Two Books Are Better Than One

The initiates, officers, and members of the Delta Rho Chapter of Kappa Delta Pi at Kean University were pleased to support the needs of elementary students in a public school setting with 601 books that were given to them on Read Across America Day. IMG_7574

Our chapter held a book drive throughout the Fall 2015 semester to collect these books. In February, we started by hosting a Literacy Alive! social event. This was a great way to prepare for our project and have everyone get to know each other in a comfortable setting. At the event, members, initiates, and officers created bookmarks for the students, and created bags with bookmarks and pencils to go with the theme of Dr. Seuss.

IMG_7575To celebrate Read Across America Day, Delta Rho visited Menlo Park Terrace School #19 for the day. The books were delivered, and the students received their gift bags. Some officers and members dressed up as Dr. Seuss characters to add to the spirit of the day. All who attended read a book to an elementary classroom and visited various grades throughout the building.

The second part of the project supported the needs of children and young adults at the children’s hospital who are undergoing cancer treatments. The hospital restricts paper books, so the children read books on iPads. These children need funding for purchasing books. Our project supported their needs through an iTunes gift card so they will be able to purchase books to read while they receive their treatments. Our project supported the non-medical needs of these children and they families.

Our chapter was recognized by the faculty and principal at Menlo Park Terrace School # 19 as well as the director of Embrace Kids Foundation.

This was truly an experience for our chapter, as it was the largest scaled project for literacy in chapter history.

IMG_7576The members, initiates, and officers gained experience in the areas of service, networking, and experience being in the classroom. The communities that were served—although different—were immersed in the love for learning and reading all Kadelpians have and show. Delta Rho is proud of Two Books are Better than One, and we are excited to receive the silver award for it.

The real reward, however, was knowing how many children and youth we touched in both communities through our project.

Guest blogger, Leana Malinowsky, is a first grade teacher at Pvt. Nicholas Minue School in Cateret, NJ, where she teaches the inclusion class. She is also a certified Reading Specialist. Leana is the Associate Counselor of the Delta Rho Chapter at Kean University, and she has been an active member since 2007—over 9 years!

Literacy Alive! Top Projects Announced

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It is with great pleasure that we announce the top projects from the 2015-2016 review cycle.

Gold Projects

  • The University of North Carolina at Charlotte  (Omicron Pi Chapter)
  • Bethune-Cookman University  (Pi Delta Chapter)
  • Fitchburg State University  (Xi Psi Chapter)
  • Madonna University  (Sigma Xi Chapter)
  • Liberty University  (Pi Sigma Chapter)

Silver Projects

  • Ferris State University  (Alpha Alpha Iota Chapter)
  • Kean University  (Delta Rho Chapter)
  • University of St. Thomas – Houston  (Pi Lambda Chapter)
  • Chapman University  (Chi Beta Chapter)
  • University of North Texas  (Alpha Iota Chapter)

Bronze Projects

  • St. Joseph’s College, Brooklyn Campus  (Alpha Epsilon Omega Chapter)
  • Armstrong State University  (Nu Zeta Chapter)
  • University of Pittsburgh  (Omicron Phi Chapter)
  • Marian University, Indianapolis  (Alpha Alpha Tau Chapter)
  • Concordia University  (Pi Psi Chapter)

2015-2016 proved to be another awesome year for Literacy Alive! with more than 100 projects submitted, 35,444 people served, and 26,631 books were collected for distribution globally!

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To learn how you can participate in the 2016-2017 review cycle, and read a summary of each of the Gold Project award winners, visit the Literacy Alive! homepage on the KDP website.

Research from The Educational Forum: School Leadership, Dual Language, and Social Justice

DeMatthews_photoToday’s blogger is Dr. David DeMatthews, Assistant Professor in the Educational Leadership and Foundations Department at The University of Texas at El Paso. He writes here to describe research recently published in an article (coauthored by Dr. Elena Izquierdo) in The Educational Forum.

Emergent bilingual children in U.S. public schools are one of the fastest growing student groups and make up almost 10% of total enrollment.Many Latina/o emergent bilinguals underperform academically when compared with their native English–speaking peers.

False narratives describe the success of past generations’ immigrant groups learning English through full immersion, but research has consistently indicated that dual language education improves cognitive and academic functioning and closes the academic achievement gap. Researchers have also found that dual language promotes healthy multigenerational, multicultural, and multilingual communities.

While some states like Arizona, California, and Massachusetts have outlawed dual language for emergent bilinguals, many districts and schools with growing proportions of Latina/o emergent bilingual students are turning to dual to increase student achievement and foster a school and community culture that values diversity and inclusion.

