Tell Congress to Fund Education Leadership!

This spring, Congress will be making critical decisions about President Trump’s budget request to cut education spending by 13%.

The School Leader Recruitment and Support Program (SLRSP), the only federal program that specifically focuses on strengthening leadership in our high-need schools, is at risk.

With the emphasis on increasing student achievement, turning around failing schools, and producing college and career-ready graduates, successful school leaders are especially important.

Education leadership and leadership development, including teacher leaders and building/district leaders, have been part of Kappa Delta Pi for more than 105 years. While teacher leadership plays a critical role in improving student learning outcomes and enhancing the professional growth of teachers, schools also must have quality principal leadership.

According to the National Association of Secondary School Principals, principal leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school. Even more significant is the finding that quality principal leadership is particularly important to high-poverty schools.

The issue of quality school leadership connects with KDP’s mission in other critical ways too.

KDP has a rich legacy of working to support and retain thousands of talented new teachers who enter classrooms every year, especially those teaching in high-poverty urban and rural schools. Any teacher retention effort must include effective school leaders, because leadership is among the most important factors in a teacher’s decision to stay in a school or in the profession.

Studies have shown that improvements in school leadership were strongly related to reductions in teacher turnover. While teacher attrition has always had negative consequences on student academic achievement, school finances, and school culture, it is particularly problematic given the increasing teacher shortages across the country.

As part of an organization committed to equity and quality education for ALL students, we must advocate for adequate education funding, including the School Leadership Recruitment and Support Program for high-needs schools.

To that end, KDP, together with 29 other organizations, signed onto a joint letter.

As professionals, we can use our voices to educate members of Congress about the importance of education funding overall as well as for critical programs such as SLRSP. You, too, can sign the letter by following the link above.

We must remember: Teachers change the future!

Igniting My Passion for the Teaching Profession

During her senior year in high school, my daughter was in honors chemistry, and all she did was worksheets.

When she shared this with me, I was shocked and retorted, “But you’re in honors chemistry! All you do is worksheets? Really?” So I called the chemistry teacher, who informed me, “Yes, all we do is worksheets. You just don’t understand; you’re not a teacher!” Right then and there I said to myself, “No I am not, but I can fix that!”

So I decided to go back to college in 1992 after my only child graduated from high school.

I attended what was then Valencia Community College, graduating with honors in the spring of 1994. In the fall of 1994 I started at the University of Central Florida and was inducted into the Omicron Lambda Chapter of Kappa Delta Pi.

Becoming a member of KDP truly changed my life in ways I could never have imagined and has helped me to become a better person and a better educator.

My association with Dr. Marcella Kysilka, a former International President of KDP and the Omicron Lambda Chapter Counselor, continued to fuel and grow my knowledge of pedagogy and my passion for teaching. Upon graduating cum laude in 1996 with a bachelor’s degree in mathematics education, I obtained my temporary teaching certificate. After interviewing at three different high schools in my area, I was called by all of them offering me a teaching position.

I could have taught at any of the three schools. Yet I thoughtfully chose to teach at the inner-city school. Believing in the mission of KDP and the vision “Quality Learning for All” drove me to do everything within my power to inspire and motivate my students and to help them to learn and grow as individuals.

I used dice to teach probability. Kids showed up to my class that had never come before because they wanted to learn about dice. That’s OK. They also learned about probability and working with percentages and fractions along the way.

My students were project engineers for a few days, having to create boomerangs from cardboard after examining various sample models. They determined the slopes of the flanges and then created and decorated their boomerangs, which I called “sloperangs.” The looks on their faces when we went outside and tried out their prototypes were priceless. The sloperangs really worked!

We made the rate × time = distance formula come to life by measuring off fixed distances in front of the school and running “speed traps”—timing the cars as they passed. Then we went back inside and did the calculations to determine how fast the cars were going in miles per hour.

Was it an easy group of students to teach? No.

Were the challenges with teaching these students small? No.

Was it worth it? YES!

I am grateful for the opportunity I had to be their teacher, and I am grateful for being part of KDP.

My membership in KDP inspired me then and continues to ignite my passion as an educator.

Please consider a gift to Kappa Delta Pi today to celebrate the 106th year since our founding on March 8, 1911. Gifts of $19.11 or more are being matched thanks to the generosity of our Former Presidents. Donate now.

Dr. Peggy Moch is a full professor at Valdosta State University where she teachers Mathematics courses and serves as the Alpha Beta Kappa Chapter Counselor.

Five Reasons to Attend the 2017 Green Schools Conference and Expo

gsce-email-image

The Green Schools Conference and Expo is coming up! From March 21–22, education, facilities and green building leaders and advocates will gather in Atlanta, Georgia, for professional development, networking and advancement of the green schools movement. Kappa Delta Pi is proud to partner with the U.S. Green Building Council to promote this conference and expo.

