#dcp summer 2014
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Roommate Survey - Fall 2017
So the DCP presence has definitely died off a bit in the time since my first program, but I thought I’d put a survey up over here just in case! I’m a college program Alumna arriving 8/14, hoping to find some possible roommates for the program. If you see this and think we have some things in common, feel free to message!
Name: Skylar
Gender: Female
Age/Birthday: 23/Feb. 22nd
Hometown: Youngsville, NC
School: University of North Carolina- Wilmington
Major: Computer Science & French
Role: Attractions - Fall
Arrival Date: 8/14/17
Departure Date: 1/04/18
Flying or Driving: Likely driving
Housing Preferences/Building: In order: Commons, Chatham, Patterson
Number of Roommates: I’m flexible with up to a 6-person apartment, though I want to avoid being in a 3-person room.
I Could Not Live with A Roommate That: Is confrontational, doesn’t communicate, overly-messy, inconsiderate.
What I’m Looking For In A Roommate: Easy-going, has a good sense of humor, enjoys park hopping or movie nights.
Alumni?: Yes! QSFB at Pizza Planet for SA 2014, then Attractions at Rock’n’Roller Coaster for Fall 2014
Lifestyle
Do You Smoke? No
Do You Drink? No
Do You Like To Party? I’m not really a “party” person, I prefer hanging out and watching TV shows/movies over partying.
Medical Conditions? None
Messy or Tidy? Generally tidy and organized. At worst some clothes might end up on the floor, but never for long.
Do You Like To Cook? Yes, baking in particular!
Night or Morning Person? Night owl
Roommate Stuff
Favorite Chore? Organizing/straightening up, vacuuming, cleaning counters.
Least Favorite? Dishes.
How Do You Feel About Sharing? Not an issue for me as long as it’s brought up to me.
Do You Snore? No
What Time Do You Usually Go To Bed? Around midnight
What Time Do You Wake Up On Free Days? Around 10am
I Prefer To Sleep In A Room That: Is at least mostly dark, quiet, not too warm.
Personal Stuff
3 Words That Describe You: Relaxed, considerate, giving.
Favorite Bands/Singers: P!atD, Fall Out Boy, Imagine Dragons, Mumford and Sons, Linkin Park, Paramore, OneRepublic, Fun., Demi Lovato, Bastille, etc. You’ll also hear a lot of musical theatre cast recordings (and yes, this includes Hamilton).
Favorite TV: DC Comics shows (The Flash, etc), Brooklyn Nine-Nine, New Girl, Sherlock, Once Upon a Time, Doctor Who, Merlin, Chuck, Modern Family, Arrested Development, A:tlA, Miraculous Ladybug, Parks and Rec, The Daily Show, Psych, and then some
Favorite Movies: Disney films (of course), Ever After, Dr. Horrible’s Sing-Along Blog, 13 Going on 30, How to Train Your Dragon, Marvel films, Star Wars, Sherlock Holmes, Pride and Prejudice, Princess Bride, Anastasia, Les Mis
Favorite Books: Harry Potter, Hunger Games, Percy Jackson Series, Alex Rider series, Peter and the Starcatchers, a lot of YA books in general
Additionally, my personally can also be found splattered all over my person tumblr --> http://amidalasapprentice.tumblr.com/
Disney Stuff
Favorite Movies: The Little Mermaid, Up, Tangled, Aladdin, Toy Story 3, Moana, Mulan, Hercules, Hunchback of Notre Dame, Wreck-it Ralph, Pirates of the Caribbean
Favorite Character: Ariel, Moana, Rapunzel (I’m bad at limiting myself)
Favorite Park: Magic Kingdom, Epcot (World Showcase)
How Many Time Have You Been To Disney? Too many to count? I honestly have no idea.
Other Random Facts:
- I spent a year on the program in 2014, so I’m very familiar with the program and have lots of info on it
- I’ve been to Disneyland Paris, but I’ve yet to make it to Disneyland on the west coast sadly
- On my previous program I performed in the Cast Choir for the Candlelight Processional (with hosts NPH, Jodi Benson, and LeVar Burton!)
- I am a big fan of most things nerdy, so I have moderate amounts of fandom merchandise scattered about (Hot Topic is my weakness) and I’m always up for movie marathons and the like
- I’ve been on tours of several WDW attractions at this point, and know a decent amount of fun facts and random stories about them
- I can sometimes be a bit shy at first when meeting people, but I’m a very warm and loyal person once I get to know people
- During my first program one of my biggest regrets was not taking enough pictures, so I’ll probably be messing with my camera a bit more this time around
- I spent last summer in Europe, so if you wish to subject yourself to it, I’m always up for sharing pictures and stories
- My DCP hobbies include spending every day in the parks (and being asked by my co-CMs why I’m always there), staging poses for ride photos, and putting off going grocery shopping until it is absolutely necessary.
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The DCP Application Process
Today applications dropped (opened) for the 2017 DCP Fall and Fall Advantage programs. I applied seeing as I am finally graduating this May!
I completed my first DCP in the Fall of 2014 in Dinoland merchandise at Disney’s Animal Kingdom. I then extended into attractions at Space Mountain at the Magic Kingdom in the Spring of 2015. Since then I applied for Spring 2016 and was accepted for attractions and summer alumni 2016 where I was not accepted after the phone interview. Having completed the process three times I feel I have a pretty good grasp of the process and I am happy to answer any questions.
In order to be eligible for the program you must be currently enrolled in at least one class at a college or university or have graduated in the last six months. You must be at least eighteen years old and have completed at least one semester of school. Additionally you have to have work authorization. If you are an alumni you cannot complete more than a year of continuous programs.
The application is pretty straightforward. You create an account at cp.disneycareers.com/ and then you can hit apply now. The application asks basic questions like personal information- name, address, etc; school information- school, year, major; and program information- fall or fall advantage, which roles you are interested in, and your interest in each role. The fall program runs from August-to the first week and January and the fall advantage program runs from the end of May/early June- to the first week in January. The application takes about 10-15 minutes total. Be sure to answer all questions honestly and take the time to double check that the information is correct.
Once you complete the application if you move on to the next round you will get an email to complete the Web Based Interview (WBI), more on that in my next post.
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Washington, DC, Music Education Association Chapter Relaunches
“DCMEA will provide professional growth opportunities, …foster public support for music in schools, offer quality musical experiences for students, … and develop and maintain productive working relationships with other professional organizations.”
RESTON, Va. (PRWEB)
June 14, 2019
The National Association for Music Education (NAfME) proudly announces the new federated music education association relaunched in the nation’s capital, the DC Music Education Association (DCMEA). Since January 2019, a small group of volunteers has met virtually and in person to strategize, review bylaws and a mission statement, and elect officers. The next in-person meeting will be held June 19, in conjunction with the NAfME National Leadership Assembly, taking place at the Washington Hilton June 17-21. Learn more about DCMEA at washingtondcmea.org.
“This is an exciting time for NAfME and the future of music education,” said Mike Blakeslee, NAfME Executive Director and CEO. “As we are well into the new millennium, and both our student populations and the direction of music education are changing, it is critical that NAfME keep pace with all students’ needs and the new opportunities in the ever-growing discipline of music education, while also upholding the updated music standards in giving direction to promoting the understanding and making of music by all. This relaunch of the DCMEA chapter with fresh voices and new ideas to meet the music education needs of all Washington, DC, students is a significant step toward that goal.”
“As the new president of DCMEA, I am dedicated to our goal of advocating for and advancing music education across Washington, D.C.,” added DCMEA President Joshua Krohn. “DCMEA will also provide professional growth opportunities, encourage interaction among music education professionals, foster public support for music in schools, offer quality musical experiences for students, cultivate a universal appreciation of and lifetime involvement in music, and develop and maintain productive working relationships with other professional organizations.”
Joshua Krohn has been an elementary music specialist, band and choral director, elementary music clinician, professional developer, and private music instructor. Over the last sixteen years he has led full-scale Broadway-style musicals, before-school orchestras, choirs, wind ensembles, guitar ensembles, recorder ensembles, theater clubs, and after-school tutoring for thousands of Washington, DC, Public Schools (DCPS) elementary students. Since 2009 Krohn has led close to 60 music professional development sessions both locally and nationally. By 2010 Krohn was leading more than 110 DCPS music teachers in quarterly professional developments. Since 2012, he has been nominated for D.C. Teacher of the Year five times, and since 2014, he has been nominated for the National LifeChanger of the Year award three times. Krohn has also been twice nominated for a Grammy Music Educator Award. In 2016 Krohn was a District Course Chair for DCPS music as well as one of the A.C.E. Fellows for Music in DCPS. Krohn has also educated students with mild cognitive impairments through severe cognitive impairments, students with learning and emotional disabilities, and students in urban settings, and has led professional development sessions based on teaching special learners.
The DCMEA President-Elect is Christopher Steele, the Upper Campus music teacher at Oyster-Adams Bilingual School in Northwest DC since 2017. He holds a Master of Music degree in Trombone Performance and a Bachelor of Music degree in Music Therapy from Howard University. He is a low-brass freelance musician (Tenor Trombone, Bass Trombone, Euphonium) in the Washington, DC, and Baltimore, Maryland, areas performing in symphonic, musical theater, and commercial music styles. Steele is an active performer with the Heritage Trombone Ensemble and the Slide Artist Trombone Quartet. He taught private trombone lessons in the DC area for five years while a student at Howard University. He is an active arranger and clinician for middle school, high school, and collegiate band programs. Steele has performed with musical greats including Gloria Estefan, Tony Bennet, Lady Gaga, McCoy Tyner, Dr. Billy Taylor, and Hubert Laws, among others. He is currently pursuing a second Masters degree in Wind Conducting from Messiah College in Mechanicsburg, Pennsylvania.
Benita Gladney is the Immediate Past President of DCMEA. Gladney is an Assistant Professor and Coordinator of Music Education at Howard University. She earned her D.M.A. degree at the University of Georgia and holds a Master of Music Education degree from Howard University and a Bachelor of Music Education degree from Southern Illinois University in Carbondale, Illinois. Gladney has more than ten years of teaching experience in high school band programs and elementary general music, primarily in Atlanta and Chicago Public Schools. As a band director, her performing groups consistently received superior ratings in music festivals. Along with her teaching duties, she has served as an adjudicator for both concert and jazz band festivals. In 2010, Gladney established a band program at Moi Girls’ High School in Eldoret, Kenya. ‘Kenya Play It’ has provided more than 30 wind band instruments to the school. Since band instruments are uncommon in Kenya, she travels every summer to the school to teach instrumental music lessons. Thanks to her efforts, this project has provided these Kenyan students with an opportunity to learn to play a band instrument in a school setting. Gladney’s primary research interests include music improvisation, urban music education, and music teacher preparation.
DCMEA Treasurer Chad Harris has spent 15 years creating dynamic and engaging music lessons for his students. He has taught in Florida, Alabama, and South Korea, and now teaches elementary music at Stanton Elementary School in Southeast Washington, DC. Harris’s DC performing groups have participated in music festivals at the Kennedy Center’s Millennial and Family stages, where their performances have received the superior rating. Additionally, Harris has received two “Teacher of the Year” awards while teaching in Florida and Alabama. In DC, Harris currently serves as the Teacher Selection Ambassador for Music, conducting all job interviews for incoming music teachers. During his first year in DC, he was awarded the very selective Capital Commitment Fellowship and was given a seat on the DC Chancellor’s Teachers Cabinet. Harris was also placed on the music curriculum writing team, and his lessons are now in the DC music curriculum.
Washington, DC, music educators are encouraged to join colleagues on June 19 at the Washington Hilton to discuss DCMEA next steps, including professional development opportunities and events. Music educators may RSVP by sending an email to Elizabeth Lasko, NAfME Director of Membership and Marketing Communications, at ElizabethL(at)nafme(dot)org.
June 19 is also the annual NAfME “Hill Day.” Music educators from around the country will participate in meetings with members of Congress to advocate for provision and funding for music education. DC music educators are encouraged to join advocacy training in the morning and visit Congresswoman Eleanor Holmes Norton after the training (the DCMEA meeting will take place in the afternoon). Music educators who plan to participate in the Capitol Hill visit must notify Thomas Stefaniak at NAfME (ThomasS(at)nafme(dot)org) for scheduling arrangements.
