Ellie Deighan, 10. "He teaches us in lots of different and creative ways."

    "He's really fun," said Niyathi Reddy, 11. "I feel lucky to be in his class."

    Joseph teaches language arts and social studies to fifth and sixth graders at Birmingham Covington. He was one of 487 initial applicants for the recognition. Michigan has more than 100,000 teachers.

    "I don't think there is any other profession where you can make such a profound impact on our country or in this case the state of Michigan," Flanagan said in announcing Joseph. "Teachers influence the future forever. Every person in this room has been influenced by at least one teacher."

    Buy Photo

    Birmingham Covington School teacher Rick Joseph high fives his students. (Photo: Ryan Garza, Detroit Free Press)

    Joseph said later that the announcement had him feeling gratitude and appreciation "for the opportunity to be here, to be a teacher and to serve other people because really, that's what we do. We serve and we support and we help and we nurture and we guide and we teach."

    Joseph will be a voice for teachers for the next year. He'll sit at the table for monthly State Board of Education meetings, participating in discussions and delivering a monthly report. He'll receive a $1,000 check from MEEMIC Insurance Co., the corporate sponsor of the teacher of the year program. The company will also cover his travel for the year.

    Last year's teacher of the year was Melody Arabo, who was a third-grade teacher at Keith Elementary School in Walled Lake Consolidated Schools. She is now an instructional coach.

    Many had high praise for Joseph.

    "Rick's passion lies in ensuring that students develop the types of skills that will allow them to function in our global world and he teaches through a social justice lens," Birmingham Public Schools Superintendent Daniel Nerad said in a news release.

    Joseph's students knew he was a finalist for the award. And they were pulling strongly for him.

    ""I thought, 'we're going to beat all those other people.' And we beat them all," Niyathi Reddy said.

    Joseph, after all, "let's us do stuff that other teachers don't."

    Buy Photo

    Birmingham Covington School teacher Rick Joseph (center) laughs as State Superintendent Mike Flanagan (right) talks about him after Joseph was named this year's Michigan Teacher of the Year. (Photo: Ryan Garza, Detroit Free Press)

    "There was this one point in the year where we all had yoga balls instead of chairs," she said. "And he lets us chew gum because he says it lets us focus more."

    Joseph said he's been inspired by his family. One sister is a special education teacher; another is a school paraprofessional.

    "I come from a family of seven children and I'm the youngest. I had a lot of role models growing up ... who took care of me and nurtured me and guided me and showed me the way to relate to other people and help other people."

    Initially, though, Joseph wanted to go to law school. But at the end of his college career, he changed his mind. That was partially fueled by his interest in playing a role in eliminating the achievement gap that exists between minority students and white students.

    "It's always about the students and the people. Teaching is a relationship-based experience and no matter how challenging times are and no matter how difficult things may be, we fundamentally as teachers care about our students and we care about teaching our students, leading our students and guiding our students."

    As he spoke to the audience today, he was surrounded by many in his family, including his wife Mary Beth Seefelt, sons Zack, 15, and Nick, 13.

    Joseph may be distinctive for his teaching, but he's also distinctive these days for the handlebar-like mustache that graces his face. It's not his usual look.

    "I grew the mustache for Movember," he explained, referring to the annual event in November in which some men grow mustaches to raise awareness of men's health issues.

    He kept it as part of a fundraiser, inspired by a colleague who died earlier this year. Students raised money for Race for the Cure, and of those who donated, a name was pulled out of a hat. That student will soon get to shave off his mustache.

    "I've never had a mustache this long in my life," Joseph said.

    Other finalists for the award:

    • Michael Craig, special education and agriculture teacher, Charles R. Drew Transition Center, Detroit Public Schools

    • Emily Pohlonski, science teacher, Novi High School, Novi Community Schools

    • David Stuart, history and English teacher, Cedar Springs High School, Cedar Springs Public Schools

    • Luke Wilcox, math teacher, East Kentwood High School, Kentwood Public Schools
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    Contact Lori Higgins: 313-222-6651, lhiggins@freepress.com or @LoriAHiggins

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    Categories: Miscellaneous

