Growth And Change For City School

If there's one thing that Taylor Bean and Robyn Land have in common, it's the spark in their eyes - the kind of highonlife excitement that draws people in to their enthusiasm - and an eagerness that comes from following one's dreams.

As just two of the nearly 150 students currently studying at the Boucher Institute of Naturopathic Medicine in New Westminster, both Bean and Land are midway through studies that will, they hope, lead them to careers helping people and being advocates for a field of health care that is still plagued by plenty of misconceptions (for more on naturopathic medicine in B.C., see related story below).

"I was going to become a high school teacher. But my focus changed," says Bean.

The Cranbrook native, now 29, finished a degree at King's University in Edmonton with the goal of following it up with a teaching degree - but along the way she realized that, though she loved being involved in education, it wasn't going to be the right fit.

"I knew I also wanted to be in health care," she recalls.

But none of the traditional paths - like a career as a dietitian or in physiotherapy - appealed.

But then the pieces fell into place as she explored the possibility of naturopathic medicine.

"It was something that fit all my needs in what I wanted to do: education, nutrition, physical medicine, and people. And the challenge - every patient is different. It was what I wanted."

For her fellow student Land, the arrival at Boucher was also like a puzzle coming together.

Land's work as a doula and in yoga, as well as her interest in health and community along with an educational background in environment, made the naturopathic health-care field an ideal fit.

Land, who runs a yoga studio in the Brentwood area of Burnaby, says it all began when an acquaintance mentioned Boucher's clinic to her - after making an appointment and seeing an ND for the first time, she said she knew she'd found her calling.

"I was just blown away - it was just awe-some. That holistic way of looking at health (was appealing)," she says.

She immediately began to explore the option of entering the school as a student.

Bean and Land have something else in common, along with their counterparts at the school - being among the few who get through a rigorous and stringent application process.

Each year, between 100 and 125 people apply to get into the school - only 36 are accepted to begin the four-year program. (The school has recently begun to offer a part-time six-year program as well.)

All students must already have completed an undergraduate degree at an accredited post-secondary institution and must meet certain prerequisite requirements, including course work in biology, organic chemistry, psychology and more.

Mark Williams, director of admissions at the school, says the challenge of qualifying as a student means those who enter the demanding program are extremely committed - their attrition rate, correspondingly, is incredibly low.

Last year, for example, the school graduated a complete cohort of 36 students - not one had dropped out over the four-year process.

"There's a lot of factors to that (low attrition rate) beyond the application process," he says.

Students are typically very personally committed to the lifestyle and philosophical approach, he says.

As well, the small class sizes and close relationships among students and teachers means that those who may be struggling are likely to be spotted and supported, rather than falling through the cracks.

It's those small classes that appealed to Bean, who knew from her past educational experiences that she would be more likely to thrive in a close-knit setting; she was also accepted to a major naturopathic college in Ontario but opted for Boucher in part because of that.

"I love the feel of the school," she says. "It's a great place to be."

Located at the Columbia SkyTrain station in downtown New Westminster, the school is spread out over several floors of a building, with administrative offices on the main floor, classrooms and a library on the second floor, and a clinic on the third.

The clinic is used as a teaching facility - patients are cared for by a licensed naturopathic doctor in a team with two senior students, giving the students the opportunity for hands-on training. It's a successful model, says Amy Juschka, the school's communications officer.

"We have about 650 patients a month in here," she says, during a tour of the facilities with The Record.

A patient's first appointment, she notes, is an hour to an houranda-half long.

"It's a thorough physical assessment," she said. "They look at the system as a whole, not just treating one specific issue. They're looking at the underlying (issues)."

She says the philosophy of "doctor as teacher" is a critical one and guides the relationship between patients and doctors.

"It's really a core philosophy," she said.

The field of naturopathic medicine has become increasingly popular in recent years, though Juschka notes that there are still "many, many misconceptions" in the public.

"There's not a good understanding of what NDs do," she said. "Particularly because it's not the same in every province (in terms of oversight). In B.C., naturopathic doctors are licensed and regulated."

In 2009, the B.C. government introduced revised legislation, allowing naturopathic physicians to have prescribing authority.

Both Bean and Land say they've encountered some resistance when telling people about their career plans but, for the most part, their families and friends have been encouraging and positive.

"Being part of something that's new to people is exciting in its own way," says Bean. "It's very rewarding to start talking about what you do and have people ask questions."

Land says her enthusiasm has also been infectious to those around her.

"They see how inspired I am, they can see me going through the process, and I think it makes people excited too," she says.

The facility is in a period of change and growth: in the spring, the school announced it would be launching a naturopathic midwifery program; in February, they're hosting a symposium in Vancouver on neurological conditions; and a natural health store is slated to open in the new year on the school's main floor, with easy access to Columbia Street. Additionally, they're hoping to move the clinic to the ground floor, expanding it to allow more patients to be seen.

"We have a real commitment to being here in New Westminster," says Juschka. "New Westminster has been great, very supportive to our efforts - and this is an exciting time for us."


Source:

royalcityrecord.com

Queen Of Jordan Lauds Korean Education System

BUSAN - Queen Rania Al Abdullah of Jordan visited a university for prospective teachers and its affiliated elementary school in this southern port city Wednesday as part of efforts to improve her country’s education by emulating Korea’s teaching and teacher training programs.

She was briefed about the admissions process, training courses and operations by Kim Sang-young, president of Busan National University of Education, in Kim’s office.

“Korea is a prime example of how the power of education can transform a nation,” the queen told Kim and her entourage, including Jordanian Ambassador to Korea Omar Al-Nahar and Maysa Jalbout, director of research and planning from Jordan’s government.

“We, Jordan, are facing similar challenges that Korea experienced decades ago. I strongly believe that the single most important element in education is the quality of the teachers.”

The queen expressed her wish for cooperation with Korea to improve the quality of the education system and its teachers. “I would like to see how you approach training teachers and I would like to see how we cooperate,” she said.

The visit was made on the sidelines of the ongoing Fourth High-Level International Forum on Aid Effectiveness, which will end today.

The queen was one of the VIP guests at the forum, along with U.N. Secretary-General Ban Ki-moon, U.S. Secretary of State Hilary Clinton and former British Prime Minister Tony Blair.

Jordan’s queen kept fixing her eyes on documents elaborating on the university and Korea’s overall education system while listening to an English presentation by professor Cho Kyung-sook at the department of English education.

Queen Rania replied “great” as Cho asked for the queen’s support to open a Korean language training course in Jordan.

She was envious after learning that in Korea it’s very competitive to become a licensed teacher. She said in Jordan teaching is an unpopular career among students.

She inspected classrooms and an exhibition hall and spoke to some of the students who welcomed her visit with loud applause.

Finding parent-made craftworks on display, she looked impressed, saying “How active their parents are!”

She went on to say, “It’s so important to provide students with opportunities to learn about music, arts and other creative subjects.”



Source:

koreatimes.co.kr

Strike Action

PUBLIC sector workers in the Coleraine area will take part in one of the biggest strikes for a generation on Wednesday.

Unite, Unison, GMB, TSSA and SIPTU unions have all voted for industrial action which is set to severly affect council, health and education services across the borough.

Picket lines will be manned in Coleraine with up to two million workers across the UK taking action in a row over pensions, pay freezes and job cuts in the public sector.

The strike action is expected to cause widespread disruption - with teachers, health workers and transport staff all among those joining the pickets.

Translink will not operate any local bus or rail services on Wednesday.

Ciaran Rogan, Marketing Executive said, “We apologies and appreciate many passengers will be inconvenienced by this industrial action and want to give as much notice as possible in order that people may make alternative arrangements for travel on that day.

“We are disappointed and regret the impact this will have on our customers but unfortunately this is beyond our control and we must be guided by passenger safety first and foremost.”

Services will return to normal on the Thursday. Translink says it is awaiting information from the Education and Library Boards to learn their needs for the day and will discuss options for school transport.

Coleraine Borough Council said the strike would affect the delivery of its services.

A spokesperson said: “It is unlikely that residents will have their black bin emptied on Wednesday, November 30, however Council asks that bins are put out as usual. Any black bins that are not emptied on that Wednesday will be emptied on Thursday or Friday, December 1-2.

“Coleraine Borough Council apologizes to its residents for the inconvenience that this causes to them. If you have any queries regarding your bin collection please contacts 028 7034 7272.”

A number of schools, playgroups and nurseries are also expected to close. The North Eastern Education and Library Board has issued guidance to schools in relation to the strike.

A spokesperson said yesterday: “It appears that virtually all the unions representing both teaching and non-teaching staff in schools will be taking part in the action. School meals and transport workers as well as teachers and support staff could be involved.