National Association for Music Education, among the world’s largest arts education organizations, is the only association that addresses all aspects of music education. NAfME advocates at the local, state, and national levels; provides resources for teachers, parents, and administrators; hosts professional development events; and offers a variety of opportunities for students and teachers. The Association has supported music educators at all teaching levels for more than a century. With more than 60,000 members teaching millions of students nationwide, the organization is the national voice of music education in the United States.
Follow NAfME on Twitter (twitter.com/nafme) and on Facebook (facebook.com/nafme). For additional information, contact Catherina Hurlburt at catherinah(at)nafme(dot)org or 571-323-3395.
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A QUEST FOR EXCELLENCE
3RD QUARTER 2018 PROGRESS REPORT
Congratulations to the more than 2,000 members of the SJUSD Class of 2018, as well as their parents, families, mentors, teachers and others who supported the students and helped to make their proud walks across the stage possible!
A very heartfelt thank you also to the 3,000 employees who teach and support our kids; transport & feed them; offer counseling, keep their schools & grounds clean, well maintained and safe; and run this giant operation smoothly and efficiently.
Along with improved outcomes for Latino male students and promoting our school district's strengths to the community, improved Special Education Services has been one of the three areas of emphasis for the board this year. After a long and careful search, Seth Reddy recently was hired as the district's new Director of Special Education (SPED). This hiring signals the district and board's renewed commitment to highly effective, empathetic and efficient delivery of SPED services. In his previous role as an administrator for strategic projects, Mr Reddy had spent much of the past year reviewing and assessing the district's SPED policies and practices, talking with parents, educators and service providers, and creating strategies that will lead to greater success for our students and higher satisfaction for our families. Please join me in welcoming Seth to his new, vital role in our district.
Board of Education meetings now feature an enhanced focus on student achievement through receiving reports on how schools are meeting benchmarks for K-3 literacy, 8th grade math and high school honors courses. We are working to promote an environment in which school principals feel supported in their work and comfortable bringing forth challenges, as well as successes, so that solutions can be collectively identified. We welcome the opportunity to engage with our schools and gain a deeper understanding of the unique issues each individual school must address. This effort will also allow board members to make more informed and effective decisions that will drive greater student success.
District staff is currently developing a spending plan for Measure Y funds in the 2018-2019 school year, in close coordination with our school site staffs and employee bargaining units. Click here to review a preliminary draft of the plan, which has been presented to the Board of Education and the district's Budget Advisory Committee during public meetings. A final spending plan will be submitted for the board's approval at our meeting on June 28, 2018.
Finally, in my continued commitment to engagement and transparency, what follows is my assessment of the developments in the 5 areas that defined my "Quest for Excellence" in my 2014 campaign for this office.
PUBLIC ENGAGEMENT
Community is everything! I was proud to be on hand at the grand opening of a new Farmers' Market in the parking lot of Lincoln High School and pleased that I was able to play a small role in facilitating a partnership between the school district, Shasta Hanchett Park Neighborhood Association (SHPNA), West Coast Farmers Market
Association largely under the dominant leadership and persistence of community activist Alex Shoor. Our public school facilities should be used to the greatest extent possible during non school hours and should benefit our communities. Can't think of a better use than one that allows folks to gather on a weekly basis, enjoy healthy foods and support local vendors. Join us Saturdays from 10am - 2pm.
Members of our CSEA bargaining unit (the wonderful clerical workers, secretaries and other staff members who make sure our schools run smoothly every day, greet our families and ensure that everyone feels supported at school) raise funds every year to provide scholarships to students of their members. This year the recipients are both seniors at Leland High School (San Jose, California). A special thank you, Jacquelyn Dreher and Sharon Calhoun, for your lovely presentations! The generosity of CSEA and enthusiastic support for your members' children is inspiring.
Local Kiwanis clubs distributed dozens of $1,000 "Turnaround scholarships" to high school seniors who have overcome significant challenges and are now poised to begin college in the Fall. Students from several San José Unified School District high schools were recognized, including some from Lincoln and the Lincoln Plus Program! All students briefly (and bravely) shared their stories of perseverance as they took the stage to be recognized for their tremendous accomplishments. Listening to their stories was emotional and humbling and I marveled at every one of them for achieving significant goals in the face of tremendous obstacles.
SCHOOL LINKED SERVICES
A significant contributing factor to the opportunity gap is the divide between children who have had at least 1 year of preschool prior to kindergarten and those for whom kindergarten is their first formal educational environment. Through legislation passed last fall, the Individualized County Childcare Subsidy Plan now allows counties to determine their own eligibility criteria instead of relying on state criteria. The new county-specific threshold takes into account the exceedingly high cost of living in our region and provides more families with early education. San José Unified is one of ten public school districts participating in a pilot program to expand access to preschool for low income families. I'm proud of the work our district is doing not only to close the opportunity gap but to prevent it from ever taking hold in the first place. Find more information and eligibility criteria here.
Our Coordinated School Health Collaborative has approximately 320,000 dollars from LEA funds, that we can award for use on special projects within our district. Our funding priorities for the next year include additional: education and resources for district staff on student health and mental health, mental health counselors, and behavior support for our students.Approximately 75% of our funds will be used on our top funding priorities, and the remainder of our funds can be used on any project within our district. Past grants that have been awarded include: $209,000 for additional mental health counselors, $67,000 for Family advocacy programs through the Bill Wilson Center and $5,000 for Recess 101 programs at Olinder Elementary and Almaden Elementary Schools.
CHARTER AND NEIGHBORHOOD SCHOOL COLLABORATION
On March 15, our board approved the renewal of Downtown College Prep's El Camino middle school. DCP is working to improve outcomes for their students and support their efforts as they move from middle to high school and then onto college.
In compliance with a court order, district staff is working to present a facilities proposal to Promise Charter School. Promise's charter was approved at the state level with the significant revision that it operate as a K-8 rather than a K-12 school. The high school program was not approved. Staff will work with Promise, as it does with every charter operator, to identify a facility that conforms to the law and meets the same quality standards as any of our own 41 schools. When a lease is signed, I will share that information on my Facebook page.
As a trustee, I am committed to ensuring that students who live in our district boundaries have high quality options for public education. This is one of the reasons our district is, in fact, a "district of choice" and parents may request to send their children to schools other than their own neighborhood schools when they desire particular options that aren't available at their "home schools" - for example (a non-exhaustive list of examples):
Horace Mann, Peter Burnett and San Jose High School offer the globally prestigious International Baccalaureate program
Hacienda offers an Environmental Science specialty program
Hammer Montessori offers a unique developmental program
RIver Glen offers a 2 way bilingual program for every student in grades K-8 (plus 10 school offer 2 way bilingual program strands for students who choose that option)
Trace, Hoover and Lincoln offer a nationally recognized visual and performing arts strand
Gunderson High School has a strong visual & applied arts program
Leland High School offers a nationally recognized and award winning speech and debate program
Pioneer High School exposes students to service learning through a strong sophomore year program
A number of high schools offer mock trial programs
9 of our elementary schools offer an ALA (academic language acquisition) program for native Spanish speakers
12 of our elementary schools house preschool programs for eligible students
San Jose High School offers Project Lead the Way, a four-year program designed to prepare students for engineering and design careers through a hands-on project and problem-based approach, adding rigor to traditional technical programs and relevance to traditional academics
All of our high schools partner with Strive San Jose, which provides year round job shadow and summer paid internship opportunities
Broadway High School offers a program with high quality child care for students who are also parents
Liberty High School offers flexible learning schedules for students for whom the typical comprehensive high school schedule isn't an option
STUDENT SAFETY
Homelessness is one of the most urgent crises in our community. In our district alone, more than 200 students report being homeless or unstably housed (which includes living in cars, sleeping on friends' couches and sharing apartment units with multiple families). I am deeply appreciative of the strong partnership between the Bill Wilson Center and San José Unified School District. In the past school year, BWC helped to house 70 students and their ongoing dedication to supporting our students and their families is invaluable. Students can't thrive or even think about academic success if they don't know where they will do homework, eat or sleep that evening. I will continue to strengthen our partnership and advocate for affordable housing solutions for our community.
Check out SJUSDs dedicated Immigration Services page
See here for important Teen Dating Violence resources
Kids of all ages are swiping and scrolling, totally transfixed by screens of all sizes. Welcome to the new frontier of parenting. If you have questions on how to take control of, or at least keep up with, the technology in your kids' lives, check out Common Sense Media.
PROFESSIONAL DEVELOPMENT
Our 41 schools celebrated the best of the best at the SJUSD Employees of the Year Ceremony and Reception in May. Congratulations to the employees and teachers of the year from Trustee Area 2 schools:
Lincoln High School Rashada Melendez, teacher; Moramay Cortez, Instructional Aide
Burnett Middle School Jelani Canser, Teacher; Kari Barton, School Secretary
Hoover Middle School Mark Hartung, Teacher; Steffany Carrabino, School Secretary
Bachrodt Elementary School Nydia Arauz, Teacher; George Valenzuela, Custodian
Grant Elementary School Elizabeth Rotolo, Teacher; Gina Romeo, Clerical Office Assistant
Horace Mann Elementary School Clare Maeda, Instructional Coach; Hortencia Martin, School Secretary
Trace Elementary School Amber Stagi, Teacher; Reina Baca De Silva, Campus Supervisor
I was happy to attend a dinner celebration for our classified employees at the Old Spaghetti Factory. It was an awesome opportunity to recognize and show appreciation to the many, many folks who keep our schools running every day!
We are always hiring! Contact our Human Resources Department and job portal here.
BEYOND THE BOARDROOM
Many of my personal efforts serve to inform my role as a trustee, build relationships, and think strategically about how best to improve outcomes for all SJUSD students. I am actively participating in a number of projects related to education policy and social justice:
As many of you know, I declared my candidacy for Santa Clara County Supervisor in 2017. I am very pleased to share that I was the top vote getter in the June 5, 2018 primary, thus securing a spot in the top two finishers who will move on to the general election this November. It is the poignancy of the economic divide in our community which led me to seek the Supervisor seat. I see so many kids in our district who are struggling, not because of academic challenges, teacher quality or even class size, but because they are unstably housed, inadequately nourished, have not received consistent health care services, did not have access to high quality early childhood education programs and more. While SJUSD places an extraordinary amount of time and resources in partnership with organizations that do address these challenges, we are at the heart an educational system and can't fully address the roots of these socio-economic challenges. Those levers are at the County level and, should I be successful in November, I will continue to focus at that level on the needs of struggling children and families. When we invest in those populations, outcomes are better for everyone: we see safer neighborhoods, a better educated workforce and a more stable economy.
My move to the general election does mean that I will conclude my time as a school board member when my term concludes in December, 2018. It has been an absolute privilege to have a hand in this important work for four years and I do believe that we are stronger than we were in 2014: our graduation rates are higher, more students are meeting key performance measures, programs have expanded, we've secured additional funding, improved communication, built new partnerships, and our district has become a model to school districts throughout the state in several areas, including our progressive maternity/family leave policy, our teacher evaluation system, our implementation of the LCAP. We are actively lobbying at the state level for increased funding and greater equity. We are exploring options for teacher housing. There is so much more work to do, but we've accomplished a great deal in the past four years and I look forward to supporting whatever new trustee is installed next winter.
If you are interested in learning more about my campaign for County Supervisor, please visit my website www.susanellenberg.com or follow my campaign on facebook.
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How Internships Connect First Generation College Bound Students to STEM Careers
This story on STEM education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about higher education.
SAN JOSE, Calif. — It was not an ordinary lunch period at Downtown College Prep Alum Rock High. Berenice Espino and her Quest for Space teammates had gathered in the engineering classroom to watch as a SpaceX rocket was launched into the atmosphere heading for the International Space Station, carrying onboard a science experiment they’d designed. NASA astronauts would test the device, which analyzes the effects of weightlessness on cooling and heating systems, and send data back to the students.