Although the benefits of dual language are undeniable, school leaders and teachers often confront serious challenges when attempting to develop and implement dual language.

Few teachers or principals learn about language acquisition, bilingualism, or biliteracy in their preparation programs. In our article, “School Leadership and Dual Language: A Social Justice Approach,” we highlight the important role of school leadership in promoting and implementing dual language education.

Readers of this blog may be familiar with some of the effective leadership and teacher practices that support inclusive and bilingual classrooms. For example, dual language often requires effective co-teaching and co-planning, which means principals must provide teachers with opportunities to collaborate, while teachers must have the prerequisite professional skills to engage in collaborative and inquiry-based activities.

However, developing and implementing dual language education is not simply about technical or professional skills.

We argue that school leaders and teachers must take a social justice approach to creating dual language education. All stakeholders should be involved and have meaningful input into decisions that affect how resources and learning experiences are distributed across a school and how student and family cultural and linguistic backgrounds are valued in curricula.

In our article, we present five steps to facilitate a thought process of how to move a school from a segregated pullout English immersion program to dual language education:

  • Lay foundations by valuing all stakeholders.
  • Explore perspectives to engage key stakeholders.
  • Assess the context and plan the program.
  • Recruit and build capacity.
  • Monitor, evaluate, and renew the program.

Although in practice each of these five steps must be continuous and occur simultaneously, we believe they provide a broad framework for how school and teacher leaders can think about dual language education, create a culture of collaboration, and foster an inclusive environment in which all stakeholders share in decisions, trust and support one another, and remain reflective and willing to grow.

KDP is proud to partner with Routledge to share Dr. DeMatthews and Dr. Izquierdo’s article free with the education community through July 31, 2016. Read the full article here.

Celebrating Our Graduates Through Photos

Each spring, KDP staff members organize a photo contest for members to submit their graduation photos on social media (Facebook, Twitter, and/or Instagram) with the hashtag #KDPgrad and be entered into a drawing for one of five $20 gift certificates to the KDP Store.

This year, because the judges received so many great selfies, candids, and professional portraits as well as stories that accompanied, it was too difficult a decision to choose only 5. So, they chose 6. (See the full album on Facebook here) Below are the winners—in no particular order.

Taylor Manceaux

Taylor Manceaux

Taylor Manceaux, University of Louisiana at Lafayette

“Ever since I was a little girl, all I ever wanted to do was become a teacher. So, deciding on a college major was extremely easy! College was hard at times, but I enjoyed every minute of it! I made some of the best of friends and cherished every minute we spent together. We were all education majors so we took the journey together. Kappa Delta Pi Delta Iota chapter of the University of Louisiana at Lafayette helped me to become an even better leader by allowing me to serve as an officer for 2 years. I served as Treasurer my first year and was elected as President my senior year. Being able to participate in convocation and represent my chapter was an amazing experience and gave me many pointers for my future teaching career! I’m extremely grateful to my professors and Kappa Delta Pi for helping shape me into the leader that I am and I look forward to stepping foot into my own classroom in August!”

Krystle Yarbrough

Krystle Yarbrough

Krystle Yarbrough, University of Richmond

After many years in the classroom I knew I wanted to do more to help students and other teachers. I decided to go back to school and earn my Master’s Degree in Educational Leadership and Policy Studies. I wasn’t sure I could do it as I now had two sons both under the age of five and worked full time teaching third grade. With my husband’s support I began the long two year journey to earn my leadership degree. Two years later I was able to share my graduation with my son’s preschool graduation.

Kimberly McGuire

Kimberly McGuire, Lynchburg College

After being out of high school for 25 years, I was working for a summer camp for kids with learning disabilities. I had so many parents tell me that I needed to be doing it full time. I also worked as a teacher’s aide in a small private school, and the teacher encouraged me to go back and get my degree. It wasn’t easy….but so worth it!

