OMG Angela! This site has been a HIT for myself and a few others that noticed my excitement today while I was researching on my computer.
We grow by learning from others and this is a perfect example of an extremely valuable website that is creative and user friendly with visuals to keep you engaged in your research!!
I discovered information on successful student teaching programs, Kansas Performance Teaching Portfolio, after school programs and a lot pertaining to Ed. Psyche and how our brains learn and develop.
Thanks again for sharing.
Sunday, April 7, 2013
I'm happy to be reading "Leading Change in your School" written by Douglas Reeves. It's such an eye opener and filled with great advice.
One section that caught my attention was the four imperatives of cultural change:
1. First, leaders must define what will not change. Teachers need to hear the values, practices, traditions and relationships that will not be lost. (pg. 38)
2. Second, organizational culture will change with leadership actions; speeches and announcements are not enough. (pg. 38)
3. Third, use the right change tools for your system. "Leaders must choose the appropriate change tools based on a combination of factors, including the extent to which staff members agree on what they want and their consensus on cause and effect. (pg. 39)
4. Fourth, change in culture requires relentless personal attention and "scut work" by the leader. For example, the Superintendent of Murrieta Valley Unified School District in California has done, of taking a turn as a substitute teacher and spending time with bus drivers at five o'clock on a frosty morning. (pg. 40)
This is a book worth reading!
One section that caught my attention was the four imperatives of cultural change:
1. First, leaders must define what will not change. Teachers need to hear the values, practices, traditions and relationships that will not be lost. (pg. 38)
2. Second, organizational culture will change with leadership actions; speeches and announcements are not enough. (pg. 38)
3. Third, use the right change tools for your system. "Leaders must choose the appropriate change tools based on a combination of factors, including the extent to which staff members agree on what they want and their consensus on cause and effect. (pg. 39)
4. Fourth, change in culture requires relentless personal attention and "scut work" by the leader. For example, the Superintendent of Murrieta Valley Unified School District in California has done, of taking a turn as a substitute teacher and spending time with bus drivers at five o'clock on a frosty morning. (pg. 40)
This is a book worth reading!
Saturday, March 23, 2013
Trust and Funding
Two things I continue to find of highest importance as I continue to move forward with the foundation of our CHUMS (caring, helping, understand, mentoring students) mentoring program is building a strong foundation built on trust between all involved and securing appropriate funding or a way to provide compensation to the personnel hired for these positions.
The other CHUMS programs that are currently functioning in the surrounding area have an onsite administrator at the school, trained mentors from the community's college and appropriate funding to cover the cost of the program. Our philosophy with our program is to provide a positive relationship and a high level of engagement in needed academic subjects shared by the child's classroom teacher.
In the near future, I will be visiting with our neighborhood school principal to listen to his expectations of his student's needs and design our program to fit what he recommends.
Any ideas, positive or negative, please share.
The other CHUMS programs that are currently functioning in the surrounding area have an onsite administrator at the school, trained mentors from the community's college and appropriate funding to cover the cost of the program. Our philosophy with our program is to provide a positive relationship and a high level of engagement in needed academic subjects shared by the child's classroom teacher.
In the near future, I will be visiting with our neighborhood school principal to listen to his expectations of his student's needs and design our program to fit what he recommends.
Any ideas, positive or negative, please share.
Wednesday, March 20, 2013
"A teacher's ability to offer clarity on the student's condition and offer a strategy to become successful could be life changing for so many dyslexics.
http://www.edutopia.org/blog/4-things-about-dyslexic-brain-patrick-wilson
Please take time to read the four key characteristics of the dyslexic brain that are critical for educators to understand by clicking on the link above.
As we look at the development of the CHUMS project the Central Christian education majors are aware of the vital importance of foundations, emerging literacy and advanced literacy methods classes and Ed. Psyche/How the Brain Works as a critical part of their academic success as a future mentor and teacher.
Our program requires rigorous application and engagement of each student knowledge of a child's reading ability and what an instructor needs to understand to provide the literacy instruction each child deserves.
In conclusion, our education majors apply what is taught in the college classroom and learn best when having the opportunity to observe and be directly involved in area schools. The students journal extensively about their experience in the classroom and what they learn from the professionals.