The launch marked the latest effort by the 5-year-old charter school, to expose students to the skills they’ll need to access high-tech jobs. The day after the launch, for example, Espino and classmate Jaime Sanchez were learning Python programming through Udacity, an online education platform that offers “nanodegrees.” Other students in their engineering class were constructing a robot for the Dell-sponsored Silicon Valley Tech Challenge and designing a “tiny house” to shelter a homeless person.
Most students at the high school, on San Jose’s East Side in the southern end of Silicon Valley, are from Mexican immigrant families. Nearly all will be the first in their families to go to college; some will be the first to complete high school. Espino’s mother works as a cook. Sanchez’s father is a landscaper; his stepfather, a construction worker.
The kids who grow up in Silicon Valley’s Latino neighborhoods, the children of groundskeepers, janitors, cooks and construction workers, rarely get a shot at high-paying, high-tech jobs. Just 4.7 percent of the Valley’s tech professionals are Latino and 2.2 percent are African-American, according to 2015 data from the American Community Survey. By contrast, 57 percent are foreign born, with many coming from India and China, a local industry group estimates.
Across California, Latino and black students, many from low-income families, earn lower scores on state exams than white or Asian students and are far less likely to take the advanced math and science classes that prepare students for high-tech majors and careers. Bay Area nonprofits are working with schools to improve math proficiency. For example, the Silicon Valley Education Foundation’s summer program, Elevate Math, is raising algebra readiness, a critical first step on the STEM success track.
However, educators realize that getting students on track academically isn’t enough. They’re also trying to make working-class students aware of the high-tech career opportunities just a few miles up the road.
“Half our kids don’t know what’s out there or what it means to be an engineer,” said Chris Funk, superintendent of the East Side Union High School District, which serves San Jose’s majority Latino and Vietnamese immigrant neighborhoods. “They drive past the tech buildings, but they don’t know what’s going on inside.”
Using a drill press in the engineering lab of his San Jose high school, Josue Valverde Ortiz makes wheels for a robot that will compete in the Silicon Valley Tech Challenge. “We don’t have much of a budget, so we use what we have,” he says. (Joanne Jacobs for The Hechinger Report)
Fifteen miles north of Funk’s office is Google’s headquarters, known as the Googleplex, in Mountain View, once a blue-collar town. The children of immigrant laborers attend high schools alongside the children of “tech titans” in the Mountain View-Los Altos district, says Darya Larizadeh.
She leads a two-year-old district program designed to expose lower-income students to professional careers. Pathways, Exposure, Academic Connection, Knowledge (PEAK) takes students to local companies such as Google and Facebook, as well as to hospitals, law firms and other businesses. It also organizes weeklong internships and job shadowing during school breaks. “Our goal is for them to see tech as something they could choose,” says Larizadeh.
Other Bay Area districts also see the need to connect first-generation, college-bound students to careers. In the last five years, San Francisco Unified, Oakland Unified, East Side, San Jose Unified, plus smaller districts and charters, have partnered with the nonprofit Genesys Works to place 12th-graders in nine-month internships at high-tech and other companies.
During the summer before the students’ senior year, Genesys Works trains them in technical skills, such as information technology, as well as soft skills, like writing professional e-mails, handling feedback and networking. Once school starts, students spend their mornings in class and their afternoons at work, averaging 20 hours a week at $10 an hour. Nearly all enroll in college, says Peter Katz, executive director of Genesys Works – Bay Area.
The program, founded in Houston in 2002, plans to train and place 150 interns in the Bay Area this fall. Most come from non-white, lower-income families and will be first-generation college students, says Katz.
As a high schooler, Kateryn Raymundo interned at Salesforce, a tech company, through the nonprofit Genesys Works. She now attends San Francisco State and hopes to have a career in marketing. (Photo courtesy of Pedro Raymundo)
Kateryn Raymundo, who emigrated with her family from Guatemala when she was eight, was in the first group of interns five years ago. A student at George Washington High, a large public school in San Francisco, she wanted to go to college but had little sense of what her career options might be. “I didn’t know what was out there,” she recalls. Her father, a welder, and her mother, a hotel housekeeper, didn’t finish middle school.
Genesys Works found Raymundo an internship in customer support at SalesForce, a cloud computing company, then helped her apply to college. Four years later, she’s completing a marketing degree at San Francisco State while working full-time at SalesForce as a data analyst. She’s built “an awesome network,” she says, which she hopes will help her land a marketing job when she graduates this December.
While DCP Alum Rock’s first graduating class is finishing their first year of college, graduates of its sister school near downtown San Jose, DCP El Primero High, have been moving on to higher education for over a decade: The first class graduated in 2004. Those who earn in-demand tech degrees tend to do well, said Edgar Chavez, college success director for the Downtown College Prep charter network, which also includes two middle schools. However, many students major in the social sciences in college, then struggle to find professional jobs. To help college graduates launch careers, DCP now provides career counseling — and sometimes internships. Chavez is pushing every student to complete a summer internship in college — or earlier.
Patricia Villegas, a 2004 graduate, is helping alumni with resumes, interviews and advice. A staffing agency employee, she recruits contract workers for Google. To land even a temporary job there, applicants need a four-year degree, software skills and real-world experience, she says. “Internships are super, super important.”
At DCP Alum Rock, students get plenty of hands-on experience. The school’s engineering program started in 2014, when Principal Terri Furton realized math teacher Luis Ruelas had, in her words, a love for “what you can do with math.” Together they adopted the Project Lead the Way curriculum, an instructional approach that encourages students to identify community problems and design solutions.
That first year, with California gripped by an historic drought, an Alum Rock team designed a gray-water recycling system that was a national winner in a Samsung-sponsored contest. The award money covered the costs of outfitting the lab. “We didn’t think we could beat teams from the rich schools,” recalls Jaime Sanchez, Espino’s Python partner. “But we did.”
More recently, when the city of San Jose announced a design contest for “tiny houses” for the homeless, Ruelas’ students went to work on a plan, crowd-funding money to pay for materials. Faced with neighborhood resistance, the city downscaled the project and canceled the contest. Undaunted, the students plan to build the house in the fall and find a place for it, perhaps at a church.
“Even achievers don’t see engineering as an option,” says Ruelas, a Mexican immigrant who struggled to learn English so he could earn a materials science degree at San Jose State. When students try it, they’re hooked, he says.
Today, 55 percent of DCP Alum Rock students take engineering or computer science, including a lab where they work on projects for competitions in robotics, rocketry and engineering. The school also offers a BUILD entrepreneurship class where students develop product ideas and pitch them to Silicon Valley professionals. For a U.N.-sponsored conference for high schoolers in New York City, DCP Alum Rock pupils collaborated with students in Jiangsu, China, via video chat, to design a way to cool homes and filter air without electricity.
Like other Bay Area schools, DCP is also emphasizing internships and similar experiences that expose students to professional careers, says Kelly Neal, who manages partnerships for DCP. This year, four DCP students are interning through Genesys Works, at Service Now, a cloud computing company, and at Silicon Valley Bank. Others have worked with researchers at Stanford, Berkeley and other university labs. This summer, for the first time, nine students will study abroad.
“It’s beneficial to realize that not everybody looks like them and to have that experience before they go to college,” says Neal.
Espino, who watched her science project launch into space, will study software engineering at the University of California at Merced starting this fall. While nearly half of the university’s student body is Latino, she doesn’t expect to see many first-generation Latinas in her engineering and computer science classes. That doesn’t faze her.
On launch day, her computer-science teacher, John Benoit, a former Intel engineer, gave the rocketry team patches commemorating the flight. He told the students, “That’s how rocket scientists brag.” As “lead scientist” with her school team, Espino had earned her flight patch.
This story on STEM education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about higher education.
How Internships Connect First Generation College Bound Students to STEM Careers published first on https://greatpricecourse.tumblr.com/
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How Internships Connect First Generation College Bound Students to STEM Careers
This story on STEM education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about higher education.
SAN JOSE, Calif. — It was not an ordinary lunch period at Downtown College Prep Alum Rock High. Berenice Espino and her Quest for Space teammates had gathered in the engineering classroom to watch as a SpaceX rocket was launched into the atmosphere heading for the International Space Station, carrying onboard a science experiment they’d designed. NASA astronauts would test the device, which analyzes the effects of weightlessness on cooling and heating systems, and send data back to the students.
The launch marked the latest effort by the 5-year-old charter school, to expose students to the skills they’ll need to access high-tech jobs. The day after the launch, for example, Espino and classmate Jaime Sanchez were learning Python programming through Udacity, an online education platform that offers “nanodegrees.” Other students in their engineering class were constructing a robot for the Dell-sponsored Silicon Valley Tech Challenge and designing a “tiny house” to shelter a homeless person.
Most students at the high school, on San Jose’s East Side in the southern end of Silicon Valley, are from Mexican immigrant families. Nearly all will be the first in their families to go to college; some will be the first to complete high school. Espino’s mother works as a cook. Sanchez’s father is a landscaper; his stepfather, a construction worker.
The kids who grow up in Silicon Valley’s Latino neighborhoods, the children of groundskeepers, janitors, cooks and construction workers, rarely get a shot at high-paying, high-tech jobs. Just 4.7 percent of the Valley’s tech professionals are Latino and 2.2 percent are African-American, according to 2015 data from the American Community Survey. By contrast, 57 percent are foreign born, with many coming from India and China, a local industry group estimates.
Across California, Latino and black students, many from low-income families, earn lower scores on state exams than white or Asian students and are far less likely to take the advanced math and science classes that prepare students for high-tech majors and careers. Bay Area nonprofits are working with schools to improve math proficiency. For example, the Silicon Valley Education Foundation’s summer program, Elevate Math, is raising algebra readiness, a critical first step on the STEM success track.
However, educators realize that getting students on track academically isn’t enough. They’re also trying to make working-class students aware of the high-tech career opportunities just a few miles up the road.
“Half our kids don’t know what’s out there or what it means to be an engineer,” said Chris Funk, superintendent of the East Side Union High School District, which serves San Jose’s majority Latino and Vietnamese immigrant neighborhoods. “They drive past the tech buildings, but they don’t know what’s going on inside.”
Using a drill press in the engineering lab of his San Jose high school, Josue Valverde Ortiz makes wheels for a robot that will compete in the Silicon Valley Tech Challenge. “We don’t have much of a budget, so we use what we have,” he says. (Joanne Jacobs for The Hechinger Report)
Fifteen miles north of Funk’s office is Google’s headquarters, known as the Googleplex, in Mountain View, once a blue-collar town. The children of immigrant laborers attend high schools alongside the children of “tech titans” in the Mountain View-Los Altos district, says Darya Larizadeh.
She leads a two-year-old district program designed to expose lower-income students to professional careers. Pathways, Exposure, Academic Connection, Knowledge (PEAK) takes students to local companies such as Google and Facebook, as well as to hospitals, law firms and other businesses. It also organizes weeklong internships and job shadowing during school breaks. “Our goal is for them to see tech as something they could choose,” says Larizadeh.
Other Bay Area districts also see the need to connect first-generation, college-bound students to careers. In the last five years, San Francisco Unified, Oakland Unified, East Side, San Jose Unified, plus smaller districts and charters, have partnered with the nonprofit Genesys Works to place 12th-graders in nine-month internships at high-tech and other companies.
During the summer before the students’ senior year, Genesys Works trains them in technical skills, such as information technology, as well as soft skills, like writing professional e-mails, handling feedback and networking. Once school starts, students spend their mornings in class and their afternoons at work, averaging 20 hours a week at $10 an hour. Nearly all enroll in college, says Peter Katz, executive director of Genesys Works – Bay Area.
The program, founded in Houston in 2002, plans to train and place 150 interns in the Bay Area this fall. Most come from non-white, lower-income families and will be first-generation college students, says Katz.
As a high schooler, Kateryn Raymundo interned at Salesforce, a tech company, through the nonprofit Genesys Works. She now attends San Francisco State and hopes to have a career in marketing. (Photo courtesy of Pedro Raymundo)
Kateryn Raymundo, who emigrated with her family from Guatemala when she was eight, was in the first group of interns five years ago. A student at George Washington High, a large public school in San Francisco, she wanted to go to college but had little sense of what her career options might be. “I didn’t know what was out there,” she recalls. Her father, a welder, and her mother, a hotel housekeeper, didn’t finish middle school.