“The Board has advised school principals to try to clarify who in their school will be absent on the day and as a result assess the risks and determine whether or not their school can remain open to pupils. They should then arrange to communicate this to parents as quickly as possible.”

A Housing Executive spokesperson said: “As a consequence of the widespread industrial action we anticipate that Housing Executive services will be significantly disrupted.

“On Wednesday we will only be taking calls for emergency repairs and homelessness through one number 03448 920 901.”

Unison leader Dave Prentis said there was “absolutely no chance” of reaching a deal before Wednesday over the Government’s controversial pension reforms. “It could be the biggest action since the 1926 General Strike,” Mr Prentis predicted.

Mr Prentis warned of further industrial action in the New Year if the dispute is not resolved: “It could involve rolling programmes, region by region, service by service, workers within particular services - nothing is ruled out at this stage.”

Passengers at airports and ports have been warned to expect huge queues because of action by immigration and passport officers. NHS operations and appointments are being cancelled and rescheduled because of action by NHS staff ranging from nurses to radiographers.

Across the country Jobcentres will close, Government departments will operate on skeleton staff and courts staff will also join the day of action, causing the cancellation of cases and the closure of many court buildings.


Source:

colerainetimes.co.uk

Poor Teachers Need Sacking

IT should be as easy as ABC for schools to get rid of incompetent teachers, yet it is apparently all but impossible.

There are an estimated 600,000 teachers currently working in our state schools. That’s an awful lot.

How many have been sacked for incompetence in the last 40 years? According to research by the BBC’s Panorama programme last year (and cited in the Sunday Times this week) the answer is 18. Not 18,000, but one-eight. Eighteen. Their unions would have us believe that poor teaching doesn’t really exist.

Strange then, that over the past decade, Britain has slumped alarmingly in international league tables (from eighth to 28th in maths, for example). The Organization for Economic Co-operation and Development, which publishes the annual league tables, said that nearly 20 per cent of British children leaving school have such low standards of literacy and numeracy that it was “likely to cause them problems gaining employment upon leaving school”.

The inability of schools to sack bad teachers – who are setting our children up to fail in later life – is a national scandal. It would not be tolerated in any other profession.

Yet the mighty teaching unions blindly, and militantly, defend the indefensible and flex their industrial muscle to the point where the sacking of incompetent teachers is virtually unheard of. That is wrong – and grossly unfair on the children who suffer as a result.

This week an idiotic teaching union leader (if you’ll excuse the tautology) described the new Education Act as a “crime against humanity”, rightly getting himself into trouble for using such inflammatory language.

Dr Derek Roach, deputy general secretary of NASUWT, went on to declare a need to “reclaim progressive values within our schools”.

And yet it is those very progressive values which have so poorly served generations of our schoolchildren, far too many of whom emerge from their schooldays barely literate and numerate, and all too often largely unemployable.

Grade inflation, the all-must-win-prizes attitude, poor discipline and poor teaching have all contributed to our stagnation in the international academic arena.

The Education Act, which has just received royal assent, will go some way to redressing the balance by making it easier for the government to close down failing schools.

One of the reasons schools fail is because of poor teaching by a minority of teachers who aren’t up to the job. The size of that minority is a matter of debate – estimates from seasoned experts ranging, apparently, from five to 35 per cent of the profession. It would be interesting to hear what the teaching union leaders make of those figures. Presumably they would disagree vehemently.

Source:

nwemail.co.uk

We Must Reduce Poverty Because It Limits Possibilities

Re: "20,000 more Alberta children living in poverty; Growing number 'not acceptable,' premier says," The Journal, Nov. 24.

As an elementary teacher with decades of experience teaching young children, I must say that the proposal to focus on a comprehensive approach to poverty reduction outlined in The Journal absolutely resonated with what I see on a daily basis in our classrooms.

Most of the "educational" problems of many of our students actually have very little to do with education, and have a great deal to do with social and economic problems that affect them in many ways. It has been said before that poverty is the greatest learning disability, and that is certainly what I have seen over the years.

Quite apart from coming to school hungry, too many of our children fall behind because they simply lack the experiences and supports that are in place in the homes of more advantaged children, including books and parents who have the time to read and talk with them. This is despite the best efforts of their parents, who are too often forced to work two or more jobs for low wages just to make ends meet.

Teachers and support staff will continue to work hard to try to develop the full potential of every child, but what would really make the greatest difference is a comprehensive approach to reducing the poverty that is playing the key role in limiting their futures in this wealthy society.


Source:

edmontonjournal.com

Pressures To Extend School Day

The trade union representing teachers here in Finland, the OAJ, is calling for longer school days as a part of an upcoming reform in the national school curriculum. Even though Finnish children spend well below the OECD national average of hours in class, academic performance is among the very best in the world.

A new national curriculum for elementary schools is currently being formulated behind closed doors at the Ministry of Education. The group of civil servants working on reforms have not shown the plans even to the OAJ, the union that represents teaching professionals.

"If this were a broadly-based, publicly-open working group, it would be possible to provide comments as the work progresses. As it is, we will not be able to take a position before it is finalized, and then it's in the hands of the politicians," remarks OAJ chairman Olli Luukkainen.

A curriculum reform proposed last year was withdrawn after a clash over the expansion of elective subjects in elementary schools. That plan was vocally opposed by the Centre Party, the teachers' union and the Association of Finnish Local and Regional Authorities.

According to what the OAJ has been able to find out, the curriculum proposal now expected in February will not contain any major reforms. However, it does think it probably that the new curriculum will increase the number of classroom hours.

"We have the impression that it's being considered in a positive light. We think there should be the funds available. The number of school hours in Finland is below the OECD average," notes Olli Luukkainen.

He adds the view that more teaching time in the classroom could lead to better academic performance.

Longer days, better results?

Finnish schoolchildren have among the shortest school days in any of the OECD countries. The number of hours spent in the classroom in Finland is just over 22 a week; in South Korea it is over 33.

Professor Jouni Välijärvi of the University of Jyväskylä, who coordinates the OECD's Programme for International Student Assessment (PISA) in Finland, says that longer days elsewhere is not a good reason to extend school days here.

"Indeed, PISA results show that this number of hours enables excellent results. It should be carefully considered if this would be an efficient method. It would also mean considerable expense," points out Professor Välijärvi.

The long school day of South Korean public school pupils often continues with extra lessons in private schools, while Finnish pupils have more free time. Both rank at the top of the PISA ratings.

In the view of Professor Jouni Välijärvi, instead of longer days in the classroom, Finland should invest in more special education and after-school club activities.

"There seems to be something in the air in other developed countries urging an increase in the systematic education of small children. I am not convinced that this is wise. It could produce exactly the opposite results intended."


Source:

yle.fi

A Focus On School Climate

The Chequamegon School District recognizes the importance of a school climate that fosters learning, healthy relationships, and a feeling of safety for all students. The CSD staff has been working very hard on these efforts and have implemented several programs that promote a climate in which all students feel comfortable, valued, accepted, and secure. Of course, this is an ongoing process and one that is always evolving and changing. Feedback from students helps to steer and direct these efforts so that we are focusing our energy on the immediate needs of the student body.

One major initiative that our district started three years ago is a program called Positive Behavioral Interventions and Supports (PBIS). This program is carried out district wide and follows these key ideas, which can be found at developing scientifically based behavior and academic interventions and supports, creating an environment that prevents problem behaviors, teaching and encouraging prosocial skills and behaviors. In a nutshell, this program rewards and encourages positive behaviors, while consistently and proactively works with students whose behavior needs improvement. Under the PBIS initiative, our district has put in place clear expectations for all students. These expectations are: Be here, Be ready, Be caring, Be respectful, Be safe. Students understand what is expected of them and are rewarded when they meet or exceed these expectations.

Building a positive school climate begins early in the elementary years and both elementary campuses of the Chequamegon School District focus a lot of time in this area. As educators we recognize the importance of promoting a positive school experience for all students so that they gain self-confidence and pride in their school, as well as a feeling of being connected with the community. We are in many ways setting them up for success in the later years of their schooling and hopefully as well adjusted adults.

Both Park Falls and Glidden Elementary schools teach a violence and bullying prevention curriculum called Second Step. These lessons are taught by the counselors during their guidance lessons. Second Step was implemented during the 2008-2009 school year. This curriculum focuses on empathy and communication training, bullying prevention, emotion management and coping, problem solving, decision making, and goal setting. The middle school curriculum also focuses on substance abuse prevention. With this understanding as educators, we are optimistic the program can and will positively impact our kids now and across their life spans.

