Tagged “Safe”

Podcast Whole Child Podcast

Glowing, Growing, and Getting Back to the Real Basics

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Vision in Action: The ASCD Whole Child AwardIn this era of school reform, turn around, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. These aren't the typical basics—reading, 'riting, and 'rithmetic. Rather, these are the "real basics" of learning: developing a sense of belonging, instilling a sense of purpose, and expanding each child's potential for what the future may hold.

How do we get back to the "real basics" of education? What are the fundamental elements and habits that bring us together and set the stage for lasting, comprehensive—sustainable—school improvement? How do we assess where we have been, where we are now, where we want to go, and what strategies are necessary to get us there?

The Whole Child Podcast is one of the many ways we share stories, insights, and discussions about what works in today's schools to achieve these goals and ensure that each student is healthy, safe, engaged, supported, and challenged. And this episode, taped in front of a live audience at the 2014 ASCD Annual Conference in Los Angeles, features very special guests from Washington Montessori School, the 2014 winner of our Vision in Action: The ASCD Whole Child Award. You'll hear from

  • Shanta Buchanan, literacy impact facilitator and dedicated educator who values the process of learning. She has been an advocate for children with hearing loss and early intervention since the birth of her daughter Brooke who was diagnosed with bilateral hearing loss.
  • Erin Deal, a teacher who has enjoyed working with a variety of grade levels during her 10 years in the classroom, including five years in a 1st, 2nd, and 3rd grade Montessori combination class. She values the Montessori methodology of teaching and embraces the inquiry-based learning techniques.
  • Gillian Hill, a veteran educator with more than 20 years of classroom experience as an elementary teacher and curriculum facilitator. She has supported the school and community and assisted in facilitating in the transition from the traditional style of teaching to the Montessori philosophy.
  • Sharon Jacobs, a public school educator with more than 20 years of experience and the founding principal of Washington Montessori School. She is passionate about the learning process and committed to service, change, social development, and above all, children.
  • Paulita Musgrave, K–5 math impact facilitator who provides support and guidance to the staff, students, and parent community. A talented community activist, she is the founder of The Legacy House, a nonprofit organization dedicated to closing the achievement gap, where she directed a federal program that had a 93 percent achievement rate.
  • Eileen Martin, a veteran educator of more than 20 years in various capacities; from bus driver where she earned Bus Driver of the Year, cafeteria cashier, teacher assistant, to now one of the most energetic classroom teachers you will find. She coined the frequently shared statement about Washington Montessori School's care of students, "You can't get this everywhere, you can only get this Right Here!"

What are the "real basics" of education?

Washington Montessori School is the fifth recipient of the Vision in Action: The ASCD Whole Child Award. Listen to previous award-winning schools as they share their stories and how they ensure that each child in their community is healthy, safe, engaged, supported, and challenged:

 

Podcast Whole Child Symposium

Town Hall Discussion: Bringing the Questions Together

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The decisions we make today—for our systems, our schools, and our classrooms—will affect what all of our tomorrows will look like tomorrow. This month ASCD launches its inaugural Whole Child Symposium—a conversation about the future of education comprising three events over eight weeks that includes not only some of the leading educators and thinkers, but also you and your voice.

On March 16 at ASCD's 69th Annual Conference & Exhibit Show in Los Angeles, Calif., ASCD's Sean Slade and a panel of education experts discussed our driving questions:

  • Choosing Your Tomorrow Today: What does this phrase mean to you? What do you think is most important? What word has the greatest impact, the greatest potential, and the greatest need?
  • The Future of Schooling: Where are we? Each idea sounds plausible and is probably in the midst of coming true somewhere in the world. Has it or is it coming true? Is the writing on the wall? What can or should we do?

Read more »

Podcast Whole Child Podcast

Bring Yourself to Work Every Day to Build Trust, Morale, and Culture

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Educators working in a positive school culture experience collegiality, trust, and tangible support as leaders and peers, creating an environment where there are high expectations, involvement in decision making, and open communication. Students entering a positive school culture feel safe, engaged, and connected and see school as a place where they can learn and contribute to the world around them. A positive school culture—morale—is the cornerstone of a good school and the foundation for school improvement.

School cultures should support, reinforce, and reflect the well-being of everyone in it, ensuring that students and adults feel valued, respected, and cared for and are motivated to learn, lead, and teach. In this episode, we take a look at how we build school morale so that administrators, teachers, students, and parents are energized and positive about learning. You'll hear from