Genesys Works found Raymundo an internship in customer support at SalesForce, a cloud computing company, then helped her apply to college. Four years later, she’s completing a marketing degree at San Francisco State while working full-time at SalesForce as a data analyst. She’s built “an awesome network,” she says, which she hopes will help her land a marketing job when she graduates this December.
While DCP Alum Rock’s first graduating class is finishing their first year of college, graduates of its sister school near downtown San Jose, DCP El Primero High, have been moving on to higher education for over a decade: The first class graduated in 2004. Those who earn in-demand tech degrees tend to do well, said Edgar Chavez, college success director for the Downtown College Prep charter network, which also includes two middle schools. However, many students major in the social sciences in college, then struggle to find professional jobs. To help college graduates launch careers, DCP now provides career counseling — and sometimes internships. Chavez is pushing every student to complete a summer internship in college — or earlier.
Patricia Villegas, a 2004 graduate, is helping alumni with resumes, interviews and advice. A staffing agency employee, she recruits contract workers for Google. To land even a temporary job there, applicants need a four-year degree, software skills and real-world experience, she says. “Internships are super, super important.”
At DCP Alum Rock, students get plenty of hands-on experience. The school’s engineering program started in 2014, when Principal Terri Furton realized math teacher Luis Ruelas had, in her words, a love for “what you can do with math.” Together they adopted the Project Lead the Way curriculum, an instructional approach that encourages students to identify community problems and design solutions.
That first year, with California gripped by an historic drought, an Alum Rock team designed a gray-water recycling system that was a national winner in a Samsung-sponsored contest. The award money covered the costs of outfitting the lab. “We didn’t think we could beat teams from the rich schools,” recalls Jaime Sanchez, Espino’s Python partner. “But we did.”
More recently, when the city of San Jose announced a design contest for “tiny houses” for the homeless, Ruelas’ students went to work on a plan, crowd-funding money to pay for materials. Faced with neighborhood resistance, the city downscaled the project and canceled the contest. Undaunted, the students plan to build the house in the fall and find a place for it, perhaps at a church.
“Even achievers don’t see engineering as an option,” says Ruelas, a Mexican immigrant who struggled to learn English so he could earn a materials science degree at San Jose State. When students try it, they’re hooked, he says.
Today, 55 percent of DCP Alum Rock students take engineering or computer science, including a lab where they work on projects for competitions in robotics, rocketry and engineering. The school also offers a BUILD entrepreneurship class where students develop product ideas and pitch them to Silicon Valley professionals. For a U.N.-sponsored conference for high schoolers in New York City, DCP Alum Rock pupils collaborated with students in Jiangsu, China, via video chat, to design a way to cool homes and filter air without electricity.
Like other Bay Area schools, DCP is also emphasizing internships and similar experiences that expose students to professional careers, says Kelly Neal, who manages partnerships for DCP. This year, four DCP students are interning through Genesys Works, at Service Now, a cloud computing company, and at Silicon Valley Bank. Others have worked with researchers at Stanford, Berkeley and other university labs. This summer, for the first time, nine students will study abroad.
“It’s beneficial to realize that not everybody looks like them and to have that experience before they go to college,” says Neal.
Espino, who watched her science project launch into space, will study software engineering at the University of California at Merced starting this fall. While nearly half of the university’s student body is Latino, she doesn’t expect to see many first-generation Latinas in her engineering and computer science classes. That doesn’t faze her.
On launch day, her computer-science teacher, John Benoit, a former Intel engineer, gave the rocketry team patches commemorating the flight. He told the students, “That’s how rocket scientists brag.” As “lead scientist” with her school team, Espino had earned her flight patch.
This story on STEM education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about higher education.
How Internships Connect First Generation College Bound Students to STEM Careers published first on https://dlbusinessnow.tumblr.com/
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IIMA Graduate Summer School 2018 (Applications Open)
IIMA Graduate Summer School 2018 (Applications Open) April 2 – April 6 Event Details
The Doctoral student community of IIM Ahmedabad is pleased to announce the first Graduate Summer School (GSS 2018) to be held from April 2 – 6, 2018. GSS 2018 would be majorly driven by the senior doctoral students. The summer school also includes panel sessions by IIMA faculty, entrepreneur & other industry…
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#Education MBA IIMAGSS2018 Research Career#Ahmedabad Ahmedabad#IIMA Graduate Summer School#IIMA Graduate Summer School 2018#IIMA Graduate Summer School 2018 (Applications Open)#IIMA Indian Institute of Management Ahmedabad#Vastrapur
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Join Us for the Third Annual Global Leadership Summit - March 23rd, 2018 in Boston
The third annual Global Leadership Summit will be held on Friday, March 23rd, 2018 from 8:30 am - 4:30 pm at 415 Summer Street, Boston, MA. This event is hosted by ASCD and GlobalEd Events.
Paid registration is required
http://bit.ly/globalsummitreg
About the Summit
In a time of increased cultural diversity, global connectivity, and polarization of perspectives, how can leaders in classrooms, schools, districts, and education policy arenas support students with the competencies to thrive in college, careers, and as citizens in diverse communities?
The day-long Global Leadership Summit, co-hosted by ASCD and the Global Education Conference Network, will convene classroom teachers, school and district administrators, and thought leaders in an interactive and engaging program.
The Global Leadership Summit will provide participants the unique opportunity to:
Develop the capacity to lead classrooms and educational systems that teach students empathy, valuing diverse perspectives, cross-cultural communication and collaboration skills, and critical thinking and problem-solving around real-world issues.
Network with innovative and inspiring teachers, principals, district leaders, thought leaders, and NGOs committed to educating students for a diverse, global society.
Receive resources and generate new ideas that can help you make immediate changes in your educational context.
Share best programs and practices in advocating for and implementing global learning initiatives with educators around the country and the world.
Find out how you can get involved with and utilize ASCD’s resources on Global Competencies for Educational Leaders.
Agenda
8:00 Coffee and sign-in
8:30 Welcome
8:45 Opening Keynote - Entryways to Global Education: Local Solutions for Going Global
9:30 Panel 1 - Global Education Advocacy and Implementation Success Stories: Learning from Trailblazing Leaders
10:30 Break
10:45 Panel 2 - Debating Global Education Barriers and Solutions: Expert Insights from Leaders in the Field
11:45 Debrief
12:00 Lunch (provided)
12:30 Ignite Presentations
1:00 Roundtable Discussions - Session 1
1:45 Roundtable Discussions - Session 2
2:30 Taking Ideas to Action
3:30 Closing
Featured Speakers (More to Come)
Michael Furdyk
Michael Furdyk is the Co-founder of TakingITGlobal, which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and global competencies to audiences in over 30 countries. Michael completed his MDes in Inclusive Design at OCAD University and is an Adjunct Professor for the M.Ed in Education Technology program at Long Island University.
Kate Ireland
Kate Ireland is the founding director of the District of Columbia Public Schools (DCPS) Global Education program, which works to ensure that global opportunities are the expectation, not the exception, for all students (dcpsglobaled.org). Ms. Ireland provides oversight, strategic planning, and program design across all DCPS Global Education initiatives, which include world language instruction at 115 schools, the nation’s first fully-funded K-12 study abroad program, 8 International Baccalaureate school sites, and three new global studies schools. Prior to her role as DCPS Global Education Director, Ms. Ireland managed the Embassy Adoption Program, a global partnership program connecting dozens of embassies with DCPS classrooms for a year of cross-cultural learning and exchange. Before her work with DCPS, Ms. Ireland was the Practicum Director for Boston University’s Center for Digital Imaging Arts, connecting students with local and national non-profit partners, to develop critical digital tools and cultivate real-world skills among students. Ms. Ireland holds degrees from the George Washington University and the University of Virginia.
Anthony Jackson
Anthony Jackson leads the Center for Global Education at Asia Society which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st-century global citizenship. The Center is a platform for advancing education for global competence for all youth through empowering professional development for teachers and school heads, systems change and public engagement. Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the groundbreaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. More recently he co-authored Educating for Global Competence: Preparing Our Youth to Engage the World. He holds a B.A. from the University of California at Berkeley, and M.A. and Ph.D. in Education and Psychology from the University of Michigan.
Julie Keane
Dr. Julie Keane is Director of Education Research at Participate. She leads research and evaluation of all Participate programs and contributes to professional development curriculum design. Over her 25 year career in education research, she has conducted research and evaluation examining blended and online professional development, global education, dual language immersion, and STEM curriculum initiatives, including analysis of international, federal, and state education policy.
Ned Kirsch
Ned Kirsch is the Superintendent of Schools of Franklin West Supervisory Union (FWSU) serving the towns of Georgia, Fairfax, and Fletcher in Vermont. Ned holds degrees from the University of Maine (BA), Vermont Law School (JD & MSEL) and the University of Vermont (CAS), he is also a graduate of the Harvard Principals Center and the Snelling Center for School Leadership. He is a Trustee for the Vermont Superintendents Association, serves on the Board of Directors of the Vermont Center for International Learning Partnerships and is the Past-President of VTASCD. FWSU is a member of the Digital Promise League of Innovative Schools, an Apple Distinguished Program and has been named a School of Distinction by IVECA (International Virtual Education).
Carol Lewis
Carol Lewis is a mom, writer, and educator. With 20 years of teaching experience from preschool through college, from yoga to calculus she has learned from her students that courage, confidence, and creativity are the foundation for student learning. Her new course, Global Connections reflects the significance of personal narratives for empathy and study of global issues "foreign" experiences.
Dana Mortenson
Dana is the Co-Founder and CEO of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more than 655,000 middle and high school youth and 4,500 educators across 25 states and 5 countries, from offices based in Minneapolis, San Francisco, and New York. Dana is an Ashoka Fellow, was named one of The New Leaders Council’s 40 under 40 Progressive American Leaders, and was the winner of the Tides Foundation’s Jane Bagley Lehman award for excellence in public advocacy in 2014. She is a frequent speaker on global education and social entrepreneurship at high profile convenings, including Harvard University School of Education, 21st Century Schools Consortium, Nebraska Global Education Consortium, TABS/NAIS Global Symposium, TEDx Fargo, the Ashoka Future Forum, the Latin America Changemaker Education Summit in Bogota, Colombia, and SXSWedu. World Savvy’s work has been featured in the The New York Times, Edutopia, and a range of local and national media outlets covering education and innovation.
Dennis Shirley
Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College. Dennis dedicates his life to the improvement of teaching and learning for students so that they may flourish wherever they may be. He is Editor-in-Chief of The Journal of Educational Change, an indispensable resource for leaders at the school, state, or national levels. Dennis has conducted research and led professional development workshops for school leaders on 25 nations in 6 continents and his work has been translated into many languages. His most recent book is entitled The New Imperatives of Educational Change: Achievement with Integrity. With Boston Public School teacher leader Elizabeth MacDonald, he has just published a second edition of The Mindful Teacher, a best-selling resource for staff developers.
Rick Swanson
Rick Swanson is a first-year principal at Hingham High School (HHS), a high-performing suburban school south of Boston that has won both Blue Ribbon and Green Ribbon recognition from the US Department of Education. As an assistant principal at HHS for a full decade, Rick worked to advance the cause of global education by co-founding the Hingham-Tennoji Exchange and the HHS Global Citizenship Program (GCP), both of which have served as models for programs elsewhere. Before entering administration in 2007, Rick worked as a history teacher and baseball coach, first with the Inner-City Teaching Corps (ICTC) in Chicago and later at two other suburban schools (Silver Lake Regional High School and Duxbury High School) in Massachusetts. He lives in Hingham, MA, with his wife and their eleven-year-old twins.