In addition, classroom guidance lessons are provided that address students’ growth in the areas of academics, careers, and personal/social development. In the education field we know a lot of emphasis has been placed on academics and as educators we are accountable for making sure students leave our school with the best possible education they can attain. It is our responsibility to ensure this does indeed occur. We sometimes forget our students are also people and more importantly children. They need to learn strategies they can use to help with their studies and improve their academic capabilities. They also need to gain an awareness that someday they will need to get a job to support themselves and others. Lastly, it is important that students learn how to appropriately deal with problems when they arise in their lives. The guidance lessons address all these areas.

Other notable things occurring in the elementary are monthly pep assemblies being run as a way for students to get pumped up about their schooling experience and inform them of what areas we are doing well in and need to improve on. A movie was created about what our Eagle Expectations are and how we can follow them. This has been shown to the students, each teacher has a copy of it, and it is available for viewing on the school’s website.

As students get older and begin their middle school years, they spend more time learning to work together and to problem solve. Students in grades 6-8 participate in noon advisories. During this time, students are arranged in small groups with a teacher to have discussions and participate in activities that promote positive social interactions between peers and also enhance relationships between students and teachers.

There are two unique programs taking place in the middle school that promote positive interactions between peers. One is the Courage Retreat, which is a training that all sixth graders go through annually. With the help of Youth Frontiers and several Chequamegon High School students, these middle schoolers learn to have courage and stand up for what is right. The training uses games, music, discussion groups, and stories to help students see each other differently. Students are taught how to overcome their own fears and find the courage to stand up for those who are being picked on.

Natural Helpers is another great program that has been ongoing in the middle school for many years. Trained seventh and eighth grade students become resources for other students and help them deal with problems in a positive and appropriate way, as well as understand how to seek help from adults when necessary. The current eighth grade natural helpers group has recently developed a project titled SAVE, which stands for Students Against Violent Expressions. These students will be creating public service announcements and presentations/skits about being respectful to oneself and others.

Having positive mental health becomes more and more important as students head into their teenage years. At the middle school and high school level, counselors work with students individually and in small groups to work on social skills, conflict resolution and stress management. At both levels a suicide awareness program is implemented called Signs of Suicide (SOS). This is a nationally recognized program that gives teens a “depression check-up” as well as the knowledge to recognize depression if it occurs and tools to help them respond effectively. The program highlights the relationship between depression and suicide, teaching that suicide is, most often, a fatal response to a treatable disorder - depression. SOS teaches the action steps individuals should take if they recognize the signs of depression within themselves or in a friend: ACT: Acknowledge your friend has a problem, tell the person you Care, and Tell a trusted adult. A goal of the program is to develop healthier, better educated students and more prepared parents and staff when they are faced with symptoms of depression, suicide, and self-injury. In addition, this is a community-based tier III intervention under the PBIS model.

At the high school level, as students continue to grow and change, the counselor continues to provide individual and small group counseling as needed, as well as provide activities that emphasize positive interactions between students. The Student Advisory Team (SAT) goes through a program with the high school student body called Raising Student Voice and Participation (RSVP). Under this program the students participate in a series of class meetings where they identify issues in the school that need improvement. The SAT uses that information to plan activities throughout the year that will improve the areas that are identified.

Annually, a group of high school students take part in a training through Cornerstone Productions where they learn how to use drama to teach other students. Last year they created two skits that were presented to the staff, elementary and middle school students. One skit demonstrates the harmful effects of bullying, and the other showed the importance of interacting nicely with other kids on the playground. In December, another group of high school and middle school students will be participating in this drama training.

As high school students begin thinking more about their post-secondary plans, it is important that they are aware of their opportunities to plan a bright future. Beginning with a 4-year plan that originates in 9th grade and culminating with an individual meeting in September of their senior year, students and parents are given the tools to make appropriate choices regarding their post-secondary plans. These consistent contacts between the high school counselor, students and parents build relationships to ensure kids know where to access help when needed.

Our heath curriculum also plays a role in improving our school climate. Lessons that help to prevent student harassment and bullying teach students to respect themselves as well as others. Along with the curriculum, guest speakers from Time-Out shelter present valuable information on healthy relationships.

Another key player in promoting a safe school environment is our school liaison officer. Annually, our officer speaks to all of our students about making healthy choices regarding their interactions with others, as well as the effects of bullying. Having an officer on school grounds offers students another resource person for students, as well as an opportunity to report any bullying or harassment issues that arise.

As a district, we all want students to feel safe, happy and enjoy learning. Through all of these programs, as well as day-to-day interactions between students and staff, we hope that our school climate will continue to grow even stronger. Every report of harassment or bullying is addressed and taken very seriously with the hope that as students are guided through these situations, they are learning the appropriate ways to communicate and work out their conflicts in a peaceful manner.


Source:

ashlandcurrent.com

Student University Rated Top And It’s Well Deserved, Says Deputy PM Clegg

STUDENTS and staff are celebrating after Sheffield University was named University of the Year in the 2011 Times Higher Education Awards.

The university - beating off competition from five others shortlisted - was rewarded for its many ‘imaginative and innovative initiatives’ as well as ‘exceptional research, teaching, access and business performance’.

The news is the latest boost for the institution, which has already been named Sunday Times University of the Year and the Sheffield Students’ Union was rated top in the UK in the 2011 Times Higher Education Student Experience Survey.

University of Sheffield Vice-Chancellor Professor Keith Burnett said: “This is wonderful news for everyone. To be chosen for such an honour is a powerful tribute to the hard work, dedication and ability of our staff, students, graduates and partners.

“At a time of real challenge for quality, access, and the funding of universities, the University of Sheffield has drawn particular inspiration from our founding principles as a civic university established by public subscription and the donations of ordinary working people.

“This has become a unifying passion for all of us, to put knowledge to work in tangible ways, ranging from advanced manufacturing to translational neuroscience to what is perhaps the country’s most ambitious programme of student and staff volunteering.”

Judges in the awards said the University had ‘stood out as a result of a strategy based on its values and rooted in its founding principles’ and praised the institution’s ‘determination and grit’ in focusing on its local community.

University Registrar Philip Harvey and Students’ Union President Thom Arnold received the award at a ceremony at the Grosvenor House Hotel in London, which was attended by more than 1,000 members of the higher education community from around the UK.

Thom said: “Sheffield is known for its strengths across the board, not only in research and teaching but also for its outstanding Students’ Union.

“The culture in Sheffield is about making a difference in people’s lives, and I was proud to collect the award for University of the Year award together with University staff in recognition of the fact that the real strength of our University lies in our strong commitment to work positively together.”

Deputy Prime Minister and Sheffield Hallam MP Nick Clegg said: “This award is thoroughly well deserved. I’ve seen first hand the cutting edge research Sheffield University is doing in a wide range of fields, from advanced manufacturing to translational neuroscience and everything in between. ‬‪

“Everyone in Sheffield should be proud of the great work done by the staff and students.”

The University was also shortlisted for two other categories in the Times Higher Education Awards - Widening Participation Initiative of the Year for the most imaginative and innovative outreach projects that encourage people from under represented backgrounds to enter higher education and Outstanding Support for Early Career Researchers category.


Source:

thestar.co.uk

What Can Slow Schools Teach Us?

Kindergarten today asks more of our children than it used to, and so California’s Senate Bill 1381 increased the minimum age for entrance to five years. Four year-olds now will have pre-K training. Hopes are high that these changes will produce a better-educated population. However, early achievement may not in fact ensure later success.

Sebastian Suggate has studied the matter. He found that students from countries where reading is not taught until age six actually do better on standardized reading tests than those from countries that begin at five or earlier, as in the USA. Children who start even later catch up quickly: Suggate collected extensive data from about 400 students in New Zealand – some in public schools and some in private “Waldorf” schools, where reading teaching doesn’t even begin until age seven. Difference in reading achievement between the two groups disappeared by age 10.

Research comparing Waldorf school students’ academic skills to those of public school students shows even more encouraging results. In a report exploring the value of the Waldorf approach for public school reform, Ida Oberman found that second-graders from four Waldorf-style schools underperformed in comparison to 10 “peer-alike sites.” Yet by eighth grade, these students could match and even outperform comparison sites on state school achievement tests.

If nothing is lost from academic achievement when training starts later, and some competencies even may be gained, why then the rush to begin it? Why buy toddler flash-cards, fund pre-K academies, and start kindergartners on reading and math when children could be otherwise engaged, developing other kinds of skills and dispositions, such as empathy and creativity?

Sir Ken Robinson, who led a British inquiry into how education might better foster innovation, explains that today’s schools are organized according to industrialized manufacturing principles. But humans are not machines. Worse, standardized approaches fitted to an old-fashioned, mechanistic, conformity-demanding view of the world stifle creativity. They punish those interested in questions not on the tests, producing graduates less able to think creatively than they did in preschool. To counter this, Robinson promotes an ecological approach.