  • Dave Burgess, award-winning U.S. history teacher at West Hills High School in San Diego, California; semi-professional magician; highly sought-after professional development speaker; and author of Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator;
  • David Culberhouse, former teacher and principal of a California Distinguished School, currently senior director of elementary education for the Rialto Unified School District in southern California and co-moderator of the West Coast #satchat, weekly Twitter discussions about education and leadership held Saturday mornings;
  • Joe Mazza, former teacher, principal, and technology integration coach, currently project manager for Connected Teaching, Learning, and Leadership in the North Penn School District in Lansdale, Pennsylvania; innovation coach at the University of Pennsylvania Graduate School of Education; and producer of #ptchat, another weekly Twitter chat—this one for transparent and collaborative dialogue between parents, family engagement practitioners, and teachers—held Wednesday nights; and
  • Angela Hamilton, assistant principal, and Eric Russo, special education co-teacher who specializes in reading and language arts, at Drew Freeman Middle School of Prince George’s County Public Schools in Maryland. Drew Freeman is a member of ASCD's Whole Child Network of Schools and is in its second year of a three-year, comprehensive school improvement process using the tenets of the Whole Child Initiative—healthy, safe, engaged, supported, and challenged—as a sustainable whole child approach to educating their students.

Connect with us @WholeChildASCD and our guests Dave Burgess @burgessdave, David Culberhouse @DCulberhouse, Joe Mazza @Joe_Mazza, Angela Hamilton @Ahamilton1994, and Eric Russo @erusso78 on Twitter.

What is the link between school morale and learning?

Podcast Whole Child Podcast

Personalized Learning Starts with Personal Relationships

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How do we help each student succeed? One promising way is to personalize learning and put each student at the center of her learning experience. Broader than individualized or differentiated instruction, personalized learning is driven by the learner. Ensuring personalized learning for all students requires a shift in thinking about long-standing education practices, systems, and policies, as well as significant changes in the tools and resources. To address students' abilities, interests, styles, and performance, schools need to rethink curricula, instruction, and technology tools to support giving learners choices and schools flexibility.

In our last episode of the Whole Child Podcast, we discussed personalized learning in the 21st century global marketplace with professor Yong Zhao, author of the ASCD book Catching Up or Leading the Way: American Education in the Age of Globalization. In this episode, we take a look at personalizing learning on the ground and in schools and the importance of relationships in activating students to take charge of their learning. You'll hear from

  • Jennifer Eldredge, a Spanish teacher at Oconomowoc High School whose district is a member of the regional Cooperative Educational Service Agency #1, which is committed to establishing personalized learning as the prevailing approach in southeastern Wisconsin.
  • Andrew Miller, former classroom and online teacher and current educational consultant, ASCD Faculty member, National Faculty member at the Buck Institute for Education, and regular ASCD and Edutopia blogger.
  • Beth Sanders, a high school social studies teacher at Tarrant High School in Alabama who is also the cofounder and codirector of Youth Converts Culture and was named an Apple Distinguished Educator Class of 2013 and 2013 Teacher of the Year for Tarrant City Schools.

How do you see the importance of personal relationships in engaging students? How does this method differ from differentiated instruction in the classroom?

Podcast Whole Child Podcast

Is Resilience the Secret to Student Success?

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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? In this episode, we discuss 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. You'll hear from

  • Sara Truebridge, an education consultant on resilience who has collaborated on the 2009 documentary film Race to Nowhere and is the author of the forthcoming book, Resilience Begins with Beliefs.
  • Andrew Fuller, a clinical psychologist and author who has worked with many schools and communities around Australia, specializing in the well-being of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne.

What does resilience look like in the classroom and how can it be developed across schools?

Podcast Whole Child Podcast

The New Poverty: Dealing with Economic Change

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In today’s global economic state, many families and children face reduced circumstances. These "poor kids" don't fit the traditional stereotypes—two-thirds live in families in which at least one adult works, and the percentage of poor students in many rural districts equals that in inner-city districts. In the United States, the economic downturn has dramatically changed the landscape, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.

In this episode, our guests discuss the implications of this new poverty for schools, many of which have seen drastic changes in the populations they serve and their communities. Schools that took their communities' wealth for granted more frequently need to deal with issues of child hunger, fewer resources, and more demands for services. You'll hear from

What new—and old—solutions are you using to support learning and ensure that each child, whatever his or her circumstances, is healthy, safe, engaged, supported, and challenged?

Podcast Whole Child Podcast

Leveling and Raising the Playing Field

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Addressing students' needs levels the playing field. Or rather, addressing students' needs is only leveling the playing field. If a child is hungry, then the need can be addressed by providing breakfast, lunch, and assistance as needed. The same applies if the child is unwell. Many schools have made great strides in addressing students' needs, but some schools have gone further. They have taken an issue that was initially a need and used it to enhance and improve what the school offers.

Milwaukie High School, part of North Clackamas Schools in Milwaukie, Oregon, and winner of the 2013 Vision in Action: The ASCD Whole Child Award, is an outstanding school where each student is engaged in literacy, inspired by their cultural diversity, and ready for active citizenship. Milwaukie's staff works tirelessly to improve their students' academic, social, and emotional growth; to expand their educational practices; and sharpen the administration's focus on staff professional development, all to meet the needs of the whole child.