Brandon Wiley
Dr. Brandon L. Wiley is the Chief Program Officer for the Buck Institute for Education. With experience as a classroom teacher, district administrator, international education consultant and nonprofit leader, Brandon offers practical experience leading local, state and national initiatives focusing on school and district reform and the implementation of innovative programs. His national work includes serving as the Executive Director of Asia Society's International Studies Schools Network, where he led the growth of a national network of design-driven public and charter schools focused on developing students' global competence and college and career readiness. He has experience providing strategic support to districts and school leadership around global competence, competency-based learning, school development and the implementation of project-based learning.
Many Thanks to Our Sponsors
At Participate, we believe learning has no limits.
All learners deserve access to quality education that prepares them to succeed in an increasingly global society.
Participate strives to be a small group of thoughtful, committed citizens that empowers learners to engage with the world around them. As a proud B Corporation, we promise to support educators as they actively participate in learning communities, ignite change and create impact on a global scale.
QFI inspires meaningful connections to the Arab world by creating a global community of diverse learners and educators and connecting them through effective and collaborative learning environments —inside and outside the classroom. Through our activities, QFI is committed to providing K-12 students in Qatar, the Americas, and the United Kingdom (UK) with the intellectual, communicative, and cultural competencies that will enable them to be engaged global citizens.
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Join Us for the Third Annual Global Leadership Summit - March 23rd, 2018 in Boston published first on https://getnewdlbusiness.tumblr.com/
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The Global Leadership Summit - March 23rd, 2018 in Boston
The third annual Global Leadership Summit will be held on Friday, March 23rd, 2018 from 8:30 am - 4:30 pm at 415 Summer Street, Boston, MA. This event is hosted by ASCD and GlobalEd Events.
Paid registration is required
http://bit.ly/globalsummitreg
About the Summit
In a time of increased cultural diversity, global connectivity, and polarization of perspectives, how can leaders in classrooms, schools, districts, and education policy arenas support students with the competencies to thrive in college, careers, and as citizens in diverse communities?
The day-long Global Leadership Summit, co-hosted by ASCD and the Global Education Conference Network, will convene classroom teachers, school and district administrators, and thought leaders in an interactive and engaging program.
The Global Leadership Summit will provide participants the unique opportunity to:
Develop the capacity to lead classrooms and educational systems that teach students empathy, valuing diverse perspectives, cross-cultural communication and collaboration skills, and critical thinking and problem-solving around real-world issues.
Network with innovative and inspiring teachers, principals, district leaders, thought leaders, and NGOs committed to educating students for a diverse, global society.
Receive resources and generate new ideas that can help you make immediate changes in your educational context.
Share best programs and practices in advocating for and implementing global learning initiatives with educators around the country and the world.
Find out how you can get involved with and utilize ASCD’s resources on Global Competencies for Educational Leaders.
Agenda
8:00 Coffee and sign-in
8:30 Welcome
8:45 Opening Keynote - Entryways to Global Education: Local Solutions for Going Global
9:30 Panel 1 - Global Education Advocacy and Implementation Success Stories: Learning from Trailblazing Leaders
10:30 Break
10:45 Panel 2 - Debating Global Education Barriers and Solutions: Expert Insights from Leaders in the Field
11:45 Debrief
12:00 Lunch (provided)
12:30 Ignite Presentations
1:00 Roundtable Discussions - Session 1
1:45 Roundtable Discussions - Session 2
2:30 Taking Ideas to Action
3:30 Closing
Featured Speakers (More to Come)
Michael Furdyk
Michael Furdyk is the Co-founder of TakingITGlobal, which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and global competencies to audiences in over 30 countries. Michael completed his MDes in Inclusive Design at OCAD University and is an Adjunct Professor for the M.Ed in Education Technology program at Long Island University.
Kate Ireland
Kate Ireland is the founding director of the District of Columbia Public Schools (DCPS) Global Education program, which works to ensure that global opportunities are the expectation, not the exception, for all students (dcpsglobaled.org). Ms. Ireland provides oversight, strategic planning, and program design across all DCPS Global Education initiatives, which include world language instruction at 115 schools, the nation’s first fully-funded K-12 study abroad program, 8 International Baccalaureate school sites, and three new global studies schools. Prior to her role as DCPS Global Education Director, Ms. Ireland managed the Embassy Adoption Program, a global partnership program connecting dozens of embassies with DCPS classrooms for a year of cross-cultural learning and exchange. Before her work with DCPS, Ms. Ireland was the Practicum Director for Boston University’s Center for Digital Imaging Arts, connecting students with local and national non-profit partners, to develop critical digital tools and cultivate real-world skills among students. Ms. Ireland holds degrees from the George Washington University and the University of Virginia.
Anthony Jackson
Anthony Jackson leads the Center for Global Education at Asia Society which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st-century global citizenship. The Center is a platform for advancing education for global competence for all youth through empowering professional development for teachers and school heads, systems change and public engagement. Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the groundbreaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. More recently he co-authored Educating for Global Competence: Preparing Our Youth to Engage the World. He holds a B.A. from the University of California at Berkeley, and M.A. and Ph.D. in Education and Psychology from the University of Michigan.
Julie Keane
Dr. Julie Keane is Director of Education Research at Participate. She leads research and evaluation of all Participate programs and contributes to professional development curriculum design. Over her 25 year career in education research, she has conducted research and evaluation examining blended and online professional development, global education, dual language immersion, and STEM curriculum initiatives, including analysis of international, federal, and state education policy.
Ned Kirsch
Ned Kirsch is the Superintendent of Schools of Franklin West Supervisory Union (FWSU) serving the towns of Georgia, Fairfax, and Fletcher in Vermont. Ned holds degrees from the University of Maine (BA), Vermont Law School (JD & MSEL) and the University of Vermont (CAS), he is also a graduate of the Harvard Principals Center and the Snelling Center for School Leadership. He is a Trustee for the Vermont Superintendents Association, serves on the Board of Directors of the Vermont Center for International Learning Partnerships and is the Past-President of VTASCD. FWSU is a member of the Digital Promise League of Innovative Schools, an Apple Distinguished Program and has been named a School of Distinction by IVECA (International Virtual Education).
Carol Lewis
Carol Lewis is a mom, writer, and educator. With 20 years of teaching experience from preschool through college, from yoga to calculus she has learned from her students that courage, confidence, and creativity are the foundation for student learning. Her new course, Global Connections reflects the significance of personal narratives for empathy and study of global issues "foreign" experiences.
Dana Mortenson
Dana is the Co-Founder and CEO of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more than 655,000 middle and high school youth and 4,500 educators across 25 states and 5 countries, from offices based in Minneapolis, San Francisco, and New York. Dana is an Ashoka Fellow, was named one of The New Leaders Council’s 40 under 40 Progressive American Leaders, and was the winner of the Tides Foundation’s Jane Bagley Lehman award for excellence in public advocacy in 2014. She is a frequent speaker on global education and social entrepreneurship at high profile convenings, including Harvard University School of Education, 21st Century Schools Consortium, Nebraska Global Education Consortium, TABS/NAIS Global Symposium, TEDx Fargo, the Ashoka Future Forum, the Latin America Changemaker Education Summit in Bogota, Colombia, and SXSWedu. World Savvy’s work has been featured in the The New York Times, Edutopia, and a range of local and national media outlets covering education and innovation.
Dennis Shirley
Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College. Dennis dedicates his life to the improvement of teaching and learning for students so that they may flourish wherever they may be. He is Editor-in-Chief of The Journal of Educational Change, an indispensable resource for leaders at the school, state, or national levels. Dennis has conducted research and led professional development workshops for school leaders on 25 nations in 6 continents and his work has been translated into many languages. His most recent book is entitled The New Imperatives of Educational Change: Achievement with Integrity. With Boston Public School teacher leader Elizabeth MacDonald, he has just published a second edition of The Mindful Teacher, a best-selling resource for staff developers.
Rick Swanson
Rick Swanson is a first-year principal at Hingham High School (HHS), a high-performing suburban school south of Boston that has won both Blue Ribbon and Green Ribbon recognition from the US Department of Education. As an assistant principal at HHS for a full decade, Rick worked to advance the cause of global education by co-founding the Hingham-Tennoji Exchange and the HHS Global Citizenship Program (GCP), both of which have served as models for programs elsewhere. Before entering administration in 2007, Rick worked as a history teacher and baseball coach, first with the Inner-City Teaching Corps (ICTC) in Chicago and later at two other suburban schools (Silver Lake Regional High School and Duxbury High School) in Massachusetts. He lives in Hingham, MA, with his wife and their eleven-year-old twins.
Brandon Wiley
Dr. Brandon L. Wiley is the Chief Program Officer for the Buck Institute for Education. With experience as a classroom teacher, district administrator, international education consultant and nonprofit leader, Brandon offers practical experience leading local, state and national initiatives focusing on school and district reform and the implementation of innovative programs. His national work includes serving as the Executive Director of Asia Society's International Studies Schools Network, where he led the growth of a national network of design-driven public and charter schools focused on developing students' global competence and college and career readiness. He has experience providing strategic support to districts and school leadership around global competence, competency-based learning, school development and the implementation of project-based learning.
Many Thanks to Our Sponsors
At Participate, we believe learning has no limits.
All learners deserve access to quality education that prepares them to succeed in an increasingly global society.
Participate strives to be a small group of thoughtful, committed citizens that empowers learners to engage with the world around them. As a proud B Corporation, we promise to support educators as they actively participate in learning communities, ignite change and create impact on a global scale.
QFI inspires meaningful connections to the Arab world by creating a global community of diverse learners and educators and connecting them through effective and collaborative learning environments —inside and outside the classroom. Through our activities, QFI is committed to providing K-12 students in Qatar, the Americas, and the United Kingdom (UK) with the intellectual, communicative, and cultural competencies that will enable them to be engaged global citizens.
Join the GEC Network for Updates
Want to know more about global education and future global ed events? Join our free online community.
The Global Leadership Summit - March 23rd, 2018 in Boston posted first on http://ift.tt/2tX7Iil
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10: Disney - Work!
In April 2014 I was hired for the opening crew of the brand new/relocated Disney store in metro-Detroit, opening at Somerset Collection by the end of May. That team, my coworkers, just having a job to go to, improved my life in so many ways. I'm still friendly with some of them, a record for me. Especially my manager Rachel, who pushed me harder than anyone has because she saw potential I didn't.
I even worked 2 jobs at for 3-4 months, I started at FYE in summer and quit before the holiday rush because...
I'D BEEN ACCEPTED IN THE DISNEY COLLEGE PROGRAM.
I was going to Walt Disney World to live and work, in my lifetime dream job. From my first Disney trip when I was 8, going on the backlot tour, I said I wanted to work costuming at Disney. And dreams were coming true.
Except not quite. I was still running from my past. I hadn't made peace with all the traumas, wouldn't or couldn't process it all, and my dreams went sour. Within 2 weeks of being there my roommate threatened to kill me for telling her to not use my hairbrush. I had to move, single wagon full at a time, across Vista in 5 hours. My second set of roommates were beyond a blessing; Katelyn, Paige, Nicole, Sam, and Karla were so incredibly welcoming, and being surrounded by their upbeat existence made my time there so much better. I also had Alysha, my newfound friend from MI who happened to be on the program the at same time. She is one of my biggest supports and even though my experience wasn’t as magical as it could have been I will be forever grateful for the DCP putting her in my life.
As everything though, it came to a bitter ugly end. Between my syncope (fainting) and developing achilles tendinitis my work location refused to accommodate my doctor's modified duty request... even though I'd been on modified duty for two weeks before getting my ankle checked out on my managers demand. I was told I didn't have to leave, but I wasn't going to be given hours or a paycheck, and the rent in the Disney dorms is outrageous. I left my program, “self-termed”, 34 days early.
I couldn't deal after that. I believed I’d failed at everything and was completely hopeless. I tried to kill myself 3 times, and was hospitalized 3 others, twice involuntary. I spent a week in a crisis house. I went through 13 jobs in 11 months. In September 2015 I very nearly accomplished my life-long desire to self destruct.
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The Beginning
Hi everyone!
I decided to make this blog for anyone who is interested in the Disney College Program and wants to follow along on my journey to see what it is like! I’d like to give a little background first... I love Disney with my whole heart. My freshmen year of college (2014) I knew I wanted to work for Disney one day, and as I was doing research I came across the DCP and knew this was for me. I was already planning on studying abroad the summer before more junior year and the fall semester of junior year, so I thought I would do this my fall semester of my senior year.