Ecological thinking means considering us humans as part of a larger system, and as complex systems ourselves. Fostering more active outdoor play among our younger students honors this viewpoint.

Time spent outside protects children against what author Richard Louv of San Diego has termed “nature deficit disorder,” in which children less exposed to nature grow to fear and disrespect it, and cannot see themselves in connection with the larger world. Louv has reported that students at schools that hold classes outdoors show significant gains in social studies, science, language arts and math achievement. Studies also show increases in self-esteem, problem-solving abilities, cooperative play, and motivation to learn as well as reductions in attention-deficit hyperactivity disorder symptoms when children spend more time with nature.

Moreover, fully embodied activities that can be engaged in outside, like running, gardening, catching grasshoppers, or even rolling sideways down a grassy hill can help children develop better body awareness, stimulate sensory integration, increase manual dexterity and foster visual capacities that may be hampered by too much indoor or screen time. In this way, more play can help ready the body to hold a pencil productively, form letters and numbers, orient them from right to left and grasp their meaning.


Source:
signonsandiego.com

Lucia Mar Teachers Spend Time As Students

A small group of nontraditional students — they’ve already earned their teaching degrees — obediently picked up yellow highlighters and read from their binders of handouts and worksheets.

Despite their education, the group was back at Dorothea Lange Elementary School this month learning, essentially, how to be better educators.

Kathy Mihlhauser, a master teacher at Dorothea Lange in charge of teaching teachers in the Lucia Mar Unified School District, was teaching a lesson plan designed to show teachers how to hone their instruction as part of the district’s new System for Teacher and Student Advancement Program (TAP).

The program, funded by a $7.2 million federal Teacher Incentive Fund grant, aims to improve teachers and student test scores through more frequent, structured teacher observations and by offering annual bonuses that average $3,000.

One of the ways teachers at the seven TAP schools learn how to improve is through weekly “cluster” meetings, which pull teachers from each grade level out of class for one hour a week to walk through lessons with a master teacher.

Six designated TAP substitute teachers fill in with their own lessons during the meetings.

At Dorothea Lange, fifth- and sixth-grade teachers worked at identifying different types of thinking and pondered how to introduce some of the same teaching strategies in their classrooms.

Those strategies were taught the same week by master teachers at Nipomo Elementary, Grover Heights, Oceano and Fairgrove elementary schools and Mesa and Judkins middle schools.

Each cluster includes steps to identify an objective, obtain new learning and then allow time for teachers to develop what they’ve seen in small groups with fellow educators.

Fifth-grade teacher Karen Carlisle, who has taught at Lucia Mar for 10 years, worked at Dorothea Lange with a partner to determine whether a prompt required students to use analytical, practical, creative or research-based thinking.

“I’m going to put creative,” Carlisle said, conscious of the fact that her partner didn’t fully agree.

“I’m going to stand by it,” she added, with a nervous laugh.

“That’s what we ask our students to do,” said an approving Mihlhauser.

For the first 11 weeks of the school year, Mihlhauser and other master teachers squeezed in lessons on how to score well on the 19-point observation rubric, which accounts for half of the points that determine a teacher’s bonus. The rest is decided based on class and school growth.

The process allows teachers to reflect on their teaching and refine their craft.

“We’re all wonderful teachers,” Carlisle said. But “in any profession, there’s always room for growth.”

Master and mentor teachers and principals began the first of four rounds of observations last week, and cluster meetings will begin focusing on each site’s area for improvement.

At Nipomo Elementary, the focus is English Language Arts, which was largely dependent on recent student test scores.

Master teachers Julie Bowles and Shanna Rowland led a cluster for kindergarten and first-grade teachers at Nipomo Elementary last week, opting to show a 30-minute video to demonstrate effective teaching strategies while teachers took notes.

Principal Brett Gimlin participated, too.

“We’re all in this together,” Gimlin said. “Some of our teachers are nervous. They want to be the best. To do that, you have to have good feedback.”

After the session, Bowles and Rowland noted the changes since implementing TAP.

Students have more structure. They know their objectives. They hear what their teachers are learning in cluster.

“It just seems to be a really positive vibe,” said Rowland, who has taught for six years and transferred to Nipomo from Grover Beach Elementary for TAP. “That kind of trickles down to the kids.”

Linda Brichetto, a mentor teacher at Nipomo who has taught for more than 30 years, is one teacher who’s already had her first surprisingly nerve-wracking observation.

“The cluster did prepare me,” Brichetto said. “I knew what to expect. Intellectually, I trust them, but that didn’t stop me from getting nervous.”

The TAP system at Lucia Mar was highlighted as a model for teacher evaluation improvement in California in a report released last week by EdTrust-West/Teach Plus LA.

But, as the first public school district in the state to implement TAP, the report notes only time will tell how well Lucia Mar teachers and students respond.


Source:

santamariatimes.com

Child Care Starts At Home

Sometimes, parents can learn more from their children than the other way around. The other day, my two-and-a-half-year old daughter engaged in a novel form of play with her alphabet blocks. She took a big white wooden letter R, turned it on its side and said "This is a rabbit." Then she took a red B and did the same thing, proclaiming it a bear. One by one, she propped the letters up on their sides on her train table (after tossing all the tracks on the floor) in what she called a "petting zoo." She did this for 15 minutes, uninterrupted, before turning to another toy.

Now, picture her in a "structured" learning environment. A set period of time to play with the alphabet blocks, sharing them with a dozen or more other children, being "taught" how to put them correctly in sequence, name the words they start, etc. Would she exercise her imagination by turning letters into animals? Would she have the time and space to play alone for 15 minutes? Or would she be too busy fighting off other kids for access to the blocks, or be forced to sit still and watch a teacher instruct her in the "correct" use of the letter R?

This week, Canadians were confronted with yet another report extolling the benefits of Early Childhood Education (ECE), this time as early as age two. The Early Years Study 3, published by a Canadian group called the Margaret and Wallace McCain Family Foundation, focuses heavily on the advantages that ECE would produce for children and the economy. It somewhat apocalyptically warns that "our survival as a species will depend on our children acquiring the skills they will need to cope with the social and environmental revolutions of the 21st century," implying that the fate of the entire planet rests on a Scandinavian model of state-sponsored child care.

But the report does not talk about what is lost with ECE - and that is critical.

The first loss is creativity. Two recent studies out of MIT and Berkeley University found that direct instruction can actually limit young children's learning. As an article recently printed in the National Post noted: "Teaching is a very effective way to get children to learn something specific- But it also makes children less likely to discover unexpected information and to draw unexpected conclusions."

The second loss is attention. A soon-to-be published study by scholars at the University of Notre Dame shows that birth spacing - the number of years between kids - increases reading and math scores for first-born children. Why? Because the parents have more time to devote to the child before a sibling comes along. So why would parents then put their children into group care and force them to compete with a classroom of other toddlers for a teacher's attention?

The third loss is parenting ability and affection. The latest data for this come from Sweden, where 92% of children aged 18 months to five years are in daycare, which is 90% subsidized by the state. According to Swedish researcher Jonas Himmelstrand, two decades into this experiment, the Swedes are witnessing a number of adverse outcomes, including psychological problems in children. These are attributed to a lack of attachment of infants to their parents in early life as well as a reduction in parents' sense of responsibility for - and lack of practice in caring for - their children.

Are these losses offset by the gains of ECE? The question itself assumes that those gains are real to begin with. A Quebec study conducted in 2010 by the think-tank CIRANO found that the emphasis on daycare has actually led to worse learning outcomes: "The evidence presented shows that [increased daycare attendance] has not enhanced school readiness or child early literacy skills in general, with negative significant effects on the [picture and vocabulary test] scores of children aged five and possibly negative for children of age four.''

When you factor in the billions of dollars a year it would cost to implement ECE for all Canadian two-tofive-year-olds, it becomes clear that there are better things to do with this money, including leaving it in parents' pockets so that one can choose to work less and parent more for those first few years. "We need to turn our family policy junkyard into a human development system," says the Early Years 3 report. No, we don't. We need to turn human development back over to families, where it belongs.


Source:

nationalpost.com

Top Marks For York Primary School

STAFF and pupils at a York primary school are celebrating after they passed a spot inspection with flying colours.

Derwent Infant and Junior School Federation was graded “satisfactory” by Ofsted in May last year. Earlier this month an inspector made a visit with just two hours notice to see if improvements had been made and reported “good” progress.

Head teacher Carole Torode said: “Everyone has worked extremely hard since the last Ofsted inspection in May 2010 and we are very proud to have made good progress.”

