Tuesday, September 27, 2011
Confusion of my Own!
I've been learning about adult learners and education for some time now and I'm struggling to see the difference between adults and children. I know it seems silly and I know there are studies that show how adults learn, but the differences are not that different (in my opinion). Some of the thoughts are that adults need to know what they are learning and why they are learning that concept. Well, 6th graders asked me all the time, "Why do I need to know that?" Another idea is that adults are more self-directed. I agree, but I also agree that children are self-directed too. If there is a topic they are interested in...they will learn and they will enjoy learning. The motivation to learn for adults is stronger (apparently). I disagree. You give a 6th grader a white board and marker and let me tell you their motivation to learn just increased ten-fold. Can you image what would happen if you gave them an ipad? Adults have more of a readiness to learn. Children are ready to learn too. They have life experiences that could sometimes exceed our own. I don't think we should look past these young minds for one second. They are sponges ready to absorb anything that comes their way with the right facilitation.
Tuesday, August 23, 2011
Web Page Creation
Working in Global Education is very interesting! I created this webpage about adult learning styles. Check it out here. I've started to learn about how to use the internet and technology to teach and learn. It's amazing what is out there!
Monday, August 22, 2011
Reflection #8 (Thoughts)
It's been a few months since I have written, but not since I've reflected! Reflection is a constant part of my life. I reflect on my studies, my family, my parenting struggles, and friends. I wish I could be better at so many things and in so many areas of my life. Sometimes I think about how much I lack, but I'm grateful that I do have talents to share. I'm glad that I have a talent to teach; that is one area of my life I have no reservations. I learned a great deal in school, but most of what I know, is just part of who I am. I hate the quote, "Those who can't...teach." That is SO wrong...teaching takes skill, patience, and understanding of multiple levels of intelligence. Plus, what better way to learn something, than to teach the concept? Just a little reflection on teaching as many get ready for back to school!
Tuesday, May 31, 2011
Reflection #7
After reviewing the reading material from today, please 1) highlight the purpose and components of the Carl D. Perkins Vocational and Technical Education Act and 2) briefly research and discuss technical education programs that your local school district provides for students.
The Carl D. Perkins Vocational and Technical Education Act was reauthorized into law on August 12, 2006. The purpose of the law is for individuals to be provided with academic and technical skills to succeed in our ever changing economy. Students receive the support they need through secondary and post-secondary education. According the Association for Career and Technical Education (ACTE) (2011), federal funds are used to ensure that these technical programs are up to date and academically challenging with business and the industry today. State and local funds generally provide for program improvement through change, integration of academic and technical education, equipment for classrooms with the latest technology, guidance and counseling, staff development, and student organizations. The law allows for more state and local accountability as well as accountability for the students through specific standards. States are working to provide specific standards and curriculum to allow for student progress and success.
The Clark County School District provides technical high schools with trait specific programs. Each school has a different program and students from all over the valley can choose to attend these schools. Students must, however, apply for each school. A list of the schools includes:
Clark County School District, Las Vegas, NV: Technical Programs Search (2011)
HIGH SCHOOLS GRADES 9-12
After graduating from these schools, many students have earned college credits and/or have been trained in a trait that they can move forward in a profession right out of high school. This training will also help many of them as they progress into college with a knowledge base of what they would like to do in the years to come.
References
Association for Career and Technology Education. (2011). Carl D. Perkins Act Implementation. Retrieved from: http://www.acteonline.org/perkins.aspx#background
Clark County School District. (2011). School Types. Retrieved from: http://ccsd.net/areas/superintendents-schools/schoolTypes.php#select
Friday, May 27, 2011
Reflection # 6
How will you supervise and administer school counseling programs? Ground your thoughts in the course readings.
In order to supervise a counseling program, it is important to understand the role of a counselor. According to the American School Counselor Association (2009), a counselor is trained in school counseling (holding at least a master’s degree) to address the developmental needs of students. Academic, career, and personal/social issues may all be met through a school counselor. As an administrator, it is essential to hire those individuals who are highly qualified in the area of counseling and hold the most up to date and current qualifications.
