Together We Can Make the World Pretty

Together We Can Make the World Pretty Jaclyn Mitchell, Las Colinas Elementary School, Carrollton-Farmers Branch ISD
(On the Texas Education Agency website)

The Classroom Teacher

1. Econometric analyses continually confirm that an effective classroom teacher is the most powerful in-school instrument currently available to propel student academic achievement.
2. An effective teacher [three] years in a row can set a student on a remarkably productive schooling trajectory and if all students were so fortunate as to have such a beneficial sequence of teachers the achievement gap between have and have not students would virtually disappear.
3. An ineffective teacher is the flip side. Three years in a row of an ineffective teacher is remarkably damaging to a student, often triggering a virtually irrecoverable lifetime learning deficit.
4. Terminating the lowest five percent of ineffective teachers and replacing them with teachers who are only average in effectiveness would of itself elevate U.S. achievement to among the highest in the industrial world.
5. United States public school teachers are more highly paid, on average, than those of OECD nations or Euro zone teachers.
6. When salaries are annualized, stretched over twelve months, and fringe benefits are included, U.S. teachers are paid more, on average than those in other occupations requiring comparable training.
7. U.S. Education school enrollees are among the lowest scorers on the Scholastic Achievement Test (SAT) and education school classes routinely award their enrollees the highest grades of any major in college.
8. No differences in student achievement gains can be discerned statistically between teachers who have obtained their pedagogical preparation through an education school or through a truncated alternative training route, such as Teach for America.
9. Turnover among beginning first and second year teachers is about the same as turnover among other professionals in fields requiring comparable training.
10. The greatest amount of gain in teaching effectiveness appears to occur during the initial three years of a classroom teacher's career. After that, gains to student achievement from teaching experience alone are quite low.
11. There is no consistently positive correlation between a teacher's accrual of advanced college academic credits and the achievement gains of his or her students.
12. Teachers holding a National Board of Professional Teachers Certificate display a slight positive advantage in terms of student achievement gains over those teachers not similarly certified.

James W. Guthrie is Nevada's superintendent of public instruction. This essay first appeared on the Nevada Department of Education Superintendent Blog.

Wisdom from Jiminy Cricket

"When your heart is in your dream, no request is too extreme."

-- Jiminy Cricket

We want our Esperanza scholars to dream...and we who are Esperanza educators need to set the example. 

Rain

This message fit so well with the poem by Francisco Alarcón that I read this morning:

First Rain

Is it raining

or

is the sky

crying?





Our Potential--Leadership

Those within our stewardship must see us striving and improving so we can be an example that we are serious about what we are doing.  Our circle of influence will be enlarged as we improve our performance, even a little bit.  We can still be very effective, even though we are not perfect. 

Getting the Most from a Training

Kevin Eikenberry shared this.  It is great counsel for us to use for each of our Esperanza trainings.

Before You Attend . . .

 1. Review the workshop materials. If the trainer has sent you materials, read them. Perhaps it is an outline of the learning objectives or agenda. Looking that over will give you a sense of what is to come and get your mind thinking about how these ideas might benefit you. If pre-reading is offered, reading it will prepare you further. The more prepared your mind is for the subject matter, the more connections you will make during the session, the more you will gain, and honestly, the easier it will be.

 2. Think about what you would like to learn. This is the most important thing you can do before the workshop begins. Think about (and write down) what you would like to learn from the session. Then take your answers to the training with you, reviewing them before the workshop begins (the trainer may ask for some info like this, and if they do, you are already prepared – no last minute pressure!) Ask yourself questions like:

 ■What would make this worth my time?

 ■What is my fondest wish for this training?

 ■What do I expect from this training?

 ■What is the best possible outcome that could arise from this training?

 ■What is the biggest question I’d like answered?

 3. Check your attitude. Decide to bring an attitude that will help you learn. Be open-minded. Be positive (or at least not negative). Bring a smile. Think about it: how often have you learned successfully when you were stressed, cynical or negative? Remember that you chose your attitude. Decide now to bring one that will be beneficial, not a barrier to your learning.