Here are the top five reasons to come to GSCE 2017, broken down for educators, administrators and facilities and building professionals:

Educators:

  • Get ideas for how to make the outdoors your classroom. Learn how you can develop a sense of place for your students in nature, using natural resources and sustainability to teach science and writing. Come away with a toolkit of new teaching habits that are designed to immerse your students in the natural world.
  • Tackle the challenge of helping students to apply new concepts. Hear ideas on how to use data to empower student action, and learn how to craft projects that engage students in the concepts of sustainability and stewardship to the environment and their communities.
  • Explore how to address math and literacy standards while exposing students to nutritious eating habits with a food preparation and taste test. Strategize ways to make lessons in gardening, the environment and nutrition relevant to students of all levels, and come away equipped with a model lesson that can be calibrated to fit your students.
  • Maximize student engagement by using the context of the entire school environment and community at large. Break down the barriers and receive direct instruction in how to make sustainability cross-curricular, student-centered and empowering and fun for learners of all ages.
  • Learn to use Visible Thinking Routines and Human-Centered Design to create a mindset of sustainability in your school community. Actively participate in sample activities you can replicate in your own classroom, and collaborate with others in your content area to brainstorm resources and best practices. Problem-solve obstacles you face within your professional learning community, such as time restraints, siloed curricula and the focus on high-stakes testing.

Administrators:

  • Go beyond “buy-in” to integrate sustainability with all of your faculty and staff. Learn from experts who have defined an evidence-based professional learning framework that addresses shifting culture and teaching practice through effective, ongoing relationships. Explore how to grapple with the challenges of integrating education for sustainability within the constantly shifting landscape of education standards and with diverse opinions about the value of sustainability integration in our public schools.
  • Learn how to leverage space as the “third teacher” to positively influence the physical, mental and emotional health of students. Hear from experts about the architectural concepts that emphasize quality light, color, materials and acoustics, which reflect the growing national priority to plan and design high-performance school environments.
  • Hear what it takes to build successful school–community partnerships to lead a school toward sustainability. Learn how to develop strong guiding principles that help all stakeholders filter important information, discuss options and consider educational models to support the best interest of the community.
  • Better understand the innovation that happens when curriculum- and facilities-related decisions are integrated to promote sustainability. Explore a clear pathway for achieving a powerful level of collaborative leadership within a school district. Learn about educational leadership approaches and strategic partnerships that can reinforce school culture and practices that are in alignment with sustainability. Develop systems of measurement and evaluation to ensure desired educational and sustainability outcomes.

Facilities and building professionals:

  • Learn to tackle some of the greatest roadblocks to innovative school construction: mixing public and private funding, working within public school regulatory environments, balancing participatory design and the realities of getting a building constructed by looking at the whole campus rather than a single building as the organizing focus, and implementing “bleeding edge” construction technologies that are new even to construction partners.

gsce-image

(Original post by Anisa Baldwin Metzger of the U.S. Green Building Council on Thursday, January 26, 2017. Images via http://greenschoolsconference.org/five-reasons-attend-2017-green-schools-conference-and-expo)

Stopping a Disastrous Cycle

image1

© Getty Images

Imagine going into the hospital to have your tonsils removed and the operating room is filthy, the doctor is using decades-old instruments, and there are no nurses available to assist.

Most of us would turn around and run.

So, why do we send our children into schools every day with the same conditions—unsafe surroundings, lack of necessary materials and resources, and a staff without the specialties needed to address critical social-emotional issues that stand in the way of academic success?

Sadly, these students can’t turn around and run away, or at least not until they get older and drop out.

A federal suit filed with the U.S. District Court in Michigan last fall on behalf of five students from some of Detroit’s lowest-performing schools reveals the realities faced every day by students, parents, and teachers. In these schools, nearly all students read four to five years below grade level; enter buildings that are unsafe, vermin-infested, and filthy; have few textbooks, with some dating back to 1998; and lack staff members who are trained as literacy specialists, English learner instructors, and to reduce teacher turnover that negatively impacts academic achievement.

This class action lawsuit argues that the students have been denied their constitutional right to literacy as a result of the absence of oversight, inadequate funding, and little support by state officials. As an organization with a legacy of equity and a commitment to a quality education for all students that spans more than 105 years, Kappa Delta Pi (KDP) filed an amicus curiae brief, or friendly brief, that provides the court with additional information and facts, and supports the case presented in the lawsuit.