The next step to supervising a school counseling program includes setting the model as a guide for the school. According to A Model Comprehensive, Development Guidance & Counseling Program for Texas Public Schools (2004), each school needs something individually different. Some schools need a new program, updating an existing program, or revamping a program with new resources. In order to accomplish the goal necessary for one’s school, the Program Development Cycle could be used as a means for establishing the appropriate program. The cycle is five steps that can be accomplished in any order. The steps include: organizing-taking action and identifying leadership for the program, planning-assess the current program, designing-establish the program design, implementing-use counselor resources to make improvements, and evaluating-reevaluate to address further issues that arise. Through this program, one may move forward at the pace that works for the school, students, and parents while working through issues that need to be specifically met.
Once the position is filled and a model is developed, it is important the students feel comfortable meeting with their guidance counselor. As an administrator, it is important to allow the counselor the time necessary to meet with students daily. The suggested ratio of counselor to student is 1:250 (American School Counselor Association, 2009). However, this is rarely the case. Many schools have even double the number of students to one counselor. If student have time to meet with their counselor, students will not feel as if they are just a number, but a person with a future in mind. According to Johnson, Rochkind, & Ott (2010, p. 75), “In the Public Agenda study, nearly one-half of young people (48 percent) say they usually felt like “just another face in the crowd” in dealing with their high school guidance counselor.” With time, they will receive the actual guidance they deserve rather than the guidance they get in a five minute session with a counselor that has a desk full of paper work to complete. This means that lunch duty and test-booklet preparations may need to be completed by another staff member in order to allow the counselor time necessary to meet with students.
Continued education and training is also important in our ever-changing world. As an administrator, one should provide training opportunities for staff, counselors included. The authors (Johnson, Rochkind, & Ott, 2009) explain that counselors are not necessarily trained on how to aid students and parents in financial aid, college selections, apprenticeships, or other post-secondary options. Counselors also need continued training to develop and polish skills in working with students academically and socially. As the years progress, student problems change and counselors need to adapt to the change and learn how to address the new issues.
References
American School Counselor Association. 2009. The role of the professional school counselor. Retrieved from: www.schoolcounselor.org
Johnson, J., Rochkind, J., & Ott, A. 2010. Why guidance counseling needs to change. Educational Leadership, p. 74-79. Retrieved from: www.ascd.org
Texas Education Agency. 2004. A model comprehensive, development guidance & counseling program for Texas public schools (Rev. ed). Austin, TX.
Thursday, May 26, 2011
Reflection #5
Interesting enough, when I realized this article was about accelerating students my first instinct was to say, “No way”. The reason for this being I just assumed acceleration of students solely meant skipping grade levels. After reading through the material and evidence, my thought process and opinion has changed to, “It’s an option, for SOME students.” Therefore, I do agree in acceleration of students, to a degree. Acceleration, as defined by the authors Colangelo, Assouline, & Gross (2004, p5.), states,
“Acceleration is an educational intervention that moves students through an educational program at a faster than usual rate or younger than typical age. Acceleration includes single-subject acceleration, whole-grade-skipping, early-entrance to school, and Advanced Placement (AP) courses. Acceleration means matching the level, complexity, and pace of the curriculum with the readiness and motivation of the student.”
As the authors gave examples of America’s leaders who skipped grades, it was apparent to me that this is not a “no way” kind of decision. The decision needs to be made on a case-by-case basis. It is amazing to me that people like Martin Luther King Jr., T.S. Eliot, James Watson, and Sandra Day O’Connor all graduated early or skipped grades (Colangelo, Assouline, & Gross, 2004). These people made such a huge difference in our society; I can’t help but wonder if things would have been the same had they not been given the chance to accelerate? I also appreciated the comments from the student, Alexis Hanson, who accelerated from 6th to 7th grade. She brings up great points regarding how students who accelerate deal with different issues. One struggle she points out is the difficulty she felt moving into college. She says she had a hard time with study skills because she hadn’t ever needed them (Colangelo, Assouline, & Gross, 2004). I find that interesting because EVERY student has trouble with study skills. If that is the only concern she really had moving into college, I think she is right on track. Serving students with special gifts and talents is not a new concept, it is a concept that has been ignored and needs to be addressed in a new light.
