Good news for you and your teaching staff!
Last month, both Houses of Congress passed the bipartisan Higher Education Act bill, it includes key provisions for early childhood educators. The president signed H.R. 4137 into law on Aug.14, 2008.
We are especially excited about three parts of the law:
* Expanded student loan forgiveness programs for teachers earning a bachelor's degree who will work in licensed or regulated child care, Head Start, Early Head Start, and state pre-K programs;
* Inclusion of early childhood education programs in partnerships to improve teacher preparation, recruitment and retention. This means that grant funds for can be used to compensate of early childhood educators who attain an associate's or baccalaureate degree;
* Creation state grants to create early childhood education professional development and career systems that will address teacher's competencies and credentials, better compensation to attract and keep teachers, quality assurances for training and professional development, and articulation agreements.
This is a far reaching law impacting many fields that help us support children and families. For example, Hull House NC's blog describes the potential impact on social workers.
How are you supporting and funding your teacher’s professional development?
Friday, September 19, 2008
Friday, September 5, 2008
Boy, oh boy
Recently, the director of an elementary and middle school asked for advice. She and her staff were excited about implementing the uniquely ME! self-esteem program for girls. She wanted a similar program to address the needs of boys.
Many administrators find it easier to identify high quality programs for girls than parallel programs for boys. We are more likely to hear about the research that points to very disturbing trends facing boys and education, particular around their failure rates. We know that there is a growing literacy gap between girls and boys, that there is mental health disparity, and that developmental differences are often overlooked or addressed inadequately. For me, the most important question is: How do we identify and implement strength-based solutions?
The Boys Advocacy and Mentoring (BAM!) boys group guidebook was the most compelling resource I found. As a companion to the girls’ program or not, it is both practical and strength-based. The inexpensive guide for educators includes the what, why and how of creating a caring school environment where connections with supportive adults and other boys are key. Why is that important? Research consistently shows that a child’s connection to a caring adult and that child’s perception of his or her school as a caring environment are the strongest protection against high-risk behavior. The BAM! groups are unique in that they are not focused on reducing a particular behavior but on helping boys become more emotionally literate and relationally competent while working with male peers.
Also useful - The Boys Project has identified creating ‘boy friendly classrooms’ as one of five mission critical issues. It offers suggestions about how parents can advocate for increasingly supportive and responsive classrooms. Teachers and families can find practical tips and compelling ideas at the Smart boys, bad grades website. They reference Michael Gurian, the co-author of The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005). The book study guide of this orBoys and Girls Learn Differently (2002) would be a great way to engage a group of teachers or parents. For administrators who are drawn to these ideas, the institute offers training for schools and school districts.
A great question from a sensitive and responsive leader in education. Whether you are an educator, administrator or parent – get involved in making schools supportive of and productive for both boys and girls.
Many administrators find it easier to identify high quality programs for girls than parallel programs for boys. We are more likely to hear about the research that points to very disturbing trends facing boys and education, particular around their failure rates. We know that there is a growing literacy gap between girls and boys, that there is mental health disparity, and that developmental differences are often overlooked or addressed inadequately. For me, the most important question is: How do we identify and implement strength-based solutions?
The Boys Advocacy and Mentoring (BAM!) boys group guidebook was the most compelling resource I found. As a companion to the girls’ program or not, it is both practical and strength-based. The inexpensive guide for educators includes the what, why and how of creating a caring school environment where connections with supportive adults and other boys are key. Why is that important? Research consistently shows that a child’s connection to a caring adult and that child’s perception of his or her school as a caring environment are the strongest protection against high-risk behavior. The BAM! groups are unique in that they are not focused on reducing a particular behavior but on helping boys become more emotionally literate and relationally competent while working with male peers.
Also useful - The Boys Project has identified creating ‘boy friendly classrooms’ as one of five mission critical issues. It offers suggestions about how parents can advocate for increasingly supportive and responsive classrooms. Teachers and families can find practical tips and compelling ideas at the Smart boys, bad grades website. They reference Michael Gurian, the co-author of The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005). The book study guide of this orBoys and Girls Learn Differently (2002) would be a great way to engage a group of teachers or parents. For administrators who are drawn to these ideas, the institute offers training for schools and school districts.
A great question from a sensitive and responsive leader in education. Whether you are an educator, administrator or parent – get involved in making schools supportive of and productive for both boys and girls.
Subscribe to:
Posts (Atom)