While You are There . . .

 1. Take responsibility for your learning. Yes, there will be a trainer. Yes, they will be “in charge” of the workshop. But you are responsible for your learning, so do what you need to be successful. This could be anything from bringing a sweater if you might get cold, to bringing coffee if you need it, to asking the questions you want answers for. The session is for your learning. Make sure you get what you want and came for, and remove as many barriers from getting that as you can. Ultimately, you are responsible for your learning – so take that responsibility.

 2. Look for application. The most important question you can ask yourself during any training is . . . “How can I use this?” Throughout the session, keep your mind open and your radar out for how you can apply what you are learning. Realize, too, that because you are away from your normal routine, you may get ideas that aren’t even directly related to the training – just consider those a bonus. Look for application, and write those ideas down so you don’t lose them!

3. Engage in the process. Learning is an active process, so be an active participant. That doesn’t mean you have to answer every question or be the most talkative person in the group – it just means to actively engage in what is going on.

After You Leave . . .

 1. Decide what you will do next. You may have time to do this before you leave the session. If so, great. If you don’t know that, this is one of the most important of these nine suggestions. Identify the top 1-3 things that you learned and what to apply in your work. Write them down, along with any quick thoughts on your plan of action. Writing these down provides clarity and focus. It also helps your commitment to success.

 2. Teach something to someone else. Take something that was useful or interesting to you and teach it to someone else. When you do that you begin to own the learning for yourself and you understand it better. Plus, you are benefiting someone else – and in teaching them, they might be able to hold you accountable for applying that lesson in your work too!

 3. Take action. You prepared for the session. You activity participated. You even decided what you would like to do. None of that matters unless you actually do something. If you want to get more from the time you have invested in going to training, make sure you try something you learned – until you do that, there is no real return on your investment.

Nine steps – each are easy to do. Collectively they will make the next training you attend more enjoyable and valuable.

Will you do them?

Signed,

A person who believes in you and your success

Honesty--An Esperanza Attribute

I was reading this morning in the book Multiplication Is for White People by Lisa Delpit about a school that had a creed for its students that they repeated every morning.  We could do something similar at Esperanza connecting the creed to the 9 character attributes of Esperanza.  Honesty/Integrity ought to be one of these character attributes.

While listening to the BYU Devotional speech this morning given by Neil L. Andersen in September 2011 on honesty he quoted part of the following poem by Edgar Guest about the need to be honest--even when no one is looking. 

Myself

by Edgar Guest

I have to live with myself and so I want to be fit for myself to know. I want to be able as days go by Always to look myself in the eye. I don't want to stand with the setting sun And hate myself for the things I've done. I don't want to keep on a closet shelf A lot of secrets about myself And fool myself as I come and go Into thinking that nobody else will know The kind of person I really am. I don't want to dress up myself in sham. I want to go out with my head erect. I want to deserve all others' respect. But here in the struggle for fame and wealth I want to be able to like myself. I don't want to look at myself and know That I'm bluster and bluff, an empty show. I could never hide myself from me. I see what others may never see. I know what others may never know. I never can fool myself, and so Whatever happens, I want to be Self-respecting and conscience-free.

More Wisdom on Leadership

In President Spencer W. Kimball's talk on leadership he compared the qualities of effective leadership that Jesus had to qualities of ineffective leadership of of others saying, "Whereas Jesus was selfless, they were selfish.  Whereas Jesus was concerned with freedom, they were concerned with control.  Whereas Jesus was concerned with service, they were concerned with status.  Whereas Jesus met the genuine needs of others, they were concerned only with their own needs and wants.  Whereas Jesus was concerned with the development of his disciples, they sought to manipulate mortals.  Whereas Jesus was filled with compassion balanced by justice, they have so often been filled with harshness and injustice." 

The Impossible Is Possible

President Obama seated in the bus where Rosa Parks initiated her quest for civil rights.

Accountability--Fifth Aspect of Leadership

Because Jesus demanded accountability of himself, he was in a better position to see that others were held accountable for their behavior and performance.  People tend to perform at the standard set by the leader. 