    2015-16 MACUL Grants Information

    Education (Spigot Aggregator) - Tue, 05/19/2015 - 15:15
    Events Calendar| MACUL Journal| MACUL News Resources Special Interest Groups Grants & Awards MI Learning Other Events Conferences About MACUL Job PostingsOther ResourcesProfessional Development ResourcesOnline LearningGrant Information SIGEE-Elementary EducationSIGCS-Computer ScienceSIGMM-Multi-MediaSIGLIB-Media SpecialistsSIGPL-Professional LearningSIGTC-Technology CoordinatorsSIGSPED-Special EducationSIGOL-Online LearningSIGTECH-TechniciansSIGWEB-WebmastersSIGs Directory 2015-16 MACUL Grants InformationMaking IT Happen AwardPresident's AwardMACUL Award Winners Microsoft in Education SymposiumMichigan Digital Learning ConferenceUpper Peninsula MACUL ConferenceMACUL Supported eventsMobile Learning ConferenceISTE 2015 2015 MACUL Conference Contact UsMACUL Board MembersAffiliations & LinksCopyright & Privacy StatementCorporate Advisory CouncilMACUL StaffMembership Brochure Grants & Awards MACUL Home Grants & Awards 2015-16 MACUL Grants Information Making IT Happen Award President's Award MACUL Award Winners

    2015-16 Grant Application

    2015-16 Grant Worksheets

    2015-16 Grant Rubric

    2015-16 MACUL Grants Information Conferences Membership 2015 MACUL Conference Top 6 Reasons to Join Benefits Member Links & Resources Member Login No Dues Membership Overview of the MACUL Grant Program - 2015-2016 Each project should focus on an instructional use of the computer or related equipment, which has the potential of being replicated in other educational settings.

    Click here for the presentation given at MACUL 2015 on writing an effective grant application.

    Purpose

    To encourage and support members interested in promoting effective instructional uses of the computer or related-equipment.

    Grant Goal

    Each project should focus on an instructional use of the computer or related equipment, which has the potential of being replicated in other educational settings.

    Deadline

    Noon on May 15, 2015 - Applications must be submitted online by 12:00 pm.

    Extended till May 22, 12:00 pm!

    Details

    Grant Limit per Application: $1,500.

    Eligible Applicants: MACUL members who are classroom teachers, coordinators, administrators, media specialists, or higher education faculty or staff. MACUL Grant recipients from the last two years are ineligible to apply. Current Board and SIG officers and MACUL Board members from the past year are not eligible.

    Requirements for Acceptance of Grant Funds:

    1. Complete a MACUL-Grant Project Summary Form and Budget Report,

    2. Carry out plan for sharing the project with other educators and MACUL members,

    3. Either present a one hour session at the MACUL Conference or submit a resource to MI Learning on iTunesU following the established submission process.

    Length: The recommended overall length of a MACUL Grant is 2000-2500 words.

    GENERAL GRANT WRITING TIPS

    When writing a grant, think about the following:

    1. What do you want the target audience to do, to learn, to experience, to know at the end of the project?

    2. Who is the target audience?

    3. Did you include all the information in the appropriate categories?

    4. Does the reader know exactly what the project is, how the project is to be conducted, what the participants will accomplish, and how you are going to evaluate the project for success?

    5. Is there an expression of a bias or personal opinion? The reader may not agree with you and deduct points.

    6. Write a grant that describes a project that you want to do whether you get the grant or not. Have every detail planned out. If you are unsure of how the project will work, the reader will be unsure as well.

    7. Grants can be obtained to purchase computers for specialized projects or applications. Rather than developing proposals to equip a school with computers, seek to build computer purchases into budgets of larger projects whenever possible.

    8. Write the grant proposal in Word or other word processing software and cut and paste the proposal into the online application . This will enable you to review, edit and save your proposal. Also check your word count to see if your proposal falls within the recommended length.

    BUDGET FOR THE MACUL GRANT PROGRAM

    Description: The budget provides cost information (both requested funds and funds that are being provided by the district) related to the project.

    Tips for writing the Project Budget:

    • Equipment and materials you are requesting must be in alignment with the rest of the grant proposal.

    • Equipment and software should be related to the instructional use of technology. Equipment and materials you are requesting must be in alignment with the rest of the grant proposal; remember that this is essentially a technology & instruction grant.

    • Use the best, currently available prices in the budget, including, the REMC $ave Bid project at www.remcbid.org

    • Include in-kind contributions as well as costs for items being requested in the budget.

    • Do not request more than the maximum limit for the grant.

    • Add explanations if you feel they are important.

    • Itemize all costs; don't lump things together.

    • Remember, the committee may award partial funding of a grant--so be prepared to negotiate.

    PROJECT NARRATIVE FOR THE MACUL GRANT PROGRAM

    Description: The Project Narrative is simply a brief description or overview of what you plan to do-it is almost a summary or abstract of your proposal.