Inspector John Rutherford said: “Standards of attainment in writing have risen significantly since the previous inspection. In July 2009, a quarter of the pupils reached the expected level by the time they left school. By July 2011 this figure increased to almost three quarters. As a result, standards of attainment in English overall have improved over the same period, from two-fifths of pupils reaching the expected level to four-fifths. Senior leaders set challenging targets for pupils’ outcomes at the end of Key Stage 2 and frequently check with teachers that every class is contributing sufficiently to achieving these targets. Pupils’ progress towards their individual targets is closely monitored and additional support is quickly provided if they are beginning to fall behind.”

Mr Rutherford said the teaching of writing at the school had also improved significantly, and pupils were given interesting things to write about, linked to exciting first-hand experiences.

He said: “During the monitoring visit, for example, older pupils designed leaflets and scripted television programmes following their visit to a marine centre. They were highly motivated to talk and write about what they had seen and they quickly produced accurate work in the appropriate style.

“Younger pupils were visited by Guy Fawkes and this inspired them to write independently some fascinating facts on fireworks for a wall display.”


Source:

yorkpress.co.uk

North Pole Teacher Named Music Educator Of The Year

FAIRBANKS — Barbara Nore, a choir teacher at North Pole Middle School, has been named Alaska Music Educator of the Year.

Nore has taught orchestra, band, French, technology and math at the school since 1992. She was chosen by the Alaska Music Educators Association, which is a state affiliate of the National Association of Music Education.

Nore was credited for taking teaching to the next level by leading students to Juneau and Washington, D.C. through the Close Up program. She does so to help students “learn what it means to become effective citizens,” she said in a school district news release.

Nore has been with the Fairbanks North Star Borough School District since 1984. She also has an after school hand-bell choir.

Outside the classroom, Nore has been a Girl Scout leader, Alaska Orff-Schulwerk Chapter president, school district music coordinator and AMEA state president, and she performs weekly in the Northern Lights Opera.



Source:

newsminer.com

Education Officials Vote To Nix Health Class

Palm Springs — Health class is on its way out at Palm Springs Unified School District.

The board of education voted unanimously and without discussion Tuesday to eliminate health as a graduation requirement.

“We're trying to provide as much opportunity during the school day for students to take courses that will help them do math and read and write better,” said Brian Murray, director of secondary curriculum and instruction.

Schools are not required to provide a full health class, but topics such as HIV/AIDS awareness and prevention and drug and alcohol abuse and prevention must be taught.

These topics will be folded into biology curriculum in Palm Springs Unified, most likely in the final month of the year after state testing is finished, Murray said.

“We're still teaching the important subjects that students need to know about, but we're not taking a semester to do it,” he said.

Lessons on nutrition may be covered in physical education classes. The district is still working on how other topics, such as birth control and other sexual health issues, Murray said.

Basing these topics on science may be beneficial for students, said Pete A'Hearn, district science specialist.

“It's not about an adult persuading a kid,” he said. “It's not emotion. It's fact.”

A'Hearn, who has taught both health and biology and will work on the new curriculum, said that if done well, combining the classes could strengthen both: health concepts will give a real-life hook to biology and biology classes will add a scientific component to health.

Health class proponents fear that cramming it into another class will dilute important curriculum.

“There's always an unintended consequence of moving it out of a course and the quality is always less,” Mary Marks, school health education consultant for the California Department of Education, said in July.

“Health is usually the one that gives, because there's less accountability to it.”

Desert Sands Unified School District eliminated health as a graduation requirement this summer, inciting outcry from teachers, parents and students.

Conversely, none of the five audience members at the Palm Springs Unified spoke about the change.

Coachella Valley Unified requires one semester of health.

Health class is important, but doesn't require an entire semester, said Cathedral City High School junior Solomon Worlds.

“I know high school is supposed to just be about general education, but a lot of people start to specialize,” said the 16-year-old, who wants to take an additional music class that the current health requirement doesn't leave room for in his schedule.

But mom Esmeralda Guzmán said she thinks health topics are more important.

“I actually learned a lot” from health class, particularly about sexual health her son Jiovanni, 15, said.


Source:

mydesert.com

Teacher Certification Process Complete By 2013, Says Ministry

The National Education and Culture Ministry said it was confident that the certification process for teachers would be completed by 2013, two years ahead of schedule.

The ministry’s human resources development and education quality chief, Syawal Gultom, said that 2,791,204 teachers applied for certification in 2010 and 1,102,021 of them had been successfully certified in 2011.

“Based on the facts, in my opinion the certification process for teachers will be completed in two years time,” he said on Wednesday, as quoted by kompas.com.

He said that as of this year there had been 961,688 teachers that were not selected due to various obstacles, such as not having a required bachelor’s degree or not reaching the minimum age of 50 with 20 years of teaching experience.

According to Syawal, the most important element of the certification process was to carry out a fair and accountable selection that prioritized those that demonstrated a superior ability or served for a long period of time.

“The point of certification is how we prioritize people with better quality,” he said.

The ministry announced that it plans to certify 300,000 teachers in 2012.


Source:

thejakartapost.com

History Should Be Compulsory Up To GCSE Claims Ivy League Professor

History should be a compulsory school subject until the age of 16, a leading academic has claimed.

Sir David Cannadine, a professor of history at Princeton University, New Jersey, believes that failing to make pupils study history to GCSE level is causing Britain to fall behind Europe.

The author makes his claims in The Right Kind of History - a book outlining a series of recommendations about the teaching of history and its future.

In the book, Sir David writes that making history compulsory "would place our nation for the first time on an equal footing with most others in Europe, and it should also help ensure that history is studied for an appropriate amount of time in schools where it is at present hard-pressed".

"Making history compulsory to the age of 16 would also ensure that a fully integrated curriculum could be devised across Key Stages 3 and 4, which would lessen the likelihood of repetition, uncrowd the syllabus, and ensure all boys and girls were able to study history at a relatively advanced age."

The author also argues that the National Curriculum should not be revised, as the current curriculum for history is well-balanced and broad.

Sir David said: "Although governments cannot help but tinker with the National Curriculum, it is not the main problem and the solution does not lie in redesigning it yet again. I would urge the Secretary of State for Education to focus his attentions elsewhere."

This year more than five million GCSEs were taken. Of these, 218,588 (4.2%) were history, making it the eighth most popular subject, behind design and technology, religious studies, English language, English literature, maths, science and additional science.

In an attempt to turn around a fall in pupils studying traditional GCSEs such as history, in 2010 the Government introduced an English baccalaureate which is awarded to pupils who gain grades A*-C in English, maths, two sciences, a foreign language and history or geography.


Source:

huffingtonpost.co.uk

High-Ranking School Is Among The UK's Best

ST MARTIN'S Preparatory School is officially among the best schools in the country, according to The Sunday Times's annual guide.

The Grimsby school was among the top 2,000 schools in the UK to be published in the 21st edition of the newspaper's Parent Power guide.

The list of state and independent secondary schools is said to be "the last word" on academic performance, ranking schools by their recent results from public examinations. St Martin's performance in its Key Stage 2 results over the past three years saw it named among the top three per cent of preparatory schools in the country, being placed 52nd out of the top 100 prep schools nationally.

Head teacher Stephen Thompson, said this meant St Martin's was the "best performing" independent or state primary school in the area.

He said: "The school is absolutely buzzing with excitement, it is a huge achievement for us.

"We were the only local primary school – private or state – that was in any of the lists. There are more than 2,200 prep schools in the country so we have been placed in the top three per cent, which is fantastic.

"So as well as being named as the top performing local primary school, we are even one of the top schools nationally.

"In Key Stage 2 results, the expectation is that children achieve level four, but the vast majority of our pupils get a level five.

"The good thing about the Sunday Times's list is that you are judged on your average results over three years. So that is why we have been recognised; because we are consistently exceeding national expectations. We don't blow our own trumpet often, but we feel that this is a significant achievement for our school, staff, pupils and parents."

Mr Thompson said he believes the school's success is down to traditional teaching methods and smaller class sizes with a maximum of 16 pupils.

He said: "I don't think people realise what a difference class size can make, hopefully, by appearing on this list, this will highlight that.

"We've written to the Education Secretary Michael Gove to say that we are really happy with our results and that we believe that it is down to our smaller classes, transitional methods and careful monitoring.

"We are waiting to hear feedback on that, but it would be wonderful to invite them up here and show them what we are doing – because we are very proud of what we have here."

Pupil Alexander Salisbury, 11, said "I like coming to this school because of the teachers, they are really nice and friendly."

Saffron West, also 11, said: "I think the school is great and I really enjoy coming here."