Thanks to all administrators, professionals and partnership schools that provide modeling and mentoring to our future teachers.
http://www.edutopia.org/blog/4-things-about-dyslexic-brain-patrick-wilson
Please take time to read the four key characteristics of the dyslexic brain that are critical for educators to understand by clicking on the link above.
As we look at the development of the CHUMS project the Central Christian education majors are aware of the vital importance of foundations, emerging literacy and advanced literacy methods classes and Ed. Psyche/How the Brain Works as a critical part of their academic success as a future mentor and teacher.
Our program requires rigorous application and engagement of each student knowledge of a child's reading ability and what an instructor needs to understand to provide the literacy instruction each child deserves.
In conclusion, our education majors apply what is taught in the college classroom and learn best when having the opportunity to observe and be directly involved in area schools. The students journal extensively about their experience in the classroom and what they learn from the professionals.
Thanks to all administrators, professionals and partnership schools that provide modeling and mentoring to our future teachers.
Monday, February 18, 2013
Learning from the past to make a make a brighter future for our community children
I was intrigued when one of my students shared about her involvement with the CHUMS program beginning her freshmen year in Marquette, Kansas. They started their program 7 years ago and it's still going strong. This year it has expanded and includes grades first through fifth.
Excitement is beginning to brew as Bayle has agreed to share her personal experiences with the many positives that have resulted for the selected children that attend and the appreciation parents share as well in their evaluation. She's also willing to share her point of view about some changes that could make the program even better.
CCC's education students are excited to be involved in the REAL world of constructing a gap that could have a powerful positive impact for some of our local students.
We'll be posting our progress as we build our version of CHUMS.
Excitement is beginning to brew as Bayle has agreed to share her personal experiences with the many positives that have resulted for the selected children that attend and the appreciation parents share as well in their evaluation. She's also willing to share her point of view about some changes that could make the program even better.
CCC's education students are excited to be involved in the REAL world of constructing a gap that could have a powerful positive impact for some of our local students.
We'll be posting our progress as we build our version of CHUMS.
Sunday, February 17, 2013
Finding a project of engagement to help local children
A well organized and engaging after school program is a current need at RES in McPherson. The name of the program Central Christian College preservice teachers is considering as a pilot in the future is called C.H.U.M.S. This program was developed by Tabor College and is operating successfully in Lindsborg and Marquette the last few years.
I have a student in my Ed. Psyche class who started working this program while attending high school at Marquette and is currently the director of this after school program for Marquette Elem. as well as a full time Central Christian College student. My first item on my agenda is to visit Marquette and watch the program in action in the near future.
Our goal is to pilot with next fall with preservice CCC's teachers to direct and plan and implement lessons as part of their methods experience.
I'll be posting additional details soon.
I have a student in my Ed. Psyche class who started working this program while attending high school at Marquette and is currently the director of this after school program for Marquette Elem. as well as a full time Central Christian College student. My first item on my agenda is to visit Marquette and watch the program in action in the near future.
Our goal is to pilot with next fall with preservice CCC's teachers to direct and plan and implement lessons as part of their methods experience.
I'll be posting additional details soon.
Monday, February 11, 2013
Changing Paradigms
Sir Ken Robinson's comments of our past education structure made so much sense, and was driven for a few to highly succeed, while the majority of the students were educated to fit the needs of our economic growth.
Public education should connect to the child's strengths and needs.
Interesting comment about no literacy growth even with smaller class sizes.
Population growth was interesting going from 6 billion in 1970, but by 2000 we had increased 30 million.
The comment pertaining to ADHD needs to be taken seriously and we as educators and specialists need to be educated and aware of the needs of different learning styles and how to better engage our students.
The redefining comment about a child's capacity of engagement is at 98% for kindergartener and declines to 2% by age 25 +.
We need to develop vitality, creativity and diversity when teaching our students.
Public education should connect to the child's strengths and needs.
Interesting comment about no literacy growth even with smaller class sizes.
Population growth was interesting going from 6 billion in 1970, but by 2000 we had increased 30 million.
The comment pertaining to ADHD needs to be taken seriously and we as educators and specialists need to be educated and aware of the needs of different learning styles and how to better engage our students.
The redefining comment about a child's capacity of engagement is at 98% for kindergartener and declines to 2% by age 25 +.
We need to develop vitality, creativity and diversity when teaching our students.
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