Pax Ethnica

I just finished reading a fascinating book--Pax Ethnica--by Karl E. Meyer and Shareen Blair Brysac.  The book discusses where and how diversity succeeds.  The authors reveal some important phenomenons, such as:

• It is safer to live among immigrants and nonwhites than in more affluent neighborhoods which is determined by crime rates.
• Foreign-born workers, whether legal or not, pay more in taxes collectively than welfare benefits they receive. 

Responsibility--Fourth Aspect of Leadership

Jesus gave his followers important and specific things to do that matched their capacity.  Yet, getting the tasks done quickly and effectively was not more important than the growth and development of the followers.

He was not afraid to make demands of his followers causing them to stretch and develop their potential. 

A New Perspective

This is helpful to remember when we are facing challenges at Esperanza.

Selfless--Third Aspect of Leadership

"He [Jesus] put himself and his own needs second and ministered to others beyond the call of duty, tirelessly, lovingly, effectively."

Jesus also stressed the importance of being discerning with regard to others so that He could focus on them.  Being only focused on one's own needs and desires causes one to use others rather than love them. 

Rather than rushing in to solve problems to stop the present pain, Jesus calculated the long range effect.

UBUNTU

"An anthropologist proposed a game to African tribe kids. He put a basket full of fruit near a tree and told them that whoever got there first won the sweet fruits. When he told them to run they all took each others hands and ran together,... then sat together enjoying their treats. When he asked them why they had run like that as one could have had all the fruits for himself they said: UBUNTU, how can one of us be happy if all the other ones are sad?

UBUNTU in the Xhosa culture means: "I am because we are".

Understanding Others--Second Aspect of Leadership

#2:  Understanding Others
Jesus was a listening leader...and he listened without being condescending.  When he had to reprove someone he did it with kindness, but yet was firm.  He understood that when others committed wrongs that it was often springing from some unmet need.  This way he could address the wrong and not condemn the wrong doer. He could also love others in spite of their failures and shortcomings.[This sounds like Dr. Glasser!]

Fixed Principles--One Aspect of Leadership

My good friend, Veronica Flores, shared on Facebook this morning an address given by LDS Pres. Spencer W. Kimball in Sun Valley Idaho on January 15, 1977.  The address was titled "Jesus:  The Perfect Leader."  Although I know not everyone associated with  Esperanza is LDS and may not even be a Christian, I felt that there were still principles in this address that anyone could apply.  Therefore, for the next few days I am going to share notes from this excellent speech. 

Pres. Kimball suggested the following skills and qualities that are important for all of us if we wish to succeed as leaders in a lasting way:

#1  Fixed Principles
Jesus knew who he was and why he was here on the planet which meant that he could lead from strength rather than uncertainty.  He could say to his followers, "Come follow me."  He walked and talked with those he served.

Wisdom from Pres. Theodore Roosevelt

This is a quote that is helpful for all of us involved with Esperanza to remember.  It is so much easier to be a critic than to be doing the work. 

"It is not the critic who counts: not the man who points out how the strong man stumbles or where the doer of deeds could have done better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly, who errs and comes up short again and again, because there is no effort without error or shortcoming, but who knows the great enthusiasms, the great devotions, who spends himself for a worthy cause; who, at the best, knows, in the end, the triumph of high achievement, and who, at the worst, if he fails, at least he fails while daring greatly, so that his place shall never be with those cold and timid souls who knew neither victory nor defeat."  Pres. Theodore Roosevelt

Growth of Hispanic/Latino Population

This shows graphically why it is so important that we meet the academic needs of Hispanic learners. 

Nothing Left to Take Away

Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away." --Antoine de Saint-Exupery, French writer Felt this was an important quote to remember when we are teaching our Esperanza scholars about quality.