Source:

thisisgrimsby.co.uk

Children Work On Social Skills, Feelings

During the month of November, the staff at Neighborhood House, a child development center celebrating 100 years in Auburn, is really focusing on teaching its students all about what it means to be thankful. The children are working on social skills and identifying their own feelings as they begin to learn to respect others’ feelings. Even at a young age, children need to experience putting words to how they might be feeling. The staff is helping the children put emotions such as mad, sad, happy or excited into their vocabularies so they can have great social skills when they enter kindergarten. Thankfulness for friends and family is an important way to show these feelings, and ties right in to family traditions surrounding the holiday season.

We as a staff are also showing our thanks to the United Way by contributing to the 2011 campaign. Every staff member has donated this year, and we continue to support the fundraising campaign in any way that we can. The United Way has partnered with 10 of our wonderful families to offer day care scholarships based on educational need, and each child has shown great developmental progress. 

The staff has benefited from several different types of specific child care trainings this past month, including attending the Growing Together Conference, focusing on child care regulations, and a class on safety and procedures with the Auburn Fire Department.  We have also partnered with the American Red Cross to offer classes to become certified in infant, child, and adult CPR and first aid. Classes are held here at the Neighborhood House still, with space available for only a $10 registration fee. Please call 252-5741 to register for a class.

Our spotlight staff member this month is Amy Jordan. Jordan is an Auburn native getting ready to begin her 12th year with us here at the Neighborhood House! We are so lucky to have the talented, always patient Ms. Jordan with us. She has her early childhood degree from Cayuga Community College, and her bachelor’s degree in elementary education from Empire State College.

She is currently obtaining her master’s in teaching from Le Moyne College and will be dual certified in elementary education and special education. When asked about her favorite part of working at Neighborhood House, she responds, “It is seeing the children succeed.” Ms. Jordan has spent her years in the 4-year-old preschool class, with some work in the Universal Preschool Room as well.

“I come back each year, excited to meet the kids. When they learn something new, I get pulled in to their excitement like it is my own. I just had a student learn to tie her shoes on her own.

She will purposely untie them, so she can show me how to tie them back up. She would rather practice tying shoes than play on the playground! That kind of enthusiasm and excitement is why I have always wanted to be a teacher.”

It is easy to see why I am thankful each day, when I have such wonderful staff members like Amy to work with and share our children and families with.


Source:

auburnpub.com

Public Services Will Be Hit On Strike Day

Schools, hospitals, bin collections, libraries, job centres, courts, day centres and many other services are expected to be hit when public sector workers strike over pension reforms next week.

Unions that represent most teachers and up to half of council and Kettering General Hospital staff are planning a co-ordinated walk-out next Wednesday over government proposals to make them contribute more to their pensions, work longer and get less when they finally retire.

Gordon White, county secretary for the NUT, which has 3,750 members in the county, said: “It’s huge. It’s going to be the biggest strike turnout the county has ever seen, and certainly for decades.

“In the county in the past it has been individual unions, but now we are united.”

Kettering Council expects bin collections to be interrupted and Corby Council said Corby Swimming Pool, Lodge Park Sports Centre and its one-stop shop in the Cube could be hit.

The last strike on June 30 closed classrooms in a third of county schools, but that was before headteachers’ union NAHT, which has 463 members in the county, teaching union NASUWT, which has almost 3,000, and Unison, which represents caretakers, dinner ladies and other school staff joined.

Mr White said: “For most primaries it will be difficult to even open because Unison will be on strike.”

An Evening Telegraph survey found that out of the 117 schools in the north of the county, only a dozen expect to be fully open.

Denise Durham, headteacher of Danesholme Infant School, Corby, which is expecting to be affected, said: “We are not trying to put parents out because they are our best clients.

“I’m hoping our members of staff will tell me next week so I can write to parents.”

An NAHT spokesman said: “We appreciate that everyone has to make concessions in these straitened times which is why teachers have already accepted a two-year pay freeze and tighter budgets.

“It is also why they have made sure that the teachers’ pension scheme, which was significantly amended in 2007, is sustainable and affordable, a fact with which the National Audit Office concurs.

“The bottom line is that Northamptonshire’s children deserve a good education and if we do not stand up for this principle now, what effect will it have on the future workforce who will be responsible for digging our economy out of the recession?”

Striking workers are expected march through Northampton on the day in protest at the pension changes.

But unions are looking for a bigger venue than the 340-seat Guidhall’s Great Hall used for a rally on June 30, as they expect more than double that number to mass this time.


Source:
northantset.co.uk

Education Isn't The Same Thing As Training

Recent local and national commentary on universities has addressed their hostility to free speech. The restriction of liberty in universities is part of attempts to retool behaviour. Universities are becoming heralds of reactionary correctness and citadels of human engineering.

The culture of entrenched correctness in universities springs from expectations to transform them into political instruments. Most government pronouncements on universities illustrate a desire to make them into vehicles for economic and social advancement. It is a popular, but misguided sentiment.

As universities are turned into tools, the meaning of education has been obscured and the proper distinction between education and training has been blurred. That our culture confuses the terms is not a surprise, but it should shock us that educators often view these terms as exchangeable.

Pushing university students to adopt one pet theory or embrace a fad du jour is anti-educational. Grave among the antieducation sins is to ban ideas from campus. Such bans admit failure: they show that "educators" don't know how to handle, explain, or process some ideas, and they suggest that adult students are not capable of learning to handle such ideas.

But if banning ideas in university is bad, banning perfectly lawful actions from campus is worse. It's illegitimate for an institution of higher learning to force adult members into uniform yet meaningless activity deemed to be correct, whether it prohibits a beer brand or plastic water bottles on campus. Such behaviour modification activity has little if anything to do with education.

An education involves a kind of moral entrepreneurship in which one learns to lead oneself. Leading the self implies autonomy resulting in an independent human person.

For millenniums, an education has involved grappling with fundamental questions about what it means to be human, questions about our social and economic relations, about knowledge, justice, love, power, technology and the nature of the universe, for example. In educating ourselves, we come to examine how others who developed autonomy have creatively dealt with these perennial issues.

Training involves a different kind of entrepreneurship. While it does not preclude creativity, it involves the application of technique. We train to be carpenters and masons, engineers and medical doctors, who may or may not be educated. This is why Europeans, the founders of universities, distinguish between polytechnical and professional schools and universities: the first train in vocations and the latter educate.

If there is any training in universities - and there ought to be - it should be training in clear thinking, logical argument and lucid expression.

Trainers teach useful techniques to make trainees successful in a specific activity. Training involves information and activity that leads to specific and predetermined outcomes. One trains to learn the slap shot, for example, and the aim is to score. Trainers don't typically ponder the nature of the slap shot or teach its historical importance in the development of human society. Trainers' ultimate success or failure is soon visible.

The perversion of the difference between education and training lies at the heart of how university administrators seldom promote autonomy, clear thinking and lucid expression, though they never fail to mention them as lofty values in their schools' mission statements.

Some universities now even guarantee employment upon graduation. At the point when the declared university purpose is a process to find someone a job, education aims at training and has ceased to educate.

Folks will rightly point at abuses at the other end of training. It is popular to rile against fluffy university programs and professors who teach useless stuff. It may not sound like educating when an English professor tells her students year in and year out how she lost her virginity to her husband's best friend who now lives in their basement, yet the shock value may lead a student to ponder charity or warped relationships. But when a sociologist tells her students that there are only five research methods, she aims at training, not educating.

Trainers give answers to students and want their pupils to do exactly as they say. Educators ask questions and want their pupils to become autonomous, to chart their own course, to surpass their masters.

Leading does sometimes involve coercing, but banning lawful action undermines education. It only trains students toward imposing behaviour instead of teaching debate and nuance to allow pupils to find their own way.

Training and educating are not the same. The sooner we acknowledge it, the sooner public policy can then liberate universities from training programs and from the training mindset.

That should be the first step.


Source:

calgaryherald.com

Technology Overcomes Geographical Challenges For Business

With under 2 percent of the total population in the country (240 million people) possessing insurance, Indonesia offers huge market potential for insurance firms, which are currently racing to provide products to suit people’s various needs.

Property-casualty and general insurance company Chartis, a subsidiary of the American International Group (AIG), is among the front-runners, which aims to explore the business potential in this under-penetrated market.

With a growing middle class due to robust economic growth over the past several years, the country has been targeted as one of 10 countries worldwide which constitute the company’s priority market.

Chartis entered Indonesia in 1970 and currently employs 400 staff, serving 70,000 customers across the country.

To discuss its future business plan in the country, The Jakarta Post’s Rangga D. Fadillah talked with Chartis’ global chief executive officer Peter D. Hancock. Below are excerpts from the interview:

Question: How does Chartis view Indonesia?