Melissa Lampiasi

Melissa Lampiasi

Melissa Lampiasi, Kean University

I am pleased to say that as of May 19, 2016 I am officially a graduate from Kean University. First in my family to graduate college, and all thanks to my parents who sacrificed their goals and aspirations to see me achieve more than they ever could. But, you may be wondering how did I get to where I am today? One word sums it all up: Tadpole. My dream to be a teacher began in the second grade when I got to take home a tadpole. Our class frog laid eggs just when we were learning about the frog life cycle. Taking home that tadpole and watching it grow was spectacular. I had the most amazing teacher who truly empowered students to grow and learn through real life experiences. Now through my studies and field experiences I have come to strongly agree with the Chinese proverb that says, “Tell me and I will forget; show me and I may remember; involve me and I will understand.” An effective teacher can involve their students by relating the curriculum to relevant information outside of the classroom. This is exactly what my second grade teacher did and so will I. My classroom will be an educational haven, where everyone, including the teacher is actively involved in the learning and growing process intellectually, socially and emotionally.
Additionally, this past year I have had to honorable opportunity to be inducted into Kappa Delta Pi, Delta Rho chapter at Kean. As a Kean-Ocean student, I made it a top priority to be involved with the Union Campus as much as possible in order to truly be a part of the KDP family. This honor society has provided me the opportunity to receive multiple resources to assist in my future career as an educator by participating in a school based organization in addition to, gaining friendships that will last a life time. I believe my dedication to a high level of academic achievement in the study of Elementary Education at Kean University will be an asset to my future career in education.
For the 2016-2017 Academic school year I will be returning to Kean as an alumni on the executive board for KDP as the Kean-Ocean campus representative. My goal is to unite education majors from both campuses to achieve a strong education community by offering support and sharing knowledge to future educators.
So, just like the little tadpole who grows and transforms, so will my journey to becoming a teacher.

Madeleine Lewis

Madeleine Lewis

Madeleine Lewis, USF St. Petersburg

I have wanted to be a teacher since I was in preschool. I have worked for 23 years to accomplish my goal of a masters degree in education and I have finally done so. Thanks to my family, friends, teachers, professors, schools, and now KDP, I am prepared to provide each and every student I meet with love and boundless opportunities for success!

Mayra Salazar

Mayra Salazar

Mayra Salazar, The University of Texas at Arlington

“For as long as I can remember, as a young girl, my dream profession was to become a teacher. In spite of the fact that neither of my parents hold a degree or spoke English; they always made sure to instill in me the importance of obtaining an education. I had the BEST SUPPORT SYSTEM growing up: my parents and teachers; their daily words of encouragement made no obstacle too big to overcome. As a recent graduate from the University of Texas at Arlington; I can finally say I have accomplished my dream! I can’t wait to start inspiring and shaping minds the minds of my future students! #KDP #UTA #2016GRAD”

Thank you to all who submitted a photo and story. Stay tuned for additional photo contests in the future!

Art—A Necessity for Development

Having taught Fine Arts for decades in New York City public school middle and lower grades, I was delighted to be invited to visit a Lower East Side Settlement House with the prospect of presenting an early childhood Reggio-inspired art program for their Early Head Start.

Excited, hopeful, filled with plans and ideas of collaboration and artistic outreach to the community of my childhood—where my father, as a young boy, played on sports teams and my mother worked as a Settlement House secretary—brought tears of nostalgic joy.

I studied Reggio concepts at Bank Street College, visited many Reggio-inspired nurseries, read countless books on beautiful objects, concepts, and methods for incorporating Reggio into American schools. I attended workshops and programs throughout New York City on Reggio philosophies.

I was assigned two classes of older two-year-olds and met with each class for close to 1 hour once a week. Gaining their engagement, awareness, and reception to my program was not an easy task, as the teachers were quite set in their ways.

Yet, I forged ahead to introduce a newer, more creative approach.

My focus was on nature—the changing of the seasons, color, shapes, textures, incorporating awareness by seeing, talking, touching. We looked at the trees, the patterns on the leaves, and the natural world around us. As we transitioned from summer to fall, we looked at the light, the sun, shadows, and colors. I decided to transform the rooms through color and translucency by using tracing paper and opaque papers with collage and painting.

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Over the weeks, the children began to create wonderful panels that were placed on the windows. We created paper trees with leaves and crunched up tissue paper in orange, green, and red hues.

We observed the branches of trees outside our room dancing in the shadows of our window shades and made crowns of leaves for our hair. Our winter trees became snowy and bare. The blues, whites, silvers, and greys of winter were dramatic on the windows. Panels of cotton ball snow and ice were created with paint and mobiles attached to twigs. Spring heralded soft greens and pinks, yellow and lavender-blue colors in paint and collage.

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Our spring exploded in tissue paper blossoms and birds in nests, eggs, and flowers on our spring tree.

We made fairy head pieces for our hair and looked at the trees in blossom. We also explored with clay and created stabiles referencing Alexander Calder’s works using our own pipe cleaners, tissue paper, and found objects.

I encouraged the teachers to follow through with documenting techniques of inquiry as the children had much to say and discuss.

As my program winds down, I am hopeful that the staff will continue with the efforts I proposed and developed. The families and children were greatly inspirational and the need to explore and express ideas enriches and expands the capabilities of the children.