KDP’s brief asserts that while there isn’t explicit language in the Constitution about a right to literacy, citizens must have a certain level of literacy to be able to exercise their rights, such as obtaining a driver’s license, completing a job application, and joining the armed forces—most of which require the equivalent of a ninth-grade education.

“No skill is more important to the future of a child and to a democracy than literacy. Unfortunately, for many U.S. children, their fate is determined by their zip code,” said Faye Snodgress, KDP Executive Director. “Because education is the path to a better world, KDP supports educators around the globe to provide resources and services to improve academic outcomes for all students.”

By ignoring the conditions of these schools, everyone is paying a price—literally and figuratively.

Children are being denied a chance to fulfill their full potential as productive participants in the economy, constructive community members, and engaged citizens—which squanders our country’s youngest and most important resource.

This pattern perpetuates a life in poverty and translates into lost productivity, lower tax revenue, higher medical costs, increased crime and violence, and social instability.

KDP is pleased to have the International Literacy Association and the National Association for Multicultural Education join us in advocating for the right to literacy and a quality education for all students. As parents, educators, businesspersons, and community members, it is up to us to be a voice for equitable funding and resources, safe and clean schools, and qualified and supported teachers, which are essential for every child to reach his or her full potential and lead a fulfilling life. Find the official press release here.

Faye_S_7-1-14Faye Snodgress is the Executive Director for Kappa Delta Pi.

Our United Nations Anniversary

Dear Friend of KDP,

Through the globalization movement and the use of technology that connects us both personally and professionally, the world has become smaller on multiple levels. Today, we have a better understanding of other cultures, regularly collaborate with peers from around the globe, and increasingly have a shared awareness that our futures are intertwined as we share one planet and its limited resources.

KDP has a rich legacy of promoting global understanding through the sharing of knowledge and establishing relationships with people from around the world. For example, in 1948 as KDP President, Dr. William Robinson gave 200 subscriptions of the Educational Forum to educators living in occupied Germany and China. Throughout our history, KDP has embraced activities, partnerships, and advocacy efforts that support our long-standing commitment to equity, global awareness, and quality learning for all.

With a goal of supporting global education endeavors and building the organization’s capacity, KDP applied for and was granted the status of a non-government organization, or NGO, of the Department of Public Information of the United Nations in 2010.

Today, we are celebrating the 7th anniversary of being recognized as an NGO of the United Nations!

KDP has five official representatives—which include three professional representatives and two youth representatives (between 18 and 25 years old).

Our representatives attend the weekly briefing, meetings, seminars, receptions, and other activities, and then share the information with the KDP community to keep you informed of critical global issues and to provide you with suggestions for integrating this relevant information into your classroom. The weekly briefing topics range from girls’ and women’s access to education, immigration, population and development, and special youth events.

Click here for an example of a recent Briefing Report on A Grassroots Approach to Education for All from one of our youth representatives, Clairetza Felix.

Since receiving official NGO status, KDP has fulfilled its role in a variety of ways, including hosting a conference with the Committee on Teaching about the UN on peace and conflict resolution and ongoing participation in various UNESCO meetings including the International Network of Teacher Education Institutions and the Asia-Pacific Institute for Education for Sustainable Development. Personally, I serve on the Expert Committee for this Institute.

KDP’s mission of quality learning for all and our strategic goal related to sustainability literacy align with the UN Sustainable Development Goal 4, which speaks to a quality and equitable education and lifelong learning opportunities for all.  

One target of this sustainable development goal (4.7) states, “By 2030 all learners will acquire the knowledge and skills needed to promote sustainable development and sustainable and lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.”

The UN and the world have realized that achieving the 17 Sustainable Development Goals, which were adopted by the U.S. government in 2015, is dependent on education, and more specifically the transformation of education.

You may still have questions about what exactly sustainability literacy means. A student who is educated for sustainability has the ability, ambition, and know-how to create a world that works for everyone and every creature, now and forever. So what needs to happen to achieve the necessary level of knowledge, skills, and dispositions to be sustainability literate? The integration of sustainable education calls for changes in the classroom, in the school, and in the community. It requires new approaches to preservice and inservice teacher professional development, a targeted research agenda, revised conceptions of student assessment, updated school policies, and inspired leadership.

Aside from our focus on sustainability education, the UN’s events and resources help us, as educators, and our students to be better global citizens by reminding us of key events and milestones throughout the year. 

For example, November 19 is World Toilet Day, a day to raise awareness and inspire action to tackle the global sanitation crisis and the fact that 2.4 billion people do not have access to a toilet.

Our role and responsibilities as an NGO to the United Nations and our access to the wealth of quality resources and knowledge on timely global topics the UN produces play a key role in the work of KDP and our community of educators who strive to create a better future.

As educators and citizens, we are reminded of the necessity of thinking globally while acting locally.