Answer: Chartis, as you know, is one of the largest insurance companies in the world; we operate in 90 countries and we continually look at our future growth.

We have identified a small number of countries, around 10 in all, which are our priority for growth. Indonesia is one of those 10 countries and it is one of the most promising. There are three countries in Asia where we see very exciting growth opportunities; they are Indonesia, China and Vietnam.

What are your business plans in Indonesia?

We see there are two sides. On the commercial insurance side, our priorities are infrastructure construction projects. We see a tremendous opportunity in the construction of roads and energy infrastructure. We can provide insurance for the construction and all the associated needs, like personal injuries.

On the personal insurance side, we see an opportunity to deliver cost-effective products that will suit local needs, using technology that we have leveraged around the world. I think the market is still under-penetrated, but the growing middle class needs more insurance, such as automotive insurance.

Travel insurance is also an interesting growth opportunity for us. Thus, we focus on delivering those products in a way that is efficient for people and for our partners.

What are the main challenges in running an insurance business in the country?

The main challenge is distribution. Indonesia is geographically very dispersed. I think it is also a country that embraces the Internet and mobile technology. So, we are very happy to use our technology to reach people in a more effective way.

I think the technology will enable our customers to more easily do business with us by minimizing the use of paper and speeding up the claims procedure. So, I think some of the geographical challenges can be overcome via technology.

For commercial insurance, most Indonesian companies are small- and medium-sized. How do you view them as market targets?

This is an attractive opportunity for us. We aim to provide small-scale, micro-insurance associated with micro-lending. The key thing here is to offer competitive products, which cover all their needs in a standardized way. The challenge is still in the distribution, and finding the right partners.

Indonesia is a natural disaster-prone country; are you not afraid of doing your property-casualty business here?

Catastrophe-prone areas always create challenges but we are uniquely capable of managing sizable catastrophic risks. As I said, we operate in 90 countries around the world, which include disaster-prone territories, so by diversifying our business, we ensure that we have a long livelihood for all the catastrophes that may occur in one year. It’s one of the benefits of having such a large global firm providing capacity.

Why do you think it is necessary for individuals and companies to have insurance?

In my view, in an economy without adequate insurance, you get a lot of precautionary saving; people save money as their precaution against unexpected events and, likewise, companies tend to have very conservative balance sheets.

They will have more cash than they need with precautionary saving. That is an inefficient way for an individual to manage their finances, and an inefficient way for companies as well.

That money could be invested in education for children, or starting a business. In the case of a corporation, it could be invested to expand its businesses. It’s a very efficient way to manage unexpected risks.

Which business sectors are most interesting?

Infrastructure construction and the energy sector.

What are your strategies for reaching grassroots customers?

We provide micro-insurance, and we offer takaful window (Islamic insurance). Together, these two products will help make insurance acceptable to a part of society that is not yet familiar with insurance.

How do you see the future of the two products?

In micro-insurance, we have seen an interesting combination of technology that makes it cost-effective to transact on a low scale and still be modestly profitable. We see it as a potential long-term investment.


Source:

thejakartapost.com

Dieterich Relieved Of Duties At Erath

Destin Dieterich has been relieved of his duties as head football coach and athletic director at Erath High School after three unsuccessful seasons at the helm.

Dieterich's Bobcats struggled through a 3-7 record in 2011, with wins over Delcambre, Berwick and Abbeville, giving the program a 3-year mark of 10-20.

"Destin is still established as a teacher in physical education," EHS Principal Francis Touchet said. "We'll look at getting him moved, possibly finding him another position in the parish, so that he can continue his teaching and look at what's best for him and his family.

"Destin Dieterich is a very good coach. Sometimes things don't work out. It was a matter of on-the-field results, student participation and outlook in the near future.

"I want to see results, and I think the community does, also."

Touchet, a former linebacker at Kaplan High and at UL, said he has begun to advertise for the position and expects to have a replacement on campus by January. He added that current staff members who are interested would be eligible to apply.

"They have been told," Touchet said. "They are presently handling all weight room activities and athletic director duties until the new person arrives."

Touchet said the new coach will have input in the makeup of his staff.

"I don't want this to be a negative," Touchet said. "We just need to move in a different direction."


Source:

theadvertiser.com

Equal Access To Education

President of the European School Heads Association Ton Duif offers insight into the necessity for lifelong learning programmes to be developed with participants.

In spring 2011, 27 stakeholders in education and training signed 'Investing in people through sustainable and inclusive EU programmes'. This document was sent to the European Commission (EC) because many associations are not entirely satisfied with the effectiveness of present lifelong learning (LLL) programmes, particularly because of the associated bureaucracy that goes with them and the huge initial investment costs. In fact, there are some organisations who feel that the whole process is better likened to that of a lottery. The process involves significant preparatory work that takes more than five months to complete before partner associations and groups receive the eventual outcome of their specific proposal. The launch of a broad consultation in preparation for the future of the LLL programme applications is therefore a positive step.

We are all aware of the fact that investing in people has to be the best guarantee for future European welfare, recognising that other countries in the world will increasingly be in direct competition with us. Therefore, we cannot afford to lose any talent, regardless of age or ability. Today, there are many countries in Europe who are increasingly inward thinking and self-orientated as a direct consequence of and reaction to the many languages, not to mention societal and cultural differences, present in the EU. Building a solid European community means that we should learn to live and work together, exchanging ideas and good practices, and setting the foundations to develop new innovations. Since there is little centralised European education politics (with all countries having different school systems that are largely based on traditional and cultural values), it is even more important that we start learning from each other's good practice and achievement. In general, we learn more from differences than from what we have in common.

Four Key Principles

A Holistic Vision On Learning

Because we know that many jobs now will no longer exist in 2020, we need to realise that we have to focus on LLL programmes for all ages if we are to provide sustainable growth. Some jobs and workplaces will be entirely new in the future because knowledge itself devaluates very quickly within an expanding and technologically-driven society. Therefore, we should develop a holistic vision that is focused on meeting the needs of learning methods and learning content.

However, it is a significant challenge to view Europe in such a holistic manner considering its inherent diversity. Moreover, in this perspective, it is not only about knowledge, but even more so, what you can do with it in your job or day-to-day work. The exchange of good practice and ideas throughout and across differing countries will strengthen their social cohesion, which is even more important today where you can see increasing manifestations and expressions of anti-European sentiment. We have to make sure that all European citizens have access to programmes and networks, whilst acknowledging that there are real challenges and difficulties due to language problems; otherwise those with English as a primary language will have increased benefit because it is so often the commonly used language.

Ensuring Equal Access For All

It is not only about language, it is also about age. The programme should be attractive for all European citizens, regardless of age or educational level. In this we need to make more use of technology and the various interactive learning facilities available through the internet. From this perspective, it is strange that it remains so difficult for many to access funding for the necessary translation facilities fundamental within European programmes. It is well known that in the European Parliament almost all such language facilities are readily available. Therefore, it must be considered why we do not think this necessary for the wider success of pan-national educational programmes, and if members of the European Parliament have insufficient skills to use one language, why we presume all European learners must learn in English.

Secondly, it is increasingly important that we raise our children with a collaborative and borderless vision. There are now many effective European networks that we should endorse and support who will provide access to the majority of our schools in Europe. We should imagine the positive results we could achieve if children in Europe were to learn how to work together and begin to accept the many differences within European society as a positive resource for the future. Our youth are open to this, the majority having not yet been brainwashed by other societal and cultural forces. We know that there are many opportunities for building learning networks specifically using new technologies to meet the growing international needs for professions and professionals. We do not have to invent it from a starting point because, in this respect, it's remarkable that we're not using the full potential and possibilities of the existing new social media.

A Learner-Centred Perspective

It is not about push or pull, it is about temptation; from teaching to coaching and advice. It is everything between individual's learning and their engagement with sharing in networks. Therefore, we need interactive programmes from within which we can learn the needs and expectations of the learners themselves. We know that a modern learner is interested in such attitudes as: 'What is in it for me? How can I share it with others? Who can advise me? What forums do I need?' The worldwide success of Twitter, Wikispaces, Wikipedia and LinkedIn should make us think of a new and different approach to building learning networks. Basic questions, therefore, are: 'Where are these learners? How can we meet them? What kind of ambitions do they have?'

A Participative Approach

Many European programmes are designed by groups of educators or educational associations, and built on a prescribed programme model. This is one of the greatest challenges to us all if we want to reshape future European LLL programmes. Due to the prescribed format, many EC LLL programmes all look the same: a couple of seminars or meetings, a dissemination programme, some working programmes and activity, and the necessary number of related partners. There are organisations that currently earn a good living in helping with writing proposals in order to become successful; imagine how much energy is wasted on this. Successful EC LLL programmes must be developed in collaboration with those who participate, even when this means that the outcome could be somewhat different from what was originally expected.