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Working at the Settlement House was a great experience for me on many levels, and I appreciate the opportunity to connect as a teacher and artist—especially with the educational changes imposed by testing and the rigidity in learning.

Creativity is vital, and children need to emerge and flourish through exploration and hands-on experiences.

Art is a necessity for such development.

Today, many Reggio programs are based in private nurseries and learning facilities in inner cities, which is of benefit to children and families. Still, many families of very young children lack access to this exceptional teaching and learning method, which has the potential to support and nourish creativity within individuals, families and entire communities.

Ms. Adele Phyllis Unterberg is an Art Teacher in New York City and has both a Bachelor’s and a Master’s degree from New York University in Fine Arts Education.

It’s A Small World, After All

We frequently hear about the importance of today’s students being critical and innovative thinkers and globally aware citizens. But did you know that the same discussions are happening halfway around the globe? As part of the 7th Annual High-Level Consultation on People-to-People Exchange held in Beijing, June 7–9, 2016, a U.S.–China Education Think Tank Dialogue was held with a theme of Educational Research, Policymaking and Innovation in the Knowledge-Based Economy. Participants in the dialogue included policy makers, teacher preparation faculty, researchers, principals, and teachers. (You can download the agenda by clicking here.)

The presentations addressed topics such as lessons of education reform and development in China and U.S. educational reform efforts, curriculum reform, vocational education, and innovative teaching practices. The scope and variety of presentations provided attendees with a unique and comprehensive overview of education in China today. Similar to U.S. efforts to address inequalities in education and to equip our youth with the skills and mindsets necessary to thrive in the 21st century, Chinese policy makers and school administrators are working to improve access to quality education in the western parts of the country, to develop more critical thinking skills and creativity, and to make K–12 classroom instruction more student-centered.

As part of China’s commitment to internationalize its education, all 300 million students study English, starting in Kindergarten.

While the United States shares some of the same education goals, we also have similar challenges. Our Chinese counterparts are increasing funding and support of rural and minority schools, identifying new ways of engaging the community, working to make the profession of teaching more respected and with competitive salaries, and providing schools with more autonomy. Another area of commonality is providing professional development for educators and administrators. Because of Shanghai students’ high PISA scores, there has been global interest in learning more about Shanghai teachers and schools. Data from a Teaching and Learning International Survey revealed that Shanghai teachers have 62 professional development days per academic year.

All new teachers participate in a multiple-year induction program that includes a mentor who is an expert teacher. This level of support requires a financial commitment, which is particularly noteworthy given that 100 new schools are built each year in Shanghai.

The Think Tank Dialogue offered rich learning opportunities for both U.S. and Chinese educators. Reflecting on the three days of presentations, it is clear that we have much more in common than the differences that divide us.

Faye Snodgress is chairing a session on Higher Education Reform and Employment with presenters Dr. Leon Richard, Chancellor of the University of Hawaii Kapiolani Community College, Dr. Sun Cheng, Director of Vocational and Technical Education, National Institute of Education Sciences of China, Dr. Yi Li, Provost and Vice President, California State University-Northridge, and Dr. Wu Ni, Director for the Education Policy Research Center, National Institute of Education Sciences of China.

Faye Snodgress is chairing a session on Higher Education Reform and Employment with presenters Dr. Leon Richard, Chancellor of the University of Hawaii Kapiolani Community College, Dr. Sun Cheng, Director of Vocational and Technical Education, National Institute of Education Sciences of China, Dr. Yi Li, Provost and Vice President, California State University-Northridge, and Dr. Wu Ni, Director for the Education Policy Research Center, National Institute of Education Sciences of China.

Given KDP’s commitment to advancing sustainability literacy, I met with our partner, the Beijing Association for Education for Sustainable Development (BAESD), which is interested in becoming an affiliate chapter of KDP. BAESD is involved in the establishment of a national Education for Sustainable Development (ESD) District and Green Development Exemplary District in the Shijingshan District. China’s commitment to ESD has set a good example worldwide in curriculum development, teacher training, and innovations in technology. As part of working together with educators and other countries to promote the well-being of human society, the group is interested in establishing a partnership with U.S. high schools that have incorporated either environmental education or sustainable education in their pedagogies and curriculum.

Dr. SHI, Gendongi and his BAESD staff, principals, and teachers.

Dr. SHI, Gendongi and his BAESD staff, principals, and teachers.

Being in China for the Think Tank Dialogue also provided an opportunity for me to meet with two of our Chinese chapters. Members of the Far East China School chapter shared the many ways that members use and benefit from KDP resources, such as listening to and discussing podcasts, reading articles from the Record, and using the professional development resources and tips shared in emails from KDP Headquarters. Chapter members are eagerly awaiting Convo 2017!

