Esperanza Hirings and Promotions

Felt this had some great ideas--not just to get a promotion, but to be hired at Esperanza in the first place.  :)

 

 

10 Ways to Get a Promotion

By Kate Lorenz, CareerBuilder.com Editor

Passed over again? Promotions aren't always based on merit. You may be the most experienced, best-qualified or hardest-working employee, but there are often other factors at play -- things like image, connections, office politics and luck.

Here are 10 ways to increase your odds of moving up the ladder:

1. Know Your Stuff.
Master your current job and expand your knowledge and skills in areas that are critical to the organization. Never turn down a training opportunity. If you're interested in a particular position within your company, find out everything you can about the job you want, so you can identify and fill in any knowledge/skill gaps and position yourself as the likely successor.

2. Bond With Your Boss.
Your boss is the gatekeeper between you and your next position within the company. Tend to that relationship by establishing rapport and demonstrating that you have his or her best interests at heart. Routinely sit down with your boss to find out what his or her needs are and how you can help meet them.

3. Build Your Network.
Develop contacts and relationships throughout the organization by volunteering to serve on interdepartmental teams or helping out other divisions. Join the company softball team or another organized activity where you can shine. Make it a point to eat lunch with a new colleague or co-worker at least once a week.

4. Know Your Worth.
Keep track of your accomplishments and contributions to the organization -- quantifying results when possible. Assemble a portfolio of work that shows off your skills and experience. This not only will remind you of how great you are, but help you make the case to others as well.

5. Give Off Good Vibes.
Many leaders and other successful people have can-do attitudes which resonate with those around them. In short, they make others feel good. Ensure you give off positive energy by listening to, empathizing with and encouraging others. Never whine or complain. Do your best to phrase things constructively and practically.

6. Get Noticed.
Gain visibility by volunteering for high-impact and high-profile assignments. Offer to speak at company or industry meetings. Write articles for the company newsletter or trade journal about you and your team's accomplishments. Look for opportunities to get to know your boss' peers, superiors and others in the power structure.

7. Look the Part.
If you want to become the vice president of sales, look like a vice president of sales. Dress, groom and carry yourself in a manner that instills confidence in those around you -- even on casual dress days!

8. Make Your Own Opportunities.
Align your aspirations with company and departmental needs. Watch industry trends and evaluate the needs and challenges of your company. If you see an area that is being neglected, create your own opportunity by writing up a new job proposal and description.

9. Have Patience.
Many employees (especially young ones) don't stay with a company long enough to advance. Remember, a colleague's resignation could mean your promotion, so hang in there and keep your eye on the prize.

10. Be in the Right Place at the Right Time.
Obviously, if your boss and/or senior management dislikes you and the company is about ready to fold, your chances of promotion are slim. Be realistic. Put yourself in situations where success is more likely. Find an organization with people you like, a business line that values your skills and a culture that fits your work style and values.


Kate Lorenz is the article and advice editor for CareerBuilder.com. She researches and writes about job search strategy, career management, hiring trends and

 

 

 

Boll Weevil Story

This is a story I want to remember whenever we are facing difficulties at Esperanza.  :)



The Boll Weevil Monument in Enterprise, Alabama at its original location.


Randolf Eyre tells a story about the town of Enterprise, Alabama, which has raised a monument, if you can imagine, in honor of the boll weevil—the dreaded insect pest of the cotton country that once threatened to ruin this important crop. You would naturally wonder why anyone would want to erect a monument to a pest. Then you discover that the inroads and destruction of the boll weevil resulted in the planting of other crops and that the sweet potato and the peanut in particular have been of vast importance in the development of the south. The diversification of crops made the South versatile. The people learned that everything did not hinge on cotton, nor did they have to rise or fall with it. This meant a more stable and prosperous economy. In other words, an enemy did the South a good turn. The bad break became a good one. The bad luck turned to good luck. Hardships, trials, and tribulations, then, have their places in the great plan of life. So I say, whatever the battle in which we are engaged—and, no doubt, all of us have some difficulties to face—better than all the beads, seashells, buckeyes, horseshoes or other modern charms is the armor on which is painted with our own blood the plus sign. That sign means that with each crushed hope there is another hope and stronger faith. With each fall in the road, another trial. Someone has said, "I am never licked until I give up."

Leadership

Inc.com Les McKeown

Jan 28, 2013

4 Signs You Will Fail as a Leader

Outwardly, you appear effective, dependable, on top of things. But look closer. Are you in danger of destructive behaviors?

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Here's a statement of the blindingly obvious: strong, effective leadership is better than weak, ineffective leadership.
Thankfully, it's usually obvious which is which--most of us can spot a strong leader from a weak one with relative ease.
The problem comes when a weak leader masquerades as a strong leader. Outwardly, they appear effective, dependable, on top of things. But look closely at what they believe to be strong leadership and what you see is in fact a set of dangerous, destructive behaviors. Behaviors which will eventually strangle the organization.
It's one thing having to work alongside a weak leader who thinks otherwise. Much worse is to find out, painfully and over a long time, that the culprit is you. That the leadership traits and behaviors you'd thought were strengths are in fact the exact opposite, and that instead of leading your enterprise, like an unpinned grenade, you're about to blow it up.
Time for some tough love. Here are the four most common behaviors of an ineffective leader who thinks otherwise. Recognize any?