However, once I got back from my study abroad I felt I just got back and didn’t think I would be ready to leave again. But to do this program you had to be in college to apply. So I figured I’d apply my last semester of college and do it after I graduate.
I was all set, thought the next couple years were planned out for me, but then I met a girl who did the DCP. She said it’s so competitive it takes an average of three application attempts to get accepted. This freaked me out. So I decided I was going to apply for this upcoming fall 2017 program, not thinking I’d be accepted, but just setting the ground work.
Well almost immediately after applying, I get an email to set up a phone interview. Which I thought only went OK - but then not even two weeks later I get an email. I have been accepted!! (Feb. 13!)
After the initial excitement settled - I realized I had a huge decision to make. I felt like I just got settled in back home and didn’t know if I wanted to leave for another four months. But the opportunity was too huge to risk not getting accepted a second time. So I committed and I’m moving to Disney World in August and I cannot wait!!
I will use this blog to share my preparation and excitement - and once I get there my stories, experiences, and of course pictures! I hope everyone who comes across my blog finds this enjoyable, helpful, and might convince you to apply!!
Thanks for reading if you made it this far ;)
Kristen
#dcp#disney college program#disney#wdw#walt disney world#my journey#my story#personal#dcp phone interview#dcp fall 2017
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A QUEST FOR EXCELLENCE
1ST QUARTER 2017 PROGRESS REPORT
The first quarter of 2017 has been particularly eventful in our school district, let alone in our country. One of the more challenging themes that has surfaced is concern: about new immigration policies, the potential policy direction of the new Secretary of Education, state funding projections and the well being of our families.
What follows are several highlights from the past quarter, as well as some looks ahead at our next challenges and opportunities:
On February 9, 2017, SJUSD passed RESOLUTION NUMBER 2017-02-09-01 reaffirming support for families who are concerned about the threat of deportation. The resolution states that:
The district will not collect information regarding students' and families immigration status when the District or any of the District's school sites receives a request for information that implicates individual privacy rights (including with respect to immigration status and religion)
The District will not release information regarding immigration status or related matters contained in pupil records to federal agencies or other authorities enforcing immigration laws without the permission of the student's parent or guardian or pursuant to a judicial warrant, subpoena, court order, or as otherwise required by law.
Any request for access to a school site from ICE and/or CBP be immediately forwarded to the Superintendent for review.
The District will designate a contact person at each school site for any student seeking information, help, or support regarding students' and families' immigration status.
The District will ensure that all child welfare and attendance counselors, all student support counselors, and the crisis support team is prepared and available to support students seeking information, help, or support regarding students' and families' immigration status.
The District will work closely with other local government agencies and community groups on immigration issues to ensure that all students and families, including those that are undocumented, have access to accurate information and support.
A District Town Hall Meeting held on Feb 13 at Gunderson High School attracted more than 200 parents, students and community stakeholders to offer input on the district's 2017-18 LCAP. Several topics including improvement in special education services; attention to gifted/advanced students; homework amounts; desire for turf fields at middle schools and upgraded aquatics at Leland & Gunderson; teacher and principal evaluation process; and a better understanding of bond, parcel tax expenditures were covered. I was impressed with the quality of the questions and the seriousness of purpose of those who attended the meeting. Staff stayed long after the formal program ended, answering individual questions. These issues along with others will be considered in moving forward with the 2017 LCAP and the next iteration of the strategic plan.
Last month's flood impacted a number of district families and resulted in some damage at Olinder Elementary School. The flood occurred during the February break and custodians and maintenance workers from throughout the district descended on Olinder and worked around the clock to ensure that school was able to reopen on the first day following the break. I am so appreciative of our dedicated, skilled employees who made the seemingly impossible happen!
San Jose Unified and San Jose-Evergreen Community College District have entered into a College and Career Access Pathways Partnership Agreement (CCAP Agreement) to offer and/or expand dual enrollment opportunities for SJUSD students. Each year, the colleges will work with SJUSD high schools to identify the college courses that will be offered at high school sites during the school day. The total cost of books and instructional materials for these courses will be borne by SJUSD.
Measure Y passed . . . so now what? The purpose of Measure Y was to secure funds to use for the specific purpose of attracting and retaining high performing teachers and school site staff members. Here is a recap of the details and next steps:
Measure y passed with 67.12% of the vote
At $72 per parcel, the district should receive $5 million annually for 8 years
Senior citizens and those with disabilities may file for exemptions from the tax (process to be finalized during the summer)
An independent citizen's oversight committee will be established in the Fall of 2017 to ensure annual accountability for the money received through the tax
SJUSD will file with the county controller for assessment of the funds July, 2017.
The first funds will be apportioned to the district in January of 2018.
Finally, in my continued commitment to engagement and transparency, what follows is my assessment of the developments in the 5 areas that defined my "Quest for Excellence" in my 2014 campaign for this office.
PUBLIC ENGAGEMENT
More than 200 volunteers from Kaiser Permanente descended on Walter L. Bachrodt Elementary School on Martin Luther King, Jr's birthday to paint, clean and enhance the campus. Among the day's projects was the makeover of the staff lounge - new furniture, a sofa and other amenities assembled and set up for teachers to enjoy a comfortable respite and work space during and after school.
Lincoln High School's Future Visions Mentor Program received Project Cornerstone's Caring Community Award.
SJUSD was the proud host of Mayor Sam Liccardo's second State of the City address. Board President Pam Foley, Gunderson High School Principal Kelli Knapp and Gunderson ASB (associated student body) President Arya Kamal took the opportunity to speak about some of the exciting work being done in our school district.
I spoke at the SHPNA neighborhood association annual meeting to share updates about the school district. I would be glad to do this for other neighborhood associations - JUST ASK!
SCHOOL LINKED SERVICES
Post-Election Resources for Immigrant Families
Preparing for Immigration Enforcement
SJUSD Immigration Resources
Flood Resources
San Jose City and partners resource guide
CHARTER AND NEIGHBORHOOD SCHOOL COLLABORATION
Groups continue to reach out to us with plans to start new schools within the SJUSD boundaries. We received a petition for a new middle school at our most recent board meeting. If approved, it will be the 3rd charter middle school in the district (in addition to DCP and ACE). District enrollment is currently declining in our downtown schools, primarily as a result of the cost of housing. Families that are dis-enrolling their students often request that students' records be transferred to schools in Tracey, Truckee and other cities more than 60 miles from San Jose. All neighborhood and charter middle schools in SJUSD are currently under-enrolled and this trend is expected to continue, at least for the next couple of years. Some challenging times lie ahead and I encourage community members to come to board meetings and share your experiences and thoughts on this and other topics!
STUDENT SAFETY
The physical and emotional safety of all of our students, as well as all of the adults, on our campuses is of paramount importance. Particularly in light of the current political climate, we need to be particularly vigilant in guarding against speech or action that could be described as motivated by prejudice, bias or discrimination against any group of people. I encourage staff members, parents and students to speak up if they feel unsafe or targeted for any reason. Almost all of us are feeling vulnerable and need to have one another's backs.
Check out SJUSDs dedicated Immigration Services page
See here for important Teen Dating Violence resources
Kids of all ages are swiping and scrolling, totally transfixed by screens of all sizes. Welcome to the new frontier of parenting. If you have questions on how to take control of, or at least keep up with, the technology in your kids' lives, check out Common Sense Media.
PROFESSIONAL DEVELOPMENT
Our teachers and school site administrators and personnel often are called on to do so much more than the jobs for which they are trained. Recently, some school districts have passed resolutions recommending that all school site personnel become trained in immigration policy and become advisors on how to address encounters with Immigration & Customs Enforcement (ICE) agents. Our district opted instead to identify a single point person on each campus who would be responsible for obtaining updated information and providing resources for parents and students that request it. This policy means that we don't expend time and resources (1) updating thousands of employees on law and policy that seem to be frequently changing, (2) risk that a well meaning employee may inadvertently disseminate inaccurate or out of date information, or (3) take valuable classroom minutes from teachers and students who want to focus on classroom learning and social-emotional support.
BEYOND THE BOARDROOM
Many of my personal efforts serve to inform my role as a trustee, build relationships, and think strategically about how best to improve outcomes for all SJUSD students. I am actively participating in a number of projects related to education policy and social justice:
I co authored a Mercury News OpEd: County needs to help kids whose moms are in jail with retired Judge Len Edwards about the need for more progressive policies to address the needs of parents and children when mothers are incarcerated.
I was recently part of a an action oriented summit on the topic of college readiness convened by Ash Kalra, Evan Low and San Jose State University with representatives from East Side Union High School District, Campbell Union High School District, and SJUSD. In 2015 San José Unified School District began offering the SAT test to all juniors without cost during the regular school day and (no-cost-to-student) test prep is being piloted at Lincoln High School. This is one way we are improving college readiness in our high schools, but there are still several areas to address. Read more about it here.
I joined other educators and advocates in Sacramento to hear from California Chief Justice Tani G. Cantil-Sakauye, as well as U.S. Supreme Court Justice Anthony Kennedy, on the state of the Civics Education Initiative which seeks to promote the inclusion of civics education in our K-12 curriculum. Civics includes the study of how government works, the nature of civil discourse, and development of skills needed to differentiate sources of news as fact, opinion, misinformation or outright falsehood. I have written several posts on this topic and am working with Santa Clara County leaders to bring this initiative to our local community.
I spoke at a panel on domestic violence about current education efforts in our district and others around teen dating violence. While some schools contract with service providers to provide information on this topic, many avoid the issue directly.
I joined with my fellow Rotarians to build bookshelves with parents & kids at Empire Gardens as part of a partnership we have to provide books to students every month. The purpose of the bookshelf build was both to engage families and to demonstrate that books are special and deserve a designated, attractive space in the home.
I participated in a Billy DeFrank roundtable discussion with transgender youth and allies around issues they are facing both in and out of school.
I created a Social Justice video with some of my former students in order to illustrate the value of including this type of learning as part of the school day curriculum. The development of ethical, compassionate communities where people take responsibility for one another's well being and understand that when the most vulnerable community members are supported, everyone thrives, begins with the education of our children.
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Last minute Be Our Guest dinner!! (We were outside of mine train and a seater comes to us and asks if we want to eat at BOG all we could do was say YES!!
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The Global Leadership Summit - March 23rd, 2018 in Boston
The third annual Global Leadership Summit will be held on Friday, March 23rd, 2018 from 8:30 am - 4:30 pm at 415 Summer Street, Boston, MA. This event is hosted by ASCD and GlobalEd Events.
Paid registration is required
http://bit.ly/globalsummitreg
About the Summit
In a time of increased cultural diversity, global connectivity, and polarization of perspectives, how can leaders in classrooms, schools, districts, and education policy arenas support students with the competencies to thrive in college, careers, and as citizens in diverse communities?
The day-long Global Leadership Summit, co-hosted by ASCD and the Global Education Conference Network, will convene classroom teachers, school and district administrators, and thought leaders in an interactive and engaging program.
The Global Leadership Summit will provide participants the unique opportunity to:
Develop the capacity to lead classrooms and educational systems that teach students empathy, valuing diverse perspectives, cross-cultural communication and collaboration skills, and critical thinking and problem-solving around real-world issues.
Network with innovative and inspiring teachers, principals, district leaders, thought leaders, and NGOs committed to educating students for a diverse, global society.
Receive resources and generate new ideas that can help you make immediate changes in your educational context.
Share best programs and practices in advocating for and implementing global learning initiatives with educators around the country and the world.
Find out how you can get involved with and utilize ASCD’s resources on Global Competencies for Educational Leaders.
