Via Seattle Times
The Bellevue School district selected J. Tim Mills, the head of North Clackamas (Ore.) School District, as its new schools chief.
Tuesday, June 5, 2012
Bellevue picks schools chief
Bellevue picks schools chief:
Via Seattle Times
The Bellevue School district selected J. Tim Mills, the head of North Clackamas (Ore.) School District, as its new schools chief.
Via Seattle Times
The Bellevue School district selected J. Tim Mills, the head of North Clackamas (Ore.) School District, as its new schools chief.
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals' Cultural Competence
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals' Cultural Competence:
Via Education and Urban Society
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensitivity (DMIS) offers a powerful theory for understanding how principals may experience and interpret issues of difference and diversity in schools. After highlighting key aspects of the DMIS, hypothetical examples of principal interpretations and actions to a racial/ethnic achievement gap are provided. Finally, implications for principal preparation, practice, and research are discussed.
Via Education and Urban Society
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensitivity (DMIS) offers a powerful theory for understanding how principals may experience and interpret issues of difference and diversity in schools. After highlighting key aspects of the DMIS, hypothetical examples of principal interpretations and actions to a racial/ethnic achievement gap are provided. Finally, implications for principal preparation, practice, and research are discussed.
Beyond Story Grammar: Looking at Stories Through Cultural Lenses
Beyond Story Grammar: Looking at Stories Through Cultural Lenses:
Via Education and Urban Society
Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha’s story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children’s stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article.
Via Education and Urban Society
Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha’s story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children’s stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article.
Gubernatorial candidates Inslee, McKenna differ on education plans
Gubernatorial candidates Inslee, McKenna differ on education plans:
Via Seattle Times
Hot-button topics such as charter schools and tying teacher pay to student performance are emerging as differences between Rob McKenna and Jay Inslee, candidates for governor.
Via Seattle Times
Hot-button topics such as charter schools and tying teacher pay to student performance are emerging as differences between Rob McKenna and Jay Inslee, candidates for governor.
"Youth Voice" Isn't Enough to Stop Youth Disengagement
"Youth Voice" Isn't Enough to Stop Youth Disengagement
Youth voice is not enough. Adults working to build communities with young people have learned that it is important to engage youth as self-advocates and peer teachers, community culture monitors, and youth organization cheerleaders. As youth organizations become more savvy, more youth are being effectively taught to challenge themselves, working with their peers to create safe and supportive environments for all people.
However, after more than 15 years of national interest in youth voice, many communities are still struggling to effectively address the problem of youth disengagement. We have to consider the reality of youth disengagement as a form of youth voice and the role of youth/adult partnerships in challenging youth disengagement. But we also have to acknowledge that youth voice is not enough.
Most people, young and old, value action. From our hunter/gatherer roots to present, there is often nothing more important to us than getting things done. Somewhere along the way, though, society decided that the loudest or most eloquent person in the group should be given a place to talk separate from everyone else. From Socrates to Abraham Lincoln, we have created pedestals and mantles on which we place these individuals, and we call that place "leadership." Many youth organizations perpetuate that idea.
The challenge with many organizations' conceptions of youth voice is that it is automatically associated with this traditional youth leadership model: Young leaders are nurtured to become adult leaders, and in many ways we carry forward the notion that youth leadership is only for certain youth.
However, after more than 15 years of national interest in youth voice, many communities are still struggling to effectively address the problem of youth disengagement. We have to consider the reality of youth disengagement as a form of youth voice and the role of youth/adult partnerships in challenging youth disengagement. But we also have to acknowledge that youth voice is not enough.
Most people, young and old, value action. From our hunter/gatherer roots to present, there is often nothing more important to us than getting things done. Somewhere along the way, though, society decided that the loudest or most eloquent person in the group should be given a place to talk separate from everyone else. From Socrates to Abraham Lincoln, we have created pedestals and mantles on which we place these individuals, and we call that place "leadership." Many youth organizations perpetuate that idea.
The challenge with many organizations' conceptions of youth voice is that it is automatically associated with this traditional youth leadership model: Young leaders are nurtured to become adult leaders, and in many ways we carry forward the notion that youth leadership is only for certain youth.
Occasionally, well-meaning adults will try to engage nontraditional youth leaders in traditional youth leadership activities. When those experiences do not work out, adults feel justified shrugging their shoulders and simply give up on nontraditional youth leaders. However, when this reality is coupled with our hunter/gatherer roots, we can see why youth voice is not enough: Adults working with nontraditional youth leaders in "failed" youth leadership opportunities are generally taught to sit passively and wait for their turn to speak up. Despite that, the nontraditional youth leaders take action, whether it works for adults or not. This is when youth voice becomes inconvenient.
Effective social change requires direct action. It is important that everyone working for social change sees youth as a piece of that action but not the whole pie. My experience working with communities across the country and research on youth voice has shown me that there is a five-part process for meaningfully involving all partners. Following is an explanation of how my cycle of engagement can be used to engage nontraditional youth leaders.