The myths and truths that caught my attention also came in two-fold: agree and partially agree. Again, this is why I now believe in acceleration, for SOME students. The myths and truths to come are from authors Congelo, Assouline, & Gross (2004). Starting with Myth #4: “Age trumps everything else,” (p.6) explains that for many educators, age has become the determination for grade placement. I agree that this idea does play a huge role in the placement, but I do not agree that it actually should play a role. I agree with the authors in the idea that students should be placed on readiness, not age. Myth #5: “Safer is better than sorry,” (p.6) supports the idea that teachers would rather keep a student in the age appropriate grade than regret the decision later. Again, I agree that this does play a part in placement, but do not necessarily think it should. The regret is very little compared to the satisfaction of acceleration for most students. Myth #8: “New friends are hard to make,” (p.7) is a reason I agree with because I have actually seen this take place. The few students I have seen that skipped a grade struggled with emotional and physical readiness and therefore struggled to make friends. Myth #6 I partially agree with; it states, “Acceleration is not taught in colleges of education (p.7).” Apparently it can be proven that acceleration is not taught in many colleges, but my college of education did cover GATE students and acceleration. We did not have one specific class on the topic, but it was addressed multiple times. As I read through the truths and myths posed by the authors (p. 6-7), I did feel they were on the right track with their ideas. Even if I did not totally agree with the idea, I agree that they are truths and myths.
According to the research I’ve completed regarding CCSD (CCSD Support Services Division) curriculum and standards in teaching gifted and talented students, it seems the idea of acceleration in neutral. It is very rare for a student to skip a grade. So, in that sense it is not highly complemented. However, the district does provide gifted and talented education (GATE) to gifted students in grades 3-5. Also, at the middle and high school levels there are accelerated classes in reading, math, English, and science. As well as advanced placement (AP) classes in high school. Through these programs, it seems acceleration is supported in CCSD.
Reference
CCSD Student Support Services Division: http://sssd.ccsd.net/gate.html
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: how schools hold back America’s brightest students. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, 1, 1-82. Retrieved from: http://nationdeceived.org
Wednesday, May 25, 2011
Reflection #4
How will you, as a school leader, ensure that the needs of students who are English language learners are met?
How will you supervise programs for ELL students?
First off, as stated in the power point by Ms. Jenkins, as a school leader one must start by identifying and addressing the needs of the students. If a school has a high population of limited English proficient (LEP) students who require special language services, it would then be the responsibility of the administrator to provide the necessary resources for academic success.
A starting point to address the needs, once assessed, is to create a team that is equipped to train and support teachers who need assistance with ELL students. This team could be similar to the RTI team, and maybe even work with the RTI team, but specialize in ELL strategies. (This team may already be a standard in some states or schools, but I have not worked in a school with this in the works.) This team could present strategies at staff development days, hold after/before school open-door strategy sessions, parent involvement meetings, tutoring opportunities, etc.
The next step would be to determine which type of language program or programs work for the LEP students, teachers, and staff. Honigsfeld (2009) gives examples of program models that might be seen in a public school system. The English-language monolingual program is where a LEP student is placed in a class and receives no special instruction with language skills. The English-language-monolingual-plus ESL program holds students in a general education classroom but also provides instruction in English as a second language (ESL). The transitional bilingual educational program starts with the child in a bilingual classroom. The student is taught in their native language and is also given ESL services. However, the instruction is eventually provided only in English and the student is moved as quickly as possible to a monolingual English classroom. A maintenance bilingual education program is very similar to the above transitional program. The only difference is that this program’s goal is to develop full proficiency in both languages. Finally, a structured immersion program is when the student is placed in a general education classroom where instruction is provided only in English; however LEP students are allowed to address the teacher in their native language when they do not understand. The teacher must be fluent in the native language of the students, but does not use the language often unless necessary while teaching a certain subject. After determining which program or programs would be the most beneficial in our school, I would then provide the appropriate trainings and hiring that teachers would need in order to successfully implement the program in their classroom with the least amount of change to their procedures.
Supervising the program would then take constant communication with the teachers, staff, students, and even parents. Communication regarding what works and what does not work will help all parties involved be more successful. Also, communication through trainings is important. As the teachers are trained in strategies to teach students, it would be imperative for administration to be present to learn as well. Administrators need to be actively engaged in learning and teaching. When the staff sees the administration present, they sense the importance of the training and will be more inclined to participate and implement the instructional strategies in their own classrooms. Finally, assessing teacher instruction is the responsibility of the administration. If teachers are trained to work with LEP students, they should be implementing the strategies that will provide for positive academic achievement. Through this, hopefully the students will benefit and the school will move forward in a positive manner.
References
Honigsfeld, A. (2009). ELL programs: not one size fits all. ProQuest Education Journals, 45(4), 166-171.
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