Agenda
8:00 Coffee and sign-in
8:30 Welcome
8:45 Opening Keynote - Entryways to Global Education: Local Solutions for Going Global
9:30 Panel 1 - Global Education Advocacy and Implementation Success Stories: Learning from Trailblazing Leaders
10:30 Break
10:45 Panel 2 - Debating Global Education Barriers and Solutions: Expert Insights from Leaders in the Field
11:45 Debrief
12:00 Lunch (provided)
12:30 Ignite Presentations
1:00 Roundtable Discussions - Session 1
1:45 Roundtable Discussions - Session 2
2:30 Taking Ideas to Action
3:30 Closing
Featured Speakers (More to Come)
Michael Furdyk
Michael Furdyk is the Co-founder of TakingITGlobal, which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and global competencies to audiences in over 30 countries. Michael completed his MDes in Inclusive Design at OCAD University and is an Adjunct Professor for the M.Ed in Education Technology program at Long Island University.
Kate Ireland
Kate Ireland is the founding director of the District of Columbia Public Schools (DCPS) Global Education program, which works to ensure that global opportunities are the expectation, not the exception, for all students (dcpsglobaled.org). Ms. Ireland provides oversight, strategic planning, and program design across all DCPS Global Education initiatives, which include world language instruction at 115 schools, the nation’s first fully-funded K-12 study abroad program, 8 International Baccalaureate school sites, and three new global studies schools. Prior to her role as DCPS Global Education Director, Ms. Ireland managed the Embassy Adoption Program, a global partnership program connecting dozens of embassies with DCPS classrooms for a year of cross-cultural learning and exchange. Before her work with DCPS, Ms. Ireland was the Practicum Director for Boston University’s Center for Digital Imaging Arts, connecting students with local and national non-profit partners, to develop critical digital tools and cultivate real-world skills among students. Ms. Ireland holds degrees from the George Washington University and the University of Virginia.
Anthony Jackson
Anthony Jackson leads the Center for Global Education at Asia Society which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st-century global citizenship. The Center is a platform for advancing education for global competence for all youth through empowering professional development for teachers and school heads, systems change and public engagement. Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the groundbreaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. More recently he co-authored Educating for Global Competence: Preparing Our Youth to Engage the World. He holds a B.A. from the University of California at Berkeley, and M.A. and Ph.D. in Education and Psychology from the University of Michigan.
Julie Keane
Dr. Julie Keane is Director of Education Research at Participate. She leads research and evaluation of all Participate programs and contributes to professional development curriculum design. Over her 25 year career in education research, she has conducted research and evaluation examining blended and online professional development, global education, dual language immersion, and STEM curriculum initiatives, including analysis of international, federal, and state education policy.
Ned Kirsch
Ned Kirsch is the Superintendent of Schools of Franklin West Supervisory Union (FWSU) serving the towns of Georgia, Fairfax, and Fletcher in Vermont. Ned holds degrees from the University of Maine (BA), Vermont Law School (JD & MSEL) and the University of Vermont (CAS), he is also a graduate of the Harvard Principals Center and the Snelling Center for School Leadership. He is a Trustee for the Vermont Superintendents Association, serves on the Board of Directors of the Vermont Center for International Learning Partnerships and is the Past-President of VTASCD. FWSU is a member of the Digital Promise League of Innovative Schools, an Apple Distinguished Program and has been named a School of Distinction by IVECA (International Virtual Education).
Carol Lewis
Carol Lewis is a mom, writer, and educator. With 20 years of teaching experience from preschool through college, from yoga to calculus she has learned from her students that courage, confidence, and creativity are the foundation for student learning. Her new course, Global Connections reflects the significance of personal narratives for empathy and study of global issues "foreign" experiences.
Dana Mortenson
Dana is the Co-Founder and CEO of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more than 655,000 middle and high school youth and 4,500 educators across 25 states and 5 countries, from offices based in Minneapolis, San Francisco, and New York. Dana is an Ashoka Fellow, was named one of The New Leaders Council’s 40 under 40 Progressive American Leaders, and was the winner of the Tides Foundation’s Jane Bagley Lehman award for excellence in public advocacy in 2014. She is a frequent speaker on global education and social entrepreneurship at high profile convenings, including Harvard University School of Education, 21st Century Schools Consortium, Nebraska Global Education Consortium, TABS/NAIS Global Symposium, TEDx Fargo, the Ashoka Future Forum, the Latin America Changemaker Education Summit in Bogota, Colombia, and SXSWedu. World Savvy’s work has been featured in the The New York Times, Edutopia, and a range of local and national media outlets covering education and innovation.
Dennis Shirley
Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College. Dennis dedicates his life to the improvement of teaching and learning for students so that they may flourish wherever they may be. He is Editor-in-Chief of The Journal of Educational Change, an indispensable resource for leaders at the school, state, or national levels. Dennis has conducted research and led professional development workshops for school leaders on 25 nations in 6 continents and his work has been translated into many languages. His most recent book is entitled The New Imperatives of Educational Change: Achievement with Integrity. With Boston Public School teacher leader Elizabeth MacDonald, he has just published a second edition of The Mindful Teacher, a best-selling resource for staff developers.
Rick Swanson
Rick Swanson is a first-year principal at Hingham High School (HHS), a high-performing suburban school south of Boston that has won both Blue Ribbon and Green Ribbon recognition from the US Department of Education. As an assistant principal at HHS for a full decade, Rick worked to advance the cause of global education by co-founding the Hingham-Tennoji Exchange and the HHS Global Citizenship Program (GCP), both of which have served as models for programs elsewhere. Before entering administration in 2007, Rick worked as a history teacher and baseball coach, first with the Inner-City Teaching Corps (ICTC) in Chicago and later at two other suburban schools (Silver Lake Regional High School and Duxbury High School) in Massachusetts. He lives in Hingham, MA, with his wife and their eleven-year-old twins.
Brandon Wiley
Dr. Brandon L. Wiley is the Chief Program Officer for the Buck Institute for Education. With experience as a classroom teacher, district administrator, international education consultant and nonprofit leader, Brandon offers practical experience leading local, state and national initiatives focusing on school and district reform and the implementation of innovative programs. His national work includes serving as the Executive Director of Asia Society's International Studies Schools Network, where he led the growth of a national network of design-driven public and charter schools focused on developing students' global competence and college and career readiness. He has experience providing strategic support to districts and school leadership around global competence, competency-based learning, school development and the implementation of project-based learning.
Many Thanks to Our Sponsors
At Participate, we believe learning has no limits.
All learners deserve access to quality education that prepares them to succeed in an increasingly global society.
Participate strives to be a small group of thoughtful, committed citizens that empowers learners to engage with the world around them. As a proud B Corporation, we promise to support educators as they actively participate in learning communities, ignite change and create impact on a global scale.
QFI inspires meaningful connections to the Arab world by creating a global community of diverse learners and educators and connecting them through effective and collaborative learning environments —inside and outside the classroom. Through our activities, QFI is committed to providing K-12 students in Qatar, the Americas, and the United Kingdom (UK) with the intellectual, communicative, and cultural competencies that will enable them to be engaged global citizens.
Join the GEC Network for Updates
Want to know more about global education and future global ed events? Join our free online community.
The Global Leadership Summit - March 23rd, 2018 in Boston posted first on http://ift.tt/2tX7Iil
0 notes
Text
The Global Leadership Summit - March 23rd, 2018 in Boston
The third annual Global Leadership Summit will be held on Friday, March 23rd, 2018 from 8:30 am - 4:30 pm at 415 Summer Street, Boston, MA. This event is hosted by ASCD and GlobalEd Events.
Paid registration is required
http://bit.ly/globalsummitreg
About the Summit
In a time of increased cultural diversity, global connectivity, and polarization of perspectives, how can leaders in classrooms, schools, districts, and education policy arenas support students with the competencies to thrive in college, careers, and as citizens in diverse communities?
The day-long Global Leadership Summit, co-hosted by ASCD and the Global Education Conference Network, will convene classroom teachers, school and district administrators, and thought leaders in an interactive and engaging program.
The Global Leadership Summit will provide participants the unique opportunity to:
Develop the capacity to lead classrooms and educational systems that teach students empathy, valuing diverse perspectives, cross-cultural communication and collaboration skills, and critical thinking and problem-solving around real-world issues.
Network with innovative and inspiring teachers, principals, district leaders, thought leaders, and NGOs committed to educating students for a diverse, global society.
Receive resources and generate new ideas that can help you make immediate changes in your educational context.
Share best programs and practices in advocating for and implementing global learning initiatives with educators around the country and the world.
Find out how you can get involved with and utilize ASCD’s resources on Global Competencies for Educational Leaders.
Agenda
8:00 Coffee and sign-in
8:30 Welcome
8:45 Opening Keynote - Entryways to Global Education: Local Solutions for Going Global
9:30 Panel 1 - Global Education Advocacy and Implementation Success Stories: Learning from Trailblazing Leaders
10:30 Break
10:45 Panel 2 - Debating Global Education Barriers and Solutions: Expert Insights from Leaders in the Field
11:45 Debrief
12:00 Lunch (provided)
12:30 Ignite Presentations
1:00 Roundtable Discussions - Session 1
1:45 Roundtable Discussions - Session 2
2:30 Taking Ideas to Action
3:30 Closing
Featured Speakers (More to Come)
Michael Furdyk
Michael Furdyk is the Co-founder of TakingITGlobal, which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and global competencies to audiences in over 30 countries. Michael completed his MDes in Inclusive Design at OCAD University and is an Adjunct Professor for the M.Ed in Education Technology program at Long Island University.
Kate Ireland
Kate Ireland is the founding director of the District of Columbia Public Schools (DCPS) Global Education program, which works to ensure that global opportunities are the expectation, not the exception, for all students (dcpsglobaled.org). Ms. Ireland provides oversight, strategic planning, and program design across all DCPS Global Education initiatives, which include world language instruction at 115 schools, the nation’s first fully-funded K-12 study abroad program, 8 International Baccalaureate school sites, and three new global studies schools. Prior to her role as DCPS Global Education Director, Ms. Ireland managed the Embassy Adoption Program, a global partnership program connecting dozens of embassies with DCPS classrooms for a year of cross-cultural learning and exchange. Before her work with DCPS, Ms. Ireland was the Practicum Director for Boston University’s Center for Digital Imaging Arts, connecting students with local and national non-profit partners, to develop critical digital tools and cultivate real-world skills among students. Ms. Ireland holds degrees from the George Washington University and the University of Virginia.
Anthony Jackson
Anthony Jackson leads the Center for Global Education at Asia Society which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st-century global citizenship. The Center is a platform for advancing education for global competence for all youth through empowering professional development for teachers and school heads, systems change and public engagement. Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the groundbreaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. More recently he co-authored Educating for Global Competence: Preparing Our Youth to Engage the World. He holds a B.A. from the University of California at Berkeley, and M.A. and Ph.D. in Education and Psychology from the University of Michigan.
Julie Keane
Dr. Julie Keane is Director of Education Research at Participate. She leads research and evaluation of all Participate programs and contributes to professional development curriculum design. Over her 25 year career in education research, she has conducted research and evaluation examining blended and online professional development, global education, dual language immersion, and STEM curriculum initiatives, including analysis of international, federal, and state education policy.
Ned Kirsch
Ned Kirsch is the Superintendent of Schools of Franklin West Supervisory Union (FWSU) serving the towns of Georgia, Fairfax, and Fletcher in Vermont. Ned holds degrees from the University of Maine (BA), Vermont Law School (JD & MSEL) and the University of Vermont (CAS), he is also a graduate of the Harvard Principals Center and the Snelling Center for School Leadership. He is a Trustee for the Vermont Superintendents Association, serves on the Board of Directors of the Vermont Center for International Learning Partnerships and is the Past-President of VTASCD. FWSU is a member of the Digital Promise League of Innovative Schools, an Apple Distinguished Program and has been named a School of Distinction by IVECA (International Virtual Education).
Carol Lewis
Carol Lewis is a mom, writer, and educator. With 20 years of teaching experience from preschool through college, from yoga to calculus she has learned from her students that courage, confidence, and creativity are the foundation for student learning. Her new course, Global Connections reflects the significance of personal narratives for empathy and study of global issues "foreign" experiences.
