Chattanooga 2.0的动态

When creating educational programming for black and brown children it is important to ensure their voices are being centered in the curriculum. Here is a list of helpful questions to ask yourself in the beginning stages to ensure children are being seen, heard, and valued: -Who are we representing? -Who are we leaving out? -How can we create inclusive language and activities? -Whose voices are we elevating? -What experiences are we normalizing and/or centering? -Are we reinforcing stereotypes? -Are we promoting critical thinking and the exploration of diverse experiences and perspectives? -Who are our resources accessible to? How can we expand their accessibility? #bcdiohio #ece #educationalresources Source: https://lnkd.in/eQ_pwGUF

One of the four components of NCFL's #FamilyLiteracy model, Children’s Education supports the academic growth, social-emotional learning, and physical development of young children. Often, family literacy programs are embedded into existing educational programming offered by early childhood centers, schools, libraries, and community-based organizations to connect the other three components to Children’s Education. Learn more about the four-component model in our recent brief: https://ow.ly/Uykp50S92Qr

National research shows that reading for at least 15 minutes per day can significantly boost students’ literacy growth — and family support is vital to ensuring students maintain a consistent daily reading habit. Springboard Collaborative, a nonprofit founded and led by teachers, is strengthening students’ reading support systems by connecting parents and teachers and equipping families with the tools and resources to coach reading at home. After achieving double the expected reading growth with its after-school programming, Springboard is working to scale its approach nationwide. https://msdf.co/3wP0F0h

When was the last time you paused and reflected on why you became a teacher? In the hustle of programming, Quality & Assurance, needs of children and the daily demands of early childhood education, it’s easy to lose sight of that spark that first ignited your passion for teaching. Take a moment today to reconnect with your ‘why.’ Why did you choose this path? What drew you to shaping young minds? Rediscovering that purpose can reignite the joy and fulfillment that may have faded over time. If you’re feeling overwhelmed or disconnected, you’re not alone. That’s why I created my 3-month program “Reigniting the Passion”—a transformational journey designed to help early childhood educators win back their passion for teaching in 12 weeks or less! Ready to reignite your passion? Click the link in the comments to learn more #ReigniteYourPassion #EarlyChildhoodEducation #RediscoverYourWhy #EducatorsJourney #TeacherWellbeing #LoveForTeaching

RAND's findings on summer programs in 2023 highlight several significant trends: Prevalence of Summer Programs: 81% of districts offered summer programs ??, catering to both elementary and secondary grade levels ??. Urban District Participation: Every urban district surveyed provided summer programming ??, with many offering four or more different programs ??. Characteristics of the Largest Programs: Typically free of charge ??. Ran for four weeks ???. Offered about four hours of academic instruction per day ?. Employed district teachers for at least some, if not all, academic instruction ????. https://lnkd.in/gxhgkgic

Less than half of eligible #K12 students enrolled summer school last year. A nationally representative RAND survey finds, in 2023, 81% of schools offered summer programs that provided academic instruction for part of the day, typically to both elementary and secondary grade levels. Every urban district surveyed offered programming, and these districts were more likely to offer additional services like transportation and free meals in addition to academics. Despite robust programming, districts’ largest summer schools typically enrolled less than half of eligible students and less than one in five districts’ largest elementary summer programs met the minimum recommended hours of academic instruction found to academically benefit students. Additionally, districts’ COVID-19 relief funds – which have been the main source of districts’ summer programming funding – are set to expire in September 2024. This could lead to scaled back summer programming in 2025. https://lnkd.in/eAsZVWES #summerschool #summerlearning #education

The offerings of extensive Work Based Learning programming, co-op, and Direct College Credit are all examples of Hamilton Community Schools is preparing students for life. Students Michael and Landon touch on their perspective. ?? #PreparedForLife | #GreatThingsHappenHere

Dramatic Results focuses on children's holistic development, which includes fostering social-emotional skills alongside academic knowledge. Our teaching approach is infused with Social Emotional Learning (SEL) to build confidence, empathy, and teamwork through arts-integrated programming. #SELDay #SEL #SocialEmotionalLearning #EmotionalIntelligence #MindfulnessInEducation #PositiveEducation #WholeChild #CharacterEducation

Learning history can be so meaningful when #primarysource documents are involved!

Example 1: A dear friend of mine, whom I’ve known since we were in the same kindergarten class, never participated in gifted programming in elementary school. He has a degree in medicine, graduated in the top 20 of his high school class, and comfortably works with multiple languages. Example 2: It was time for second graders to re-test for the gifted program. Second-grade Tim was told he could bring a book. I thought the book was more interesting than the test, so I read “The Hobbit” instead of filling in bubbles. I’m not exactly sure who was in charge of the testing, but the assumption was that I was no longer as ‘gifted’ as I was a year ago, so I didn’t participate in the gifted program for third grade. I retook the test in 4th grade, and I guess I became ‘gifted’ again! Students have a broad range of skills across the content we teach, and we ought to be ready to support a wide range of social, emotional, and academic needs. However, schools are notoriously bad at identifying students for gifted programming, leaving many students without access to appropriate instruction. A more inclusive approach to assessing readiness is essential to equitable access. Why might this matter to schools implementing #PBIS? Students who are ready for rigor tend to behave predictably when they are bored, and student behavior is frequently used to disqualify students from programs that would actually support their social, emotional, and academic achievement. #gifted #equity