Career Passport Project 2.0!

Last summer Jessica Stringer, an Avon Local Schools Guidance Counselor, and I worked with refugee students to provide opportunities for career and academic advancement.  Our Career Passport Project allowed refugee students in the Lakewood City Schools to investigate career options and post-secondary academic options that may be available to them upon graduation from Lakewood High School.  

In partnership with ASIAInc. and many local service organizations and businesses, the students had a summer full of learning and field trips.  However, now is the time to begin thinking about another summer of fun.  Career Passport 2.0!

If you would like to be a part of the Career Passport 2.0 summer project, please don't hesitate to contact me.  The planning stages are just beginning.  Take a look at our website below for more information.

www.careerpassportproject.weebly.com

Thanks!

The Great Gatsby...video game?

With OGTs in full swing, I only see my sophomore American Literature students for a total of one hour this week.  For most teachers, this is a nightmare for planning thoughtful lessons that engage students.  Moreover, I see my students at the end of the day after their brains are exhausted from a full day of testing.

So what do I do?

As my classes have just started entering the world of Fiztgerald's excellent novel, we decided to have a little bit of old school, 8-bit fun!

While the game looks a bit outdated, it is certainly a way to liven up my students at the end of a long day of testing and still give them an opportunity to enter into the novel world.  For students who finish the game, I think I'll give a little extra credit.  As long as they write a review and discuss it's similarities and differences to the novel of course!

Are We Truly Ready For The Common Core?

Are We Truly Ready for the Common Core?

In a recent Education Week article, Math and Science teachers were surveyed to highlight their preparedness for the implementation of the Common Core.  Overwhelmingly the teachers surveyed cited a “mismatch seen in classroom practice and standards.”  Over the last month, I’ve had an opportunity to meet with English teachers from neighboring school districts to discuss the Common Core and how each of our districts is handling the transition from outdated standards to standards that raise expectations in every classroom. 

While all of us agree that the Common Core presents a very new set of challenges for teachers, we discovered that there is still much work to be done.  So how do we know when we are truly ready for the Common Core? 

Here are my thoughts:

·         Common Language – When a school’s students and teachers are speaking the language of the Common Core, chances are they understand the rigor behind it.  Deeply examining the Common Core and understanding the expectations embedded within are fundamental steps in this transition process.

·         Assessments – When teachers have prepared assessments that reflect the rigorous expectations of the common core, chances are that they are thinking with backward design in mind.  An assessment aligned with the Common Core must reflect the standard(s) that are being addressed.  The standard shouldn’t just be tacked on as an afterthought. 

·         Collaboration – When teachers are collaborating and sharing lessons, assessments, and strategies that reflect the common core, chances are they understand how to meet the expectations that the Common Core sets for students. 

In the end, every teacher will need to look deeply at his/her instructional practices to determine if changes truly need to be made.  One thing is for sure, good teaching is good teaching.  If the wheel is turning smoothly, there is no reason to reinvent it!  However, the Common Core asks much more from our students than ever before.  Administrators and teachers must work together to be sure our students are ready to tackle the rigorous expectations.