    Tips for writing the project narrative:

    • You may want to write the Project Narrative last so that you are sure that it accurately describes what you plan to do and is clearly aligned with the rest of the proposal.

    PROJECT NEED FOR THE MACUL GRANT PROGRAM

    Description: The Project Need illustrates the need for the project.

    Tips for writing the Project Need:

    • Give a good explanation of why you feel your request is important.

    • Describe the problem and how your project will solve the problem.

    • Show that there is a legitimate need for your request.

    • Provide evidence/data to support the stated need (questionnaires, surveys, teacher requests, test results)

    • Show how your project will help improve the educational process.

    • Explain why the school district or school cannot support your program.

    PROJECT PLAN FOR THE MACUL GRANT PROGRAM

    Description: The Project Plan consists of a description of the

    1. goal

    2. objectives

    3. activities

    4. equipment and materials

    5. timeline:

    Tips for writing the project plan:

    1. Project Goal

    The purpose of the goal is to:

    • provide the framework for the project

    • help MACUL decide if they want to be a part of the project

    • provide a basis for the recruitment of financial resources for the project

    The project goal(s):

    • should be a general statement(s) of anticipated outcomes

    • should reflect the general aim or purpose of the project

    • should be aligned with the project need

    2. Project Objectives

    The purpose of objectives is to:

    • provide a basis for meaningful evaluation

    • provide direction for people involved

    Objectives:

    • are specific statements of anticipated outcomes

    • are measurable and related directly evaluation

    • should clearly identify the desired results

    • should be concrete/precise/prioritized

    • should be based on identified needs

    • should be realistic

    3. Project Activities

    Activities:

    • relate specifically with stated objectives

    • should be clearly described

    • should have stated reasons for selection

    • must be reasonable in scope so that they can be conducted within the time constraints and resources of the program

    4. Project Equipment and Materials

    Be sure to:

    • indicate the equipment and/or materials to be used in the instructional process

    • include the equipment and/or materials that will be used in the budget

    • mention the equipment and/or materials used in specific activities

    5. Timeline

    2015-2016

    March 20, 2015 MACUL Grant information, application, evaluation rubric, and tips for writing a MACUL Grant proposal available online.

    May 15, 2015 Applications must be submitted online by noon.

    May-June 2015 Readers evaluate and score MACUL Grant proposals.

    June 2015 Board approves MACUL Grant winners.

    June 2015 MACUL Grant winners are notified

    September 2015-July 2016 Grant recipients conduct activities specified in proposals.

    August  31, 2016 Final documentation due from grant recipients.

    Be sure to:

    • outline specific dates and times event(s) will be taking place

    • describe how long it will take to accomplish each activity/event

    • describe the feasibility of accomplishing the timeline

    • note where the evaluation process falls in the timeline

    • include all activities, evaluation, sharing with MACUL members and other educators

    PLAN FOR SHARING FOR THE MACUL GRANT PROGRAM

    A grant winner has a choice to either do a one hour session at the MACUL Conference or submit a resource to iTunesU following the established submission process

    • Presentation choice: pay only primary speaker fee at the conference where you presented; registration will be covered;

    • Resource choice: pay only primary speaker fee at the next conference after the resource was submitted; registration will be covered.


    Before Submitting Your Proposal

    Check to make sure that you have included your plans to present your project at the conference or submit an MI Learning resource.

    Tips for writing the Plan for Sharing:

    • Describe how the project will be shared with other educators, the district, the community, the ISD or other appropriate group.

    • Be specific about your plan for sharing.

    • Don't use words like "could" or "might".

    • Be definite about how you will disseminate the information.

    EVALUATION PLAN FOR THE MACUL GRANT PROGRAM

    Description: In this part of the plan applicants should describe their plan to evaluate the effectiveness of the project. The plan should include the anticipated impact on targeted group.

    Tips for writing the Project Evaluation Plan:

    • Know what and how you are going to evaluate.

    • Have an evaluation form already developed.

    • Describe how the success of the project will be evaluated.

    • Make sure that the evaluation process is in alignment with the rest of the plan and activities.

    BEFORE SUBMITTING YOUR PROPOSAL:
    • Check to make sure that the proposal does not mention a specific teacher, school district, school building or geographic reference.

    • Check to make sure that you have included your plans to present your project at the conference or submit a resource to iTunesU.

    • Make sure that you are a current MACUL member.

    • Make sure that you have not received MACUL Grant funding within the last two years.

    Contact the MACUL office at 517.882.1403 if you have questions regarding your eligibility.

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    Categories: Miscellaneous
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