There has never been a more important time to be an educator.

I encourage you to check out the blogs of our representatives and the UN resources on our website as great ways to stay current on the issues, challenges, and opportunities that are impacting our world.

Faye_S_7-1-14Sincerely,

Faye Snodgress, CAE
Executive Director

80 Years of The Educational Forum: Educational Research During Tumultuous Times

alan-amtzisToday’s blogger is Dr. Alan Amtzis, academic editor of The Educational Forum. He is Director of the Master of Education in Instruction Program at The College of New Jersey.            

This year marks the 80th anniversary of The Educational Forum.

forumtitle2Out of curiosity, I returned to the first issue of The Educational Forum to see how we began and what educational research looked like in November 1936 as the planet perched on the brink of encroaching war, struggling against both worldwide depression and growing fascist threat.

Our first issue contained 10 articles, and not one author’s name was familiar to me now in 2016. That issue also included an editorial, a poem, and 20 pages of book reviews. The only reviewed book I’d ever heard of was Gone With the Wind—a book whose popularity is legendary, but whose contribution to educational research and practice rather eludes me.

As one of the academic editors of The Educational Forum, I admit to some pride about the direction that KDP and my coeditors (Tabitha Dell’Angelo and Ryan Flessner) have given to the journal.

In addition to theme issues on aesthetic education, sexuality and gender identity, and global citizenship, we have also offered guest-edited issues by such senior scholars as Michael Apple (“The Politics of Educational Reforms,” 2016), Pedro Noguera (“Racial Inequality and Education,” forthcoming in 2017), and Ana María Villegas (“Linguistically Diverse Classrooms,” forthcoming in 2018). In addition, we’ve published a wide array of research developed by emerging scholars, many of whom are still in their pre-tenure phase.

This combined range of experience and perspective offers our readers a substantial complement of the ideas that are important to users of educational research, as evidenced by the fact that many of our most cited articles have been published within the past 6 years.

Still, I can’t help wondering if these issues and names will be known to readers 80 years from now.

It’s an interesting and even challenging time right now to be the editor of an educational journal.

In fact, it’s an interesting and challenging time to be an educator.

Here at the close of 2016, we face what many feel is a pivotal moment in U.S. and world history, with challenges ahead we can only guess at. For me, this moment raises questions about the ability of educational research to not only reflect the interests of our readers, but also to influence and contribute to the world of education…and the world beyond the classroom.

Are there opportunities for our work at The Educational Forum to inform and even influence policy? Can we withstand the current storm to publish work that will be of interest to a new generation of educators?

Of course, these questions are difficult, at best, to answer and the outcomes may be impossible to predict, but the changes around us may prompt us to envision a kind of educational activism as part of our mission—one that might help the journal endure another 80 years.

 

A Source of Inspiration and Leadership – National Student Teacher of the Year

McKennaDunnOn behalf of Kappa Delta Pi (KDP) and the Association for Teacher Educators (ATE), I am honored to introduce McKenna Dunn, our 2016 KDP/ATE National Student Teacher/Intern of the Year.

McKenna graduated summa cum laude in 2016 from St. Edward’s University in Austin, Texas. She majored in Spanish Language Arts and Reading, and she minored in Teacher Education. McKenna was valedictorian of the 2016 class and was a member of the Alpha Gamma Phi Chapter of Kappa Delta Pi, International Honor Society in Education. She currently lives in New Zealand, where she volunteers at local schools.

McKenna has been described by her professor and honors thesis advisor, Dr. Katie Peterson, as “a source of inspiration and leadership” for her classmates. Peterson continues, “McKenna also demonstrated a remarkable ability to innovate teaching practices so that she met the needs of individual learners. The passion and care that she uses to deliver curriculum makes her students feel comfortable to take risks creating environments where students are able to explore concepts and ideas in developmentally appropriate ways.”

Selected from a competitive applicant pool, the award selection committee praised McKenna’s student engagement, energy, and composure and said her project epitomized what they are looking for in an exceptional student teacher.

In sharing the news of this achievement, McKenna wrote:

“Being chosen as the national student teacher of the year is an extremely humbling honor. To know that a group of such experienced and talented educators chose me validates that I have definitely made the right decision to pursue teaching as my career path.”

KDP and ATE congratulate McKenna and wish her well as she begins her first year as a practicing educator. She will be honored at an upcoming ATE conference with a $1500 award and the opportunity to address the conference attendees.

If you or someone you know will be student teaching or interning this academic year, I encourage you to learn more about the KDP/ATE National Student Teacher/Intern of the Year Award. Applications are due by June 15, 2017.

The author of this blog, Susan Perry, is the Director of Advancement for Kappa Delta Pi.