In this episode, hosts Sean Slade and Donna Snyder and our guests discuss how to meet students' and staff's needs, taking challenges and turning them into opportunities for all. You'll hear from

  • Mark Pinder, principal;
  • Michael Ralls, assistant principal for curriculum;
  • Tim Taylor, assistant principal for student management;
  • Donnie Siel, dean of students; and
  • David Adams, teacher leader (English and language arts).

How has your school or community taken a challenge and turned it into a win?

Podcast Whole Child Podcast

How Can We Make Our Schools Safer?

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Safety is and will always be a fundamental concern for schools. Students who aren't or don't feel safe at school cannot learn, and schools must ensure that their environments are both secure and supportive. The current debate on school safety brings with it a renewed interest in addressing safety, school climate, and mental health concerns at schools and promises to improve school policy and practice.

Yet while the current debate has engaged the nation in community-wide discussions, it also has the potential to overlook the voices of educators. In this episode of the Whole Child Podcast, host Sean Slade and guests discuss what we, as educators, believe is crucial to making our schools safe—not just physically safe, but safe places to teach and learn. You'll hear from

  • Joseph Bergant II, superintendent of Chardon Schools in Ohio;
  • Howard Adelman, professor of psychology at UCLA and codirector of the School Mental Health Project and the Center for Mental Health in Schools (a whole child partner); and
  • Jonathan Cohen, adjunct professor in psychology and education at Teachers College, Columbia University, and president and cofounder of whole child partner National School Climate Center.

What is required for students and adults to feel socially, emotionally, and physically safe in school? What two or three things are fundamental to achieving safety in school?

Podcast Whole Child Podcast

Leading and Changing School Culture

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Michael Fullan wrote about the principal's role in leading sustainable cultural change in schools (and school districts) in the May 2002 issue of Educational Leadership saying,

"An organization cannot flourish—at least, not for long—on the actions of the top leader alone. Schools and districts need many leaders at many levels. Learning in context helps produce such leaders. Further, for leaders to be able to deal with complex problems, they need many years of experience and professional development on the job. To a certain extent, a school leader's effectiveness in creating a culture of sustained change will be determined by the leaders he or she leaves behind."

Students are a part of the school community and can play powerful roles as leaders in a positive school culture. In cultivating students as leaders, schools provide opportunities for personal engagement; skill development for future college, careers, and citizenship; and a richer experience for all. In this episode of the Whole Child Podcast, Klea Scharberg, project manager for whole child programs at ASCD, talked with members of the Special Olympics National Youth Activation CommitteeSpecial Olympics Project UNIFY is a whole child partner—about why they got involved in Special Olympics, what being a leader means to them, what they as students need from adults in schools and communities to help foster social change, and what progress looks like. You'll hear from

  • Dallas Lopez, from Texas;
  • Rachel Alm, from Hawaii;
  • Danielle Liebl, from Minnesota; and
  • Margaret Drake, a special education teacher from Wyoming.

How does your school culture cultivate and empower students as leaders as well as learners?

"Leadership is leading by example, but it's also ... helping others realize the leader within themselves."

—Danielle Liebl

Podcast Whole Child Podcast

Respecting and Reflecting School Culture

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A positive school culture is the cornerstone of a good school and the foundation for school improvement. School culture encompasses the schoolwide ethos and the culture of individual classrooms, high expectations for learning and achievement, a safe and caring environment, shared values and relational trust, a powerful pedagogy and curriculum, high student motivation and engagement, a professional faculty culture, and partnerships with families and the community. It is constantly being shaped through our interactions, individual identities, beliefs, traditions, experiences, and community diversity. Research shows that successful schools with positive, effective school cultures are places that foster teacher learning and motivate students to learn.

Many schools may be in the process of implementing a program or process to support a whole child approach to education. Other schools may be looking at how to sustain what has already been achieved or developed. Fully embedding a whole child approach into the culture so that it becomes an integral part of what we do and who we are as schools and communities is key to ensuring that each child is healthy, safe, engaged, supported, and challenged and prepared for their future college, career, and civic lives.

As Harvard educator Roland Barth once observed, "A school's culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board, or even the principal can ever have."

In this episode of the Whole Child Podcast, Klea Scharberg, project manager for whole child programs at ASCD, talked with members of the Special Olympics National Youth Activation CommitteeSpecial Olympics Project UNIFY is a whole child partner—about what a safe and positive school culture means to them, student voice and leadership, and why they are committed to being agents of change for their communities and young people across the United States. You'll hear from

  • Daniel Fink, originally from Alaska and currently attending Washington State University;
  • Kelsey Foster, from South Carolina;
  • Heather Glaser, from Wyoming; and
  • Bernice Higa-French, from Hawaii.

How does the culture of your school and community affect the success of your students?

"It's not necessarily that something is different about the school. They don't have different curriculum that they teach—no, it's just that it's more integrated and inclusive. You can walk down the hallway and you're not afraid of talking to anyone because of their race or their background, or anything like that. ... You walk in and there's just a smile on your face—and you don't necessarily know why—and you want to know more about why [the school culture] is that way."

—Daniel Fink

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