Effective social change requires direct action. It is important that everyone working for social change sees youth as a piece of that action but not the whole pie. My experience working with communities across the country and research on youth voice has shown me that there is a five-part process for meaningfully involving all partners. Following is an explanation of how my cycle of engagement can be used to engage nontraditional youth leaders.
Part 1: Listen to all youth. Families, counselors, and other adults have a direct stake in the well-being of our communities. However, the most important partner is often the least engaged: connecting all youth as partners and hearing their voices, at par with other partners including traditional youth leaders, is essential. Adults must hear youth experiences with injustice; their ideas about social change; their wisdom about creating safe and supportive communities; and their beliefs about learning, teaching, and leadership in general. These experiences and ideas and their wisdom are essential to effectively engaging not only youth, but also all other partners. Brazilian educator Paulo Freire wrote that educators must learn to "speak by listening;" social change opens the door for adults to demonstrate to nontraditional and traditional youth leaders that they are our partners.
Part 2: Validate perspectives. The historical structures of communities require adults to give permission to youth. In the old "youth empowerment" concept this meant always saying yes. Today things are different. We know that validation does not always mean saying "yes." Instead, it is important to sometimes say "no" or "maybe," and always to ask more questions. Inquiry is acknowledgment, and it builds relationships and allows adults to connect with young people across the board.
Part 3: Authorize change. Sometimes the straightest path to creating change is the one that looks wiggly. To authorize youth is to give them permission to tell their own stories through positions and education. They need the education and the positions that will allow them to effectively change the world.
Part 4: Take action. Young people are not the only partners who require action. With demanding modern schedules adults want to hear more than just words too—they want to do something. However, one of the points of this cycle is that action does not happen in a vacuum; instead, it has to have context. The other parts of this cycle provide that framing. Don't take action without the other parts.
Part 5: Reflect on learning. Reflection allows all partners, including young people, to look back on what they have done, make meaning from it, and apply what they have learned to the next rotation of the cycle. An easy framework for reflection is
- What?
- So what?
- Now what: What happened?
- So what was the point of that?
- Now what do we do with what we have learned?
Social change requires more than youth voice: it needs action. The Cycle of Engagement is one tool in the Freechild Project Youth Voice Toolkit that can engage young people and adults as partners in creating a whole new world. Let's use it together.
Written by Adam Fletcher for CommonAction Consulting. It was originally posted at YoungerWorld.org. Contact us for more information by emailing info@commonaction.org or calling +1 (360)489-9680.
Collective Impact to End Hunger
Collective Impact to End Hunger:
Via United Way of King County
Today I watched a documentary on Hunger in America at the Seattle International Film Festival called Finding North. The film did an excellent job of highlighting what hunger relief advocates and hungry families know – hunger in America is real, it’s growing, and the impact is costing us billions of dollars each year. Perhaps more importantly, the film highlights the role public policy plays in creating the environment that has led to hunger, sustains hunger, and has the ability to end hunger in the United States.
Consider the following:
49 million Americans are at risk of hunger
1 in 5 children are at risk of hunger
9 million seniors are at risk of hunger
31 million children rely on free or reduced price school lunch
1 in 3 children are overweight or obese
These numbers are startling, unnecessary, and unacceptable.
As I sat in the audience full of caring Seattleites listening to these statistics, I couldn’t help but feel more outraged than ever. And I think that is good. I’ve heard all of these stats before – in fact I repeat them on a daily basis. But it is films like this that can re-energize the base – in this case anti-hunger advocates like myself. It is films like this that give me hope that if enough people – voters, elected officials, ant-hunger advocates, everyone -watch, we can create a groundswell to end hunger in America.
A few things are clear:
The folks at the Great Twin Cities United Way are working on a local level to use the collect impact framework to address hunger. I’m sure there are others and I’d love to hear from you. I think it is time that we start looking at this on a national level.
Elements of Collective Impact:
Common Agenda: We need a common agenda to end hunger in the US. The folks at Share Our Strength have done a good job of this in their “No Kid Hungry” Campaign and the AARP has launched a similar effort focused on seniors. But collectively we must do more! We need a common agenda to fight hunger for all populations – regardless of age, geography, immigration status or family size. We also need to engage those fighting obesity and promoting access to healthy foods in the development of the common agenda.
Shared Measurement Systems: This is one of the more challenging aspects of ending hunger – we don’t really know who is hungry. The best information we have is through the USDA Food Security Survey and the Feeding America Map the Meal Gap reports. We need to have a common way of measuring hunger along with common measurements for interventions - the amount of food distributed through the emergency food system and participation in federal nutrition programs.
Mutually Reinforcing Activities: We are fortunate to have strong local and national organizations addressing hunger. If we had a common agenda and shared measurement systems we could better align existing resources to address gaps in the hunger relief system, reduce duplication, and increase impact.
Continuous Communication: Ongoing, consistent and timely communication is a critical component of collective impact. It will help us better communicate with one and other, engage others, and build public and political will to end hunger.
