High poverty. High performing. These are two phrases that describe Hattie Watts Elementary today — but it wasn’t always that way writes Niki P Fryou.
When I became assistant principal in 2006, there were large gaps between the performance of our white students and our black students and economically-disadvantaged students. One reason was a persistent lack of belief in our students. When someone would say our students should be performing at higher levels, some community members, faculty members and even parents would say: “We’re not an affluent community, like so-and-so. Our kids face real challenges at home and at school. They can’t be expected to achieve at the same level as those kids.”
To dispel this negative stereotyping, our leadership team and faculty told our school community it didn’t matter if our students came from an impoverished or affluent community. If you show children you believe in them, they can and will achieve. When I became principal the following year, I set out to instill that belief schoolwide. As a result, we’ve made significant progress and continue to earn accolades today. Read the Article
To explore ideas, TED, WNET, PBS and the Corporation for Public Broadcasting have teamed up for a brand-new one-hour special, shown on US television. TED Talks Education is an exhilarating night of talks hosted by John Legend. Check it out online. One hour if viewing over the holidays
As the education world embrases technology it is always good to see how others are doing it. I promise if you can get by the ad on this blog
video from Texas TV channel KXAN it almost feels like home. I also am impressed how the reporter did really describe theeducational purpose “Beyond just fun” in the report. They make good discussion about parent concerns. A good view really. Go to the report
The Social Atlas map series are based on the 2011 Census first and second data releases. The map series is based on the Social Atlas product the Australian Bureau of Statistics (ABS) released in 2006. An interesting read nonetheless but what a great resource to use with students. See the maps
With schools making their own choices around many things concerning ICT it is possibly a good time to highlight that Privacy isn’t a school rule or a department guideline. It is actually part of the law and it is essential to consider what information is being shared by schools signing their students up to places and spaces. Do you have consent to sign your students up to various online spaces? Even if you have the very best of intentions you have to present your ideas to parents in terms of educational value and just what information you are giving and how it will be shared.
Posting and sharing information online about a person other than yourself online or in any other way requires consent. Consent must be fully informed, freely given, current and specific in how the information will be presented and to whom it will be presented. Schools will require signed authority for any work, images or information posted online. School should understand that while consent can be freely given, it can also be withdrawn at any time. The school would then be required to remove the content/resource immediately.
Consent forms – students
The following template has been designed for schools to use when requesting permission to publish, reproduce and communicate a student’s work or image.
To access the template, see: Student and parent/guardian consent for recording &/or publishing (Word – 57Kb) (doc – 76kb)
The following template has been provided by the Department to assist school communities to develop agreements with students as to what constitutes acceptable use of internet, iPads netbooks and other online and digital technologies in their communities.
To access the template, see: Student Acceptable Use Agreement
A new report from the United Kingdom explores the research and debate among educators, parents and academics about teaching social and emotional intelligence in schools.
Zoe Dunn undertook a research trip to schools across USA, UK and Sweden to see how schools in each country taught students social and emotional intelligence. She explored what tools and techniques are used and how the approach to teaching social and emotional learning (SEL) differed between countries? Schools visited were in New York, Chicago, Dallas, Seattle, Alaska and Stockholm.
Dr Dunn was led to explore what is best practice in these schools and to consider what is valuable in education following her experiences as a head teacher at a free school in London. “Children, for various reasons, including different familial structures, multiple cultural influences, and socio-economic factors, are arriving at school with far more complex and wide ranging social and emotional needs than ever before. Teachers are responding to these needs in order to help pupils attain academically and to become successful members of society. Education has therefore become more holistic from necessity,” Dunn reported.
Questions asked included what role does moral education play and how is the focus different in each country? The value of skills-based versus knowledge based curriculum is considered and the role of the schools in teaching moral education is discussed, especially in relation to the media stereotyping of young people following events such as the UK riots.
Dunn concludes “when SEL is valued and respected, given the appropriate time, resources and leadership, it can have a huge impact when embedded into a school community.”
Dunn’s research was driven by a recognition that: “Emotions are at the epicentre of all we do either from an egotistical or philanthropic standpoint. They ‘facilitate or impede children’s academic engagement, work ethic, commitment, and ultimate school success.’ At the heart of a child’s life is emotion; through relationships with others (families, peers, teachers) and in the context of how they fit into the world around them. It is therefore important that schools and families address emotional processes and how these affect children’s learning.”
Zoe Dunn is the head of Rimon Jewish Free Primary School in London. Dr Dunn’s full report Investigating Happiness Lessons: The Impact of Social and Emotional Learning in American and Swedish Schools can be downloaded from the WCMT website.
What can Sweden and America teach us about social and emotional learning? – Guardian, 30 July 2013
Published on August 5th, 2013 by Michelle Meares in Learning Choices
The primary aims of the study were to assess patterns of attendance over time, how these patterns
vary across schools and students with different characteristics, and how these patterns of
attendance contribute to student outcomes. In addition, the research team were asked to consider
attendance measures that could be used at a national level to enhance national reporting.
The study made novel use of data collected as part of the routine administrative processes of the
WA DoE and represents the first time these data have been used in a systematic population study of
these aims. The data and approach have enabled us to demonstrate the relationship between
attendance and achievement and how this is affected by aspects of disadvantage.
To read the executive summary