Color Esperanza

Color Esperanza
by Diego Torres

Sé que hay en tus ojos con solo mirar
Que estas cansado de andar y de andar
Y caminar girando siempre en un lugar
Sé que las ventanas se pueden abrir
Cambiar el aire depende de ti
Te ayudara vale la pena una vez más
Saber que se puede querer que se pueda
Quitarse los miedos sacarlos afuera
Pintarse la cara color esperanza
Tentar al futuro con el corazón
Es mejor perderse que nunca embarcar
Mejor tentarse a dejar de intentar
Aunque ya ves que no es tan fácil empezar
Sé que lo imposible se puede lograr
Que la tristeza algún día se irá
Y así será la vida cambia y cambiará
Sentirás que el alma vuela
Por cantar una vez más
Vale más poder brillar
Que solo buscar ver el sol

No Need to Be Fanatic About Cleanliness

Needless to say we want a clean environment for our Esperanza scholars and staff but we don't need to become fanatic about it. 

From MyNorthwest.com

Updated Jun 7, 2011 - 4:41 pm

Girls who play in dirt grow up healthier according to researcher

Playing house, collecting Barbie dolls, and wearing dresses are common acts of raising a young girl in our society. But according to a recent study, it could be detrimental to their health.
Sharyn Clough, a researcher at Oregon State University, has discovered that women who have higher rates of allergies, and other autoimmune disorders are a result of being too clean. In other words, parents who let their children run amok in dirt or mud tend to have healthier kids.
"Look, if you're okay having your little boy play in the dirt, you should be okay having your little girl play out in the dirt as well," Clough explained to King 5.
Women infected with the auto-immune disease Lupus outnumber their male counterparts 9-to-1. While there isn't a concise explanation as to why the disease occurs more frequently in women, the expectation for young girls to stay cleaner than boys may provide a reason.
"Little boys are more often than little girls encouraged to play in the dirt. Little girls are dressed in clothing that's not supposed to get dirty," added Clough.
Being exposed to high amounts of bacteria found in dirt can actually help build a healthier immune system.
"There is some thought that getting exposed to things, even parasites and different microbial elements in the dirt, might actually improve the overall immunity that a child develops," said Dr. Aoi Mizushima of Providence Medical Group Family Practice.
Mizushima explains how kids used to spend nearly two to three hours playing outside everyday. But with the influence of television and video games forcing kids to spend the majority of their time indoors, auto-immune disorders are on the rise.
"In the past 50 years, there has been a 400 percent increase in allergies and hay fever and asthma," Mizushima added.
One daycare center in Portland has taken the study to heart, as they encourage both boys and girls to play in the mud. The Portland Providence Wee Care Day Care Center provides a pair of rubber boots, shovels, and a mud box for their kids to play in.
"We always tell parents the kids are going to get dirty, that's part of the work of childhood," explained Wee Care director Colette Brown.
Maybe letting the kids get dirty isn't a bad idea after all.
You can learn more about Sharyn Clough's research on Oregon State's website.

Taking Care of All Our Esperanza Scholars

Felt this had some great suggestions on how to encourage our Esperanza scholars who tend to be introverts. 

Civics at Esperanza

This is an important message whether you are a Republican, Democrat, or Independent...and it is one of the reasons why Civics is part of our Esperanza experience. 

Celebrating National Poetry Month--April

How Do You Want to Feel During National Poetry Month?