KDP Counselor Dr. Chen Xaioda proudly displays the KDP banner which will hang in the school’s conference room.

KDP Counselor Dr. Chen Xaioda proudly displays the KDP banner which will hang in the school’s conference room.

The KDP Asia–Pacific Network for International Education and Values Education (APNIEVE) chapter, which was established by KDP Laureate Dr. Zhou Nan-Zhoa, is interested in expanding membership beyond Shanghai. Some new goals were established for collaboration between KDP and APNIEVE related to joint research projects and participation in exchange programs for teachers, principals, and students.

An international experience such as my recent trip to China reminds me how much we can learn from talking with other educators, whether they are part of our local community or teach in schools around the world.

Dr. Xiong Jianhui, Secretary-General of UNESCO-APNIEVE and KDP Chapter Counselor, joins me in showing our updated planning document.

Dr. Xiong Jianhui, Secretary-General of UNESCO-APNIEVE and KDP Chapter Counselor, joins me in showing our updated planning document.

We share a deep-seeded belief that education is the path to a better life, and we strive to ensure that today’s youth are responsible global citizens who have the skills and understanding to address future challenges in an equitable manner.

We are united by a profession in which we all strive to continually improve our practice to ensure that every student reaches his or her full potential. It is a small world, after all.

Faye_S_7-1-14Faye Snodgress, CAE, is the Executive Director for Kappa Delta Pi, International Honor Society in Education.

A Legacy That Lives On—Especially In My Life

John HickeyAllow me to introduce you to the best, hardest working, and most exasperating teacher I ever had:

Mr. John Hickey, my 8th and 9th grade English teacher.

I have often marveled at his teaching methods. My class had Mr. Hickey for 2 hours each day for 2 years. He integrated literature, grammar, vocabulary, handwriting, and composition thematically in brilliant ways. On Fridays, he assigned a piece of literature to read over the weekend. We read everything: Longfellow, Asimov, Frankl. After a discussion on Mondays, he assigned a writing prompt derived from the literature to be addressed in our weekly essays.

In general, the first half of class dealt with vocabulary and grammar lessons. Mr. Hickey used a technique he called “parsing.” Basically, parsing entailed labeling real sentences from oral language and literature as exercises to teach us the building blocks of language, which are the building blocks of thinking. During the second half of class, we wrote the drafts of our weekly essays. On Wednesdays, we turned in our essay drafts for his review.

One of my distinct memories is Mr. Hickey’s leaving school at 5 p.m. carrying a huge stack of 90 essays home to review.

On Thursdays, we got our drafts back with red ink everywhere. The grammar mistakes had been marked, with written comments about our thinking, organization, structure, word use, etc. I have no idea how he graded 90 essays in one night in such detail. We revised our essays in class and turned them in on Friday for a final grade. The following Monday, Mr. Hickey returned the graded essays and shared some of them aloud. He gave two grades for each essay:  one for mechanics and one for content.

I watched my writing improve weekly, and not just mine—everyone in class improved. We did scientific, persuasive, expository, narrative, descriptive, creative, essay, and editorial writing, and our minds were broadening.

Mr. Hickey opened up the literary part of my soul and flamed the fire with his own passion for literature and the written word.

Having Mr. Hickey as a teacher was a love-hate relationship. His expectations were very high. One of my favorite memories centers around a test. We begged him to postpone the test because we had a big football game away and would be late coming home on the busses. His reply was given with an index finger pointing into the air: “Only God can prevent this test tomorrow!”

The next day, one of the student workers in the office sneaked on to the school-wide intercom system. “Mr. Hickey, Mr. Hickey. This is God. Don’t give that test 5th period. That is all.” To the amazement of the 5th period class, Mr. Hickey collapsed into hysteric laughter. He laughed so hard, great tears began to roll down his face. And the test was postponed until the next day.

I am so grateful for Mr. Hickey’s influence in my life.

I opted to take a double major in English and Biology at university. When I got there, I tested out of the first two years of English composition and realized just how well he had prepared us as I looked around at my fellow English majors struggling with university level work.

Mr. Hickey taught for 34 years until his eyes began to fail.But retirement was not on his agenda. He hired a reader, went to seminary, and became a Catholic priest, serving first in Mexico, then in Texas.

Last fall, he passed away. But his legacy lives on in the lives of all his students, and especially in mine.pleblanc 2011

Dr. Patty LeBlanc is Professor of Education and Co-Chair of the Ed.D. program at Southeastern University in Lakeland, Florida. She is actively involved in the writing process with her doctoral students.