Author Archive

Klea Scharberg

Throughout September: Resilience

Resilience—the ability of each of us to "bounce back stronger, wiser, and more personally powerful" (Nan Henderson); "not only survive, but also learn to thrive" (Bonnie Benard); or even to "bungy jump through the pitfalls of life" (Andrew Fuller)—is more than a trait: it's a process that can and should be taught, learned, and required. Being resilient helps youth navigate the world around them, and schools and classrooms are becoming more attuned to providing the cognitive, emotional, and developmental supports needed for resilience to prosper and grow in each of us.

"If children are given the chance to believe they're worth something—if they truly believe that—they will insist upon it" (Maya Angelou). With that in mind, what benefits do schools, classrooms, and students gain through increased attention to resilience teaching and development? Join us throughout September as we look at how resilience is best developed and whether it should be taught as a curriculum, integrated across all content areas, or organically developed by each student.

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Klea Scharberg

Reflecting on How We Learn, Teach, and Lead

To me, summer has always seemed to be filled with opportunities. The weather gets warmer, the days are longer, children are on break from school, holidays are celebrated, and families and friends gather and go on vacation. Summer, particularly for educators, is also a time to look back on the past year—and look forward to the coming one. What worked, what didn't, and what can be improved?

This summer I had the opportunity to observe educators in three settings as they extended their learning through professional development, connected and reconnected with each other and their passion for teaching, and strengthened their leadership skills. At ASCD's Conference on Teaching Excellence in June, attendees were driven to learn about the latest trends in education and engage in more in-depth discussion of proven strategies.

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Klea Scharberg

ASCD Arias Author Panel: Answers You Need from Voices You Trust

What keeps you up at night? Perhaps you're struggling with preparing your students for the real world, or confused about how to assess individual learning when students work together. Maybe you need strategies to integrate tablets with effective instruction or to maximize time for learning in your classroom. Join leading ASCD authors in a free webinar about their new ASCD Arias™ publications, which provide the answers you need from voices you trust.

Wednesday, September 18, 2013, 3:00 p.m. eastern time
Register now!

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Klea Scharberg

Refresh Your Personal Learning with Educational Leadership

Summer 2013 - ASCD Educational Leadership

The summer 2013 issue of Educational Leadership magazine is now available. This digital issue gives you instant access to nearly 100 pages of practical tips and advice on how to refresh your personal learning, recharge your professional development, and get ready for the first days of school.

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Klea Scharberg

Principals Shift Focus to Learning

Principals are key in providing strong instructional leadership as a path to student achievement. This clip provides tips and focus questions for principals working with teachers to ensure good teaching is matched by student engagement, meaningful tasks, and, ultimately, student learning. Learn more with ASCD Express.

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Klea Scharberg

When Students Own the “Why”

This clip presents several ways teachers have structured learning around big ideas and conceptual patterns so that students can connect to a compelling "why," or reason for doing something. Students design the criteria for assignments and take roles and responsibilities within each assignment to see it to its completion. Students or teachers can identify a real-world problem to work on, and technology can provide new avenues for students to collaborate and express their thinking. Learn more with ASCD Express.

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Klea Scharberg

Throughout Summer: Reflect, Refresh, Recharge

Summer for educators is often a time to look back on the past year—and look forward to the coming one. What worked, what didn't, and what will you change? Educating the whole child and planning for comprehensive, sustainable school improvement requires us to be "whole educators" who take the time to recharge, reflect, and reinvigorate. Where should we put our effort? What aspects of a whole child approach to education is most critical to us right now?

Wherever your school or district sits along the continuum from implementation of a whole child approach to sustainability and changing the school culture, there are things we all can do to solidify and enhance a whole child approach to education in our settings. Join us throughout June and July as we highlight steps others have taken, successes that have been achieved, and lessons learned. Take this time to reflect on where you are, refresh your ideas, and recharge your batteries.

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Klea Scharberg

Three Common Factors in High-Poverty, High-Performing Schools

ASCD authors William Parrett and Kathleen Budge frame some of the factors found in high-performing, high-poverty schools. In these schools, community members are engaged in shifting the culture to one of possibility by acknowledging positive change, teachers are making instructional adjustments to meet the challenges of complex texts, and all are focused on relationship building that pushes the community to higher expectations. Learn more with ASCD Express.

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Klea Scharberg

Reducing the Effects of Child Poverty

In today's global economic state, many families and children face reduced circumstances. The 2008 economic crisis became a "household crisis" (PDF) when higher costs for basic goods, fewer jobs and reduced wages, diminished assets and reduced access to credit, and reduced access to public goods and services affected families who coped, in part, by eating fewer and less nutritious meals, spending less on education and health care, and pulling children out of school to work or help with younger siblings. These "new poor" join those who were vulnerable prior to the financial shocks and economic downturn.

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Klea Scharberg

Does Better Recess Equal a Better School Day?

In a new study released Tuesday, Mathematica Policy Research and the John W. Gardner Center for Youth and Their Communities at Stanford University rigorously evaluated the Playworks program and found that it improved outcomes in the areas of school climate, conflict resolution and aggression, physical activity, and learning and academic performance.

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