by Book Clubs Staffer

One of the things I love most about poetry is the way a good poem can conjure very real and potent emotions with just a few words or just a few short lines. To highlight this truth and celebrate National Poetry Month, I thought I’d recommend a few books of or about poetry. Each book is tuned to a different emotion you or your kids might be looking to explore this month. For still more suggestions, check out the great titles we’ve assembled this month in our Poetry Boutique in Club Shop (Teachers | Parents)!
If you want to feel GLEEFUL, read Chicken Soup with Rice: A Book of Months (Teachers | Parents) by Maurice Sendak (great for ages 3–7). This is a classic, funny read-aloud that’s perfect every season (or month) of the year. Introduce young children to this beloved favorite and they’ll remember the rhymes long into adulthood. (As an added bonus, teach them the song adaptation, as sung by Carole King.)
When you’re done reading Chicken Soup with Rice, read 2010 Caldecott Honor winner All the World (Teachers | Parents) written by Liz Garton Scanlon and illustrated by Marla Frazee (great for ages 4–8). While it’s not silly like Chicken Soup with Rice, it too will make you revel in the joys of rhythm and language, and it will make you feel like everything is right with the world, in all kinds of weather.
If you want to feel AWESTRUCK, read Mirror Mirror: A Book of Reversible Verse (Teachers | Parents) written by Marilyn Singer and illustrated by Josée Masse (great for ages 6–60). Here, Marilyn Singer has created a new form of poetry: you read a poem forward (the usual way) to get one side of a familiar fairy tale, then read the exact same poem with the words reversed and see the same fairy tale presented in a new and different way. The fact that this technique works at all is amazing. But to watch it work this well—to see, for example, the voice of Little Red Riding Hood reverse to become that of the wolf—is truly awesome.
When you’ve finished Mirror Mirror and want to be wowed again, read A Poke in the I: A Collection of Concrete Poems (Teachers | Parents) selected by Paul B. Janeczko and illustrated by Chris Raschka (great for ages 8–12). Like Mirror Mirror, it’ll make you see poems in entirely different ways—literally.
If you want to FALL IN LOVE, read Love That Dog (Teachers | Parents) by Sharon Creech (great for ages 8–12). You’re likely to fall for the dog mentioned in the title, the boy (Jack) who tells you about him, and the book as a whole—a novel narrated, in free verse, by a kid who claims to hate poems…at least until he’s read and written a few. Jack’s transformation from poetry hater to capable poet is believable, wonderful, and (in spite of this book’s short length) eminently memorable.
After you’ve fallen in love with Love That Dog, read the deeply satisfying sequel—Hate That Cat (Teachers | Parents) (also great for ages 8–12), in which you’ll get to spend still more time with Jack, his memories, and his budding love for language.
If you want to feel MOVED and MOTIVATED to change the world, read The Dreamer (Teachers | Parents) written by Pam Muñoz Ryan and illustrated by Peter Sís (great for ages 9–13). This beautiful fictionalized biography introduces readers to the life and work of poet Pablo Neruda (young Neftalí), who finds refuge from his tyrannical father in the nature, language, and literature of his native Chile. In Ryan’s lyrical, beautiful novel, we watch him grow from a timid young boy to a strong and compassionate young man who is already both a writer and a revolutionary.
After you’ve read The Dreamer, try Poetry Speaks: Who I Am (Teachers | Parents) edited by Elise Paschen (great for ages 12 and up). This rich collection of poems both classic and contemporary is perfect for teens and adults. It brings the voices of great poets to life—literally, as it comes with an audio CD of poets reading their own work.
If you want to feel DEEPLY SAD and then FULLY REDEEMED, read All the Broken Pieces (Teachers | Parents) by Ann E. Burg (great for ages 11–14). One of my favorite novels in verse, this is the poignant, powerful story of a Vietnamese boy airlifted out of his home country during the Vietnam War and adopted by an American family. His first-person account of his struggles to fit in, make friends, and make peace with painful memories of his first life and his first family will surprise and move you. When the book was brand-new and I was first putting it in the hands of teachers, three different middle schools approached me about using it as a school-wide read, which is about the highest school endorsement a book can get. As an added bonus, it packs a punch in relatively few pages, making it a solid, unintimidating choice for reluctant readers.

A Great Lesson from Dogs

This is how we want our Esperanza scholars to feel about each other!

STOP IT

I feel this is great counsel for us at Esperanza!

Technology/Media That Feeds the Soul

I listened this morning to the BYU Devotional speech that Amy Petersen Jensen gave on March 20, 2012.  She encouraged her audience to use their agency to use technology/media (blogs, tweets, texts, emails, etc.) in a way that feeds the soul.  The following recommendations that Jensen made I feel are worthwhile for us to remember as Esperanza stakeholders and for us to teach our Esperanza scholars:

1. Choose to be a record keeper
2. Choose to engage in active media conversations and avoid passive media consumption