Backbone Support Organizations: Karmer and Kania say that “creating and managing collective impact requires a separate organization and staff with a very specific set of skills to serve as the backbone for the entire initiative”. As I mentioned earlier, there are strong umbrella organizations that are addressing child hunger and senior hunger and there are groups that are the backbone of the emergency food system and the faith based hunger relief system. But who is bringing them all together? Perhaps the Alliance to End Hunger , FRAC, or a similar entity?. On a local level the Regional Food Policy Councils may play this role.
Utilizing the Collective Impact Model isn’t easy but neither is living in a household facing hunger. So…..who’s in?
Via United Way of King County
Today I watched a documentary on Hunger in America at the Seattle International Film Festival called Finding North. The film did an excellent job of highlighting what hunger relief advocates and hungry families know – hunger in America is real, it’s growing, and the impact is costing us billions of dollars each year. Perhaps more importantly, the film highlights the role public policy plays in creating the environment that has led to hunger, sustains hunger, and has the ability to end hunger in the United States.
Consider the following:
49 million Americans are at risk of hunger
1 in 5 children are at risk of hunger
9 million seniors are at risk of hunger
31 million children rely on free or reduced price school lunch
1 in 3 children are overweight or obese
These numbers are startling, unnecessary, and unacceptable.
As I sat in the audience full of caring Seattleites listening to these statistics, I couldn’t help but feel more outraged than ever. And I think that is good. I’ve heard all of these stats before – in fact I repeat them on a daily basis. But it is films like this that can re-energize the base – in this case anti-hunger advocates like myself. It is films like this that give me hope that if enough people – voters, elected officials, ant-hunger advocates, everyone -watch, we can create a groundswell to end hunger in America.
A few things are clear:
- There is a sufficient amount of food available to feed people in the US and changes in farm subsidies via the Farm Bill could increase the availability of affordable healthy foods.
- The existing nutrition safety net programs (SNAP, School Nutrition Programs, WIC, etc.) while not perfect, feed millions of people each day. Strengthening these programs could go a long way.
- Access is key.
- The charitable sector alone can not end hunger. Organizations like Feeding America, Bread for the World, The Food Research & Action Center, and Share Our Strength play a critical role in addressing hunger. But…..it takes strong government programs to end hunger.
- Hunger and Poverty go hand in hand. While there is a lot more we can do to help the people who become hungry, as a nation we must address poverty if we want to truly end hunger. That means acknowledging the true prevalence of poverty and developing more robust systems to address it.
The folks at the Great Twin Cities United Way are working on a local level to use the collect impact framework to address hunger. I’m sure there are others and I’d love to hear from you. I think it is time that we start looking at this on a national level.
Elements of Collective Impact:
Common Agenda: We need a common agenda to end hunger in the US. The folks at Share Our Strength have done a good job of this in their “No Kid Hungry” Campaign and the AARP has launched a similar effort focused on seniors. But collectively we must do more! We need a common agenda to fight hunger for all populations – regardless of age, geography, immigration status or family size. We also need to engage those fighting obesity and promoting access to healthy foods in the development of the common agenda.
Shared Measurement Systems: This is one of the more challenging aspects of ending hunger – we don’t really know who is hungry. The best information we have is through the USDA Food Security Survey and the Feeding America Map the Meal Gap reports. We need to have a common way of measuring hunger along with common measurements for interventions - the amount of food distributed through the emergency food system and participation in federal nutrition programs.
Mutually Reinforcing Activities: We are fortunate to have strong local and national organizations addressing hunger. If we had a common agenda and shared measurement systems we could better align existing resources to address gaps in the hunger relief system, reduce duplication, and increase impact.
Continuous Communication: Ongoing, consistent and timely communication is a critical component of collective impact. It will help us better communicate with one and other, engage others, and build public and political will to end hunger.
Backbone Support Organizations: Karmer and Kania say that “creating and managing collective impact requires a separate organization and staff with a very specific set of skills to serve as the backbone for the entire initiative”. As I mentioned earlier, there are strong umbrella organizations that are addressing child hunger and senior hunger and there are groups that are the backbone of the emergency food system and the faith based hunger relief system. But who is bringing them all together? Perhaps the Alliance to End Hunger , FRAC, or a similar entity?. On a local level the Regional Food Policy Councils may play this role.
Utilizing the Collective Impact Model isn’t easy but neither is living in a household facing hunger. So…..who’s in?
A peek at future careers for kids at Science Trek open house
Via Seattle Times. Follow link for full story.
A peek at future careers for kids at Science Trek open house: The South Lake Union Science Trek features an open-house tour for elementary, middle and high school students and adults of eight biotech and research organizations (including Fred Hutchinson Cancer Research Center, PATH, Institute for Systems Biology and more), hands-on laboratory activities and panel discussions on Friday, June 8, 2012.
A peek at future careers for kids at Science Trek open house: The South Lake Union Science Trek features an open-house tour for elementary, middle and high school students and adults of eight biotech and research organizations (including Fred Hutchinson Cancer Research Center, PATH, Institute for Systems Biology and more), hands-on laboratory activities and panel discussions on Friday, June 8, 2012.
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