So, if we want to make future LLL programmes more effective, we should diminish the bureaucracy associated with the process. We could also enhance effectiveness by connecting programmes with similar related and relevant purposes; and some should have a longer time perspective, whilst others could focus on more sustainable efficiency. However, most importantly, they must connect the needs of learners in the challenging and exponential technologically- driven society in Europe, today and in the future, where many jobs that now exist will disappear, while many others will emerge and grow. Therefore, we need learners designing and programming their own learning needs.

Source:

publicservice.co.uk

Lisa Corriveau, Mansfield's 2012 Teacher Of The Year

Lisa Corriveau was born to be an educator.

"I love the connection and impact that I make as a teacher," Corriveau said in an application for Connecticut's 2012 Teacher of the Year.

"I teach to help each child learn, grow and develop into a complete person: one who is satisfied, fulfilled, has developed self-esteem and a sense of integrity, and who ultimately is able to grow on his or her own."

Corriveau's passion for teaching has not gone unnoticed.

Her dedication in the classroom and commitment to students has earned her the honor of Mansfield's 2012 Teacher of the Year.

Each year, the Town of Mansfield honors its exceptional educators with a ‘Teacher of the Year’ award.

In 2011, the Town’s Teacher of the Year Committee received 27 nominations for consideration from parents and students throughout the district.

After a thorough selection process, Corriveau, a music teacher at Dorothy C. Goodwin Elementary School, emerged as Mansfield’s 2012 Teacher of the Year.

Corriveau, who has taught at the elementary school for nearly a decade, was recently recognized for her accomplishment at a Town Board of Education meeting.

“Lisa is a positive, enthusiastic force in our district,” BOE Chairman Mark LaPlaca said at the ceremony. “Our educational community is grateful and proud that she represents us in the best tradition of the profession.”

Corriveau is no stranger to accolade. An educator with more than 20 years of experience, she has been nominated twice in the past for Mansfield’s Teacher of the Year, was recognized as Wethersfield’s Webb Kindergarten Center Teacher of the Year in 2003 and won the Outstanding Teacher Award at Roselle Park Middle School in New Jersey in 1998.

“You’ve brought music into the lives of many students during your teaching career,” State Representative Gregory Haddad (D-Mansfield, Chaplin) said. “The students at Goodwin Elementary have benefited greatly in having you as their music teacher during the last eight years. We thank you for all you’ve done and will continue to do for our students.”

Corriveau said she has always felt “fortunate” to do what she does.

“I get to make music with young people all day, every day,” she said. “You haven’t truly lived, until you’ve done the Hokey Pokey with three-year-olds,” Corriveau said to laughs from those in attendance.

Goodwin Principal Debra Adamczyk said that those fortunate to work with Corriveau on a daily basis see the "effects of her life’s work" on the faces of their students, and that Corriveau's love of music transcends to those around her.

"Lisa is one of the best we have,” Adamczyk said.

“I have absolutely no doubt that Lisa has given our students a gift that’s going to outlive the memories they have of elementary school. She’s helped each of them find the musical and creative spirit. Lisa touches the music hearts and minds of every child. …She believes she can change lives, and so she does.”


Source:

mansfield.patch.com

Principals Can Be Reliable Sources Of Teacher Evaluations, Consortium Study Finds

As schools across the country face mounting state and federal pressure to overhaul teacher evaluation, a pilot initiative in Chicago provides evidence that principals are able to assess teachers accurately on practices that drive student learning, according to a new study from the University of Chicago Consortium on School Research.

“Rethinking Teacher Evaluation in Chicago” found that teachers who received the highest ratings from principals on classroom observations were also the teachers whose students showed the greatest learning gains. This suggests that principals were able to distinguish between strong and weak teaching, and that the observation tool used in the Chicago pilot, the Charlotte Danielson Framework for Teaching, captured factors that matter for student learning.

These findings have important policy implications for states and districts across the country working to implement evaluation systems that include classroom observations. Evaluations that rely on classroom observations provide teachers with a common definition of effective teaching and feedback on how they stack up on those criteria. They also can serve as the primary source of information on teacher quality in grade levels and subjects that are not tested.

The study is particularly relevant in states like Illinois, which has selected the Charlotte Danielson Framework as the state model.

“This study shows that we’re moving in the right direction with our redesign of educator evaluations in Illinois. It shows the observation methods we’re moving toward are valid and reliable measures of solid teaching practice, and that they can be applied consistently,” said State Superintendent of Education Christopher A. Koch. “The state is going to use the lessons learned in the Consortium study as we design the state’s training for principals which will be critical for the successful implementation of our new educator evaluation systems.”

“Rethinking Teacher Evaluation in Chicago” summarizes findings from a two-year study of Chicago’s Excellence in Teaching Pilot, which was piloted in 44 schools in 2008 and then expanded to 100 in 2009. Overall, the report found that the pilot was an improvement on the old evaluation system and worked as it was designed and intended, introducing an evidence-based observation approach to evaluating teachers and creating a shared definition of effective teaching. At the same time, the new system faced a number of challenges, including weak instructional coaching skills among some principals. Key findings include:

• The classroom observation ratings were valid measures of teaching practice; that is, students showed the greatest growth in test scores in the classrooms in which teachers received the highest ratings on the Danielson Framework, and students showed the least growth in test scores in classrooms where teachers received the lowest ratings.

• Principals and trained observers who watched the same lesson consistently gave the teacher the same ratings; the highest agreement existed for unsatisfactory ratings. This finding relates to the fairness of the system and has important implications for districts using the classroom observations to make hiring, firing and promotion decisions.

• Principals and teachers said that conferences were more reflective and objective than in the past and were focused on instructional practice and improvement.

• Over half of principals were highly engaged in the new evaluation system. These principals were positive about the Framework, the conferences and the professional development they received. Principals who were not engaged in the new evaluation system tended to say that it was too labor intensive given the numerous district initiatives being simultaneously implemented in their schools.

• While principal ratings were generally consistent, 11 percent of principals consistently gave lower ratings than the observers and 17 percent of principals consistently gave higher ratings than the observers. Also, while principals and teachers were positive about the evaluation conferences and framework, many principals lacked the instructional coaching skills required to have deep discussions about teaching practice. This speaks to the need for ongoing professional development supports for principals and teachers.



Source:
news.gnom.es

'Super Teachers' Will Raise Education Levels In Region

THE next generation of "super teachers" will be born thanks to a groundbreaking new education partnership in North East Lincolnshire.

Healing Science Academy has been chosen to lead the Humber Teaching School, a partnership between the region's highest performing education establishments, to help raise teaching standards across the area.

Part of a major Government policy initiative, the school is one of just 57 in the country to be given Teaching School status by the Department Of Education.

Principal Ann Addison said: "This is the exciting launch of a new Government initiative to create a network of teaching schools across the country and Healing is one of the first to be selected.

"It is significant for the area. We often hear so much that is bad about North East Lincolnshire, but as a local girl who has been born and bred here, I am proud we have been selected to head up this initiative.

"It aims to provide help, support and training for schools by schools and I am delighted we are able to work alongside such prestigious partners.

"A key part of being a teaching school is training future teachers, which is crucial to raising aspirations and skills, not just here but across the region. Another important part is about encouraging the very able young teachers to go on and take senior positions."

In the next ten years, the Government estimates 25 per cent of current head teachers will be retired, so it is hoped the initiative will bring in the next generation of top teachers and help them develop into leaders and more senior positions.

The Ofsted-rated outstanding school will work in partnership with schools from each age category, including Signhills Infants, Healing Primary, Wybers Wood Primary and Franklin Sixth Form College. Schools in North Lincolnshire, Lincolnshire and East Yorkshire and the University Of Hull have also been made strategic partners.

Franklin College principal Trevor Wray said: "We see this as a tremendous opportunity, not just for Franklin but for the area as a whole. It is exciting to have a teaching school in the area and is a great coup for North East Lincolnshire.

"Franklin has a long-standing relationship with Healing. We have been partners for many years with us being their students' preferred destination after GCSEs.

"This will complement the current teacher training programmes available by giving a more focused, hands-on approach to training teachers."

Jane Powell, of Signhills Infants, said: "There are not many infant schools left in the area, we are a rare breed, but this is an exciting opportunity for us.

"It will be great for foundation and key stage one children and will continue to go right across the board up to the age of 19.

"It was a fantastic opportunity that we couldn't afford to miss out on."


Source:
thisisgrimsby.co.uk