Dana Mortenson
Dana is the Co-Founder and CEO of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more than 655,000 middle and high school youth and 4,500 educators across 25 states and 5 countries, from offices based in Minneapolis, San Francisco, and New York. Dana is an Ashoka Fellow, was named one of The New Leaders Council’s 40 under 40 Progressive American Leaders, and was the winner of the Tides Foundation’s Jane Bagley Lehman award for excellence in public advocacy in 2014. She is a frequent speaker on global education and social entrepreneurship at high profile convenings, including Harvard University School of Education, 21st Century Schools Consortium, Nebraska Global Education Consortium, TABS/NAIS Global Symposium, TEDx Fargo, the Ashoka Future Forum, the Latin America Changemaker Education Summit in Bogota, Colombia, and SXSWedu. World Savvy’s work has been featured in the The New York Times, Edutopia, and a range of local and national media outlets covering education and innovation.
Dennis Shirley
Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College. Dennis dedicates his life to the improvement of teaching and learning for students so that they may flourish wherever they may be. He is Editor-in-Chief of The Journal of Educational Change, an indispensable resource for leaders at the school, state, or national levels. Dennis has conducted research and led professional development workshops for school leaders on 25 nations in 6 continents and his work has been translated into many languages. His most recent book is entitled The New Imperatives of Educational Change: Achievement with Integrity. With Boston Public School teacher leader Elizabeth MacDonald, he has just published a second edition of The Mindful Teacher, a best-selling resource for staff developers.
Rick Swanson
Rick Swanson is a first-year principal at Hingham High School (HHS), a high-performing suburban school south of Boston that has won both Blue Ribbon and Green Ribbon recognition from the US Department of Education. As an assistant principal at HHS for a full decade, Rick worked to advance the cause of global education by co-founding the Hingham-Tennoji Exchange and the HHS Global Citizenship Program (GCP), both of which have served as models for programs elsewhere. Before entering administration in 2007, Rick worked as a history teacher and baseball coach, first with the Inner-City Teaching Corps (ICTC) in Chicago and later at two other suburban schools (Silver Lake Regional High School and Duxbury High School) in Massachusetts. He lives in Hingham, MA, with his wife and their eleven-year-old twins.
Brandon Wiley
Dr. Brandon L. Wiley is the Chief Program Officer for the Buck Institute for Education. With experience as a classroom teacher, district administrator, international education consultant and nonprofit leader, Brandon offers practical experience leading local, state and national initiatives focusing on school and district reform and the implementation of innovative programs. His national work includes serving as the Executive Director of Asia Society's International Studies Schools Network, where he led the growth of a national network of design-driven public and charter schools focused on developing students' global competence and college and career readiness. He has experience providing strategic support to districts and school leadership around global competence, competency-based learning, school development and the implementation of project-based learning.
Many Thanks to Our Sponsors
At Participate, we believe learning has no limits.
All learners deserve access to quality education that prepares them to succeed in an increasingly global society.
Participate strives to be a small group of thoughtful, committed citizens that empowers learners to engage with the world around them. As a proud B Corporation, we promise to support educators as they actively participate in learning communities, ignite change and create impact on a global scale.
QFI inspires meaningful connections to the Arab world by creating a global community of diverse learners and educators and connecting them through effective and collaborative learning environments —inside and outside the classroom. Through our activities, QFI is committed to providing K-12 students in Qatar, the Americas, and the United Kingdom (UK) with the intellectual, communicative, and cultural competencies that will enable them to be engaged global citizens.
Join the GEC Network for Updates
Want to know more about global education and future global ed events? Join our free online community.
The Global Leadership Summit - March 23rd, 2018 in Boston posted first on http://ift.tt/2tX7Iil
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The Global Leadership Summit - March 23rd, 2018 in Boston
The third annual Global Leadership Summit will be held on Friday, March 23rd, 2018 from 8:30 am - 4:30 pm at 415 Summer Street, Boston, MA. This event is hosted by ASCD and GlobalEd Events.
Paid registration is required
http://bit.ly/globalsummitreg
About the Summit
In a time of increased cultural diversity, global connectivity, and polarization of perspectives, how can leaders in classrooms, schools, districts, and education policy arenas support students with the competencies to thrive in college, careers, and as citizens in diverse communities?
The day-long Global Leadership Summit, co-hosted by ASCD and the Global Education Conference Network, will convene classroom teachers, school and district administrators, and thought leaders in an interactive and engaging program.
The Global Leadership Summit will provide participants the unique opportunity to:
Develop the capacity to lead classrooms and educational systems that teach students empathy, valuing diverse perspectives, cross-cultural communication and collaboration skills, and critical thinking and problem-solving around real-world issues.
Network with innovative and inspiring teachers, principals, district leaders, thought leaders, and NGOs committed to educating students for a diverse, global society.
Receive resources and generate new ideas that can help you make immediate changes in your educational context.
Share best programs and practices in advocating for and implementing global learning initiatives with educators around the country and the world.
Find out how you can get involved with and utilize ASCD’s resources on Global Competencies for Educational Leaders.
Agenda
8:00 Coffee and sign-in
8:30 Welcome
8:45 Opening Keynote - Entryways to Global Education: Local Solutions for Going Global
9:30 Panel 1 - Global Education Advocacy and Implementation Success Stories: Learning from Trailblazing Leaders
10:30 Break
10:45 Panel 2 - Debating Global Education Barriers and Solutions: Expert Insights from Leaders in the Field
11:45 Debrief
12:00 Lunch (provided)
12:30 Ignite Presentations
1:00 Roundtable Discussions - Session 1
1:45 Roundtable Discussions - Session 2
2:30 Taking Ideas to Action
3:30 Closing
Featured Speakers (More to Come)
Michael Furdyk
Michael Furdyk is the Co-founder of TakingITGlobal, which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and global competencies to audiences in over 30 countries. Michael completed his MDes in Inclusive Design at OCAD University and is an Adjunct Professor for the M.Ed in Education Technology program at Long Island University.
Kate Ireland
Kate Ireland is the founding director of the District of Columbia Public Schools (DCPS) Global Education program, which works to ensure that global opportunities are the expectation, not the exception, for all students (dcpsglobaled.org). Ms. Ireland provides oversight, strategic planning, and program design across all DCPS Global Education initiatives, which include world language instruction at 115 schools, the nation’s first fully-funded K-12 study abroad program, 8 International Baccalaureate school sites, and three new global studies schools. Prior to her role as DCPS Global Education Director, Ms. Ireland managed the Embassy Adoption Program, a global partnership program connecting dozens of embassies with DCPS classrooms for a year of cross-cultural learning and exchange. Before her work with DCPS, Ms. Ireland was the Practicum Director for Boston University’s Center for Digital Imaging Arts, connecting students with local and national non-profit partners, to develop critical digital tools and cultivate real-world skills among students. Ms. Ireland holds degrees from the George Washington University and the University of Virginia.
Anthony Jackson
Anthony Jackson leads the Center for Global Education at Asia Society which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st-century global citizenship. The Center is a platform for advancing education for global competence for all youth through empowering professional development for teachers and school heads, systems change and public engagement. Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the groundbreaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. More recently he co-authored Educating for Global Competence: Preparing Our Youth to Engage the World. He holds a B.A. from the University of California at Berkeley, and M.A. and Ph.D. in Education and Psychology from the University of Michigan.
Julie Keane
Dr. Julie Keane is Director of Education Research at Participate. She leads research and evaluation of all Participate programs and contributes to professional development curriculum design. Over her 25 year career in education research, she has conducted research and evaluation examining blended and online professional development, global education, dual language immersion, and STEM curriculum initiatives, including analysis of international, federal, and state education policy.
Ned Kirsch
Ned Kirsch is the Superintendent of Schools of Franklin West Supervisory Union (FWSU) serving the towns of Georgia, Fairfax, and Fletcher in Vermont. Ned holds degrees from the University of Maine (BA), Vermont Law School (JD & MSEL) and the University of Vermont (CAS), he is also a graduate of the Harvard Principals Center and the Snelling Center for School Leadership. He is a Trustee for the Vermont Superintendents Association, serves on the Board of Directors of the Vermont Center for International Learning Partnerships and is the Past-President of VTASCD. FWSU is a member of the Digital Promise League of Innovative Schools, an Apple Distinguished Program and has been named a School of Distinction by IVECA (International Virtual Education).
Carol Lewis
Carol Lewis is a mom, writer, and educator. With 20 years of teaching experience from preschool through college, from yoga to calculus she has learned from her students that courage, confidence, and creativity are the foundation for student learning. Her new course, Global Connections reflects the significance of personal narratives for empathy and study of global issues "foreign" experiences.
Dana Mortenson
Dana is the Co-Founder and CEO of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more than 655,000 middle and high school youth and 4,500 educators across 25 states and 5 countries, from offices based in Minneapolis, San Francisco, and New York. Dana is an Ashoka Fellow, was named one of The New Leaders Council’s 40 under 40 Progressive American Leaders, and was the winner of the Tides Foundation’s Jane Bagley Lehman award for excellence in public advocacy in 2014. She is a frequent speaker on global education and social entrepreneurship at high profile convenings, including Harvard University School of Education, 21st Century Schools Consortium, Nebraska Global Education Consortium, TABS/NAIS Global Symposium, TEDx Fargo, the Ashoka Future Forum, the Latin America Changemaker Education Summit in Bogota, Colombia, and SXSWedu. World Savvy’s work has been featured in the The New York Times, Edutopia, and a range of local and national media outlets covering education and innovation.
Dennis Shirley
Dennis Shirley is Professor of Education at the Lynch School of Education at Boston College. Dennis dedicates his life to the improvement of teaching and learning for students so that they may flourish wherever they may be. He is Editor-in-Chief of The Journal of Educational Change, an indispensable resource for leaders at the school, state, or national levels. Dennis has conducted research and led professional development workshops for school leaders on 25 nations in 6 continents and his work has been translated into many languages. His most recent book is entitled The New Imperatives of Educational Change: Achievement with Integrity. With Boston Public School teacher leader Elizabeth MacDonald, he has just published a second edition of The Mindful Teacher, a best-selling resource for staff developers.
Rick Swanson
Rick Swanson is a first-year principal at Hingham High School (HHS), a high-performing suburban school south of Boston that has won both Blue Ribbon and Green Ribbon recognition from the US Department of Education. As an assistant principal at HHS for a full decade, Rick worked to advance the cause of global education by co-founding the Hingham-Tennoji Exchange and the HHS Global Citizenship Program (GCP), both of which have served as models for programs elsewhere. Before entering administration in 2007, Rick worked as a history teacher and baseball coach, first with the Inner-City Teaching Corps (ICTC) in Chicago and later at two other suburban schools (Silver Lake Regional High School and Duxbury High School) in Massachusetts. He lives in Hingham, MA, with his wife and their eleven-year-old twins.
Brandon Wiley
Dr. Brandon L. Wiley is the Chief Program Officer for the Buck Institute for Education. With experience as a classroom teacher, district administrator, international education consultant and nonprofit leader, Brandon offers practical experience leading local, state and national initiatives focusing on school and district reform and the implementation of innovative programs. His national work includes serving as the Executive Director of Asia Society's International Studies Schools Network, where he led the growth of a national network of design-driven public and charter schools focused on developing students' global competence and college and career readiness. He has experience providing strategic support to districts and school leadership around global competence, competency-based learning, school development and the implementation of project-based learning.
Many Thanks to Our Sponsors
At Participate, we believe learning has no limits.
All learners deserve access to quality education that prepares them to succeed in an increasingly global society.
Participate strives to be a small group of thoughtful, committed citizens that empowers learners to engage with the world around them. As a proud B Corporation, we promise to support educators as they actively participate in learning communities, ignite change and create impact on a global scale.
QFI inspires meaningful connections to the Arab world by creating a global community of diverse learners and educators and connecting them through effective and collaborative learning environments —inside and outside the classroom. Through our activities, QFI is committed to providing K-12 students in Qatar, the Americas, and the United Kingdom (UK) with the intellectual, communicative, and cultural competencies that will enable them to be engaged global citizens.
Join the GEC Network for Updates
Want to know more about global education and future global ed events? Join our free online community.
The Global Leadership Summit - March 23rd, 2018 in Boston posted first on http://ift.tt/2tX7Iil
0 notes
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