1. You know everything. My work involves talking with founder/owners and CEO's about their business, usually for hours, sometimes days at a time. And in doing so, I've noticed an interesting pattern: The weaker the leader, the more they know.
When I meet with weak or ineffective leaders, they can (and do) talk about their business for hours, uninterrupted and without assistance from others. There's nothing they don't know, no-one they need to consult and no information that's not to hand. The whole experience is like sitting with them in a goldfish bowl while the real world carries on outside.
Talking with truly effective leaders is just the opposite. They involve others when discussing their business. Whether it's putting the VP Sales on speakerphone or wandering down the corridor to talk with the warehouse manager, strong leaders know they can't--and shouldn't--know everything about their business. They build strong teams and are proud to depend upon them.

2. You're always busy. Yes, running a business (or a division, department, project, group or team) is time consuming--sometimes to the point of exhaustion.
No, it's not a sign of leadership strength to be permanently over-scheduled and over-worked.
If you have no time to think; if you can't recall the last time you took a walk around the block to clear your head, then you're not truly leading. If you're not taking time to set the strategic compass of your organization, who do you think is?

3. Your default perception of others is negative. When truly effective leaders talk, one thing becomes noticeable. When discussing others, whether their employees, vendors or customers, the conversation typically trends toward the positive.
Strong leaders look for success in others. They focus on what has been done well, and seek to build on that success. Conversely, ineffective leaders' opinions of others typically trend to the negative. They focus mostly on what has gone wrong, and spend most of their time ranging from mildly dissatisfied to irritated.
Strong leaders aren't Pollyannas. They recognize and firmly correct failure or incompetence, but by default they expect competence and success, they enjoy pointing it out in others, and they celebrate it often.

4. You have only two modes of interaction. Weak leaders (who think they're strong) interact with direct reports in one of two ways: either they're in charge, or they're not there. If they're in the room, they're in charge.
Truly effective leaders have another string to their bow, a third way of interacting with their team--to be a resource for them. Genuinely strong leaders are confident enough in their position that they don't need to always be at the head of the table. They can, when needed or useful, sit down as a peer and be just another voice around the table, even with those who report to them.
When was the last time you sat in on an operations or planning meeting, simply as a resource, and not as the boss? How did your team react? Were they comfortable and relaxed with you around, or did it all seem forced, a little like playacting?

In reviewing the four behaviors above, did you experience a sinking feeling of recognition in more than one? If so, it might be time to reverse course.

2012 Best Books About African American History

These are books we probably want to have in our Esperanza library. 


2012 Best Books About African American History

by Hannah Hudson | Jan 16, 2013

Image from I Have a Dream, illustrated by Kadir Nelson (interior).


In honor of Martin Luther King, Jr. Day, we wanted to share our picks of the best children’s books of 2012 about African-American history. From a beautifully illustrated picture book of King’s I have a Dream speech to a wordless story of the underground railroad, these are books you and your students won’t want to miss.
I Have a Dream By Martin Luther King, Jr. Illustrations by Kadir Nelson.
This brand new picture book combines Caldecott winner Kadir Nelson’s beautiful paintings with Dr. King’s unforgettable speech. The illustrations of Martin Luther King, Jr. speaking on the steps of the Lincoln Memorial and of the teeming crowd that filled the mall for blocks and blocks give readers a sense of the event as it happened in history. The full text of King’s speech is printed in the back of the book and even better—a CD with a full recording is included. For teachers, this book is a must-have. Read it aloud with your students and then invite them to do their own “I Have a Dream” inspired drawings. All ages.

Spirit Seeker: John Coltrane's Musical Journey By Gary Soto. Illustrations by Rudy Gutierrez.
This picture-book biography of the great jazz musician John Coltrane is a lively combination of art and writing. The story of a shy little boy who grows up to be a revered and influential saxophonist is told with great sensitivity. The book does not ignore the darker aspects of Coltrane’s life but instead puts them in context in an age-appropriate way. The spirit of jazz comes through in illustrations filled with color and movement. Perhaps too dense for a read-aloud, it is certainly a great reference for an African-American history unit. Introduce the book with a visit to johncoltrane.com, where you can play some of Coltrane’s best-known recordings for your students. The book included a resource list of CD and DVDs of Coltrane’s performances and other biographies for students who want to dive in deeper. Grades 4-8

Discovering Black America: From the Age of Exploration to the Twenty-First Century By Linda Tarrant-Reid.
Filled with drawings, maps, art, and primary documents, Discovering Black America is a journey through more than 400 years of African-American history. From the black sailors who traveled with early explorers like Christopher Columbus and Ponce de Leon to the election of the first African American president, this book is filled with stories from history, some familiar, others surprising. It’s an incredible classroom or school library resource that will help students to see the rich and varied history of African Americans in this country. Grades 5-9.

Etched in Clay: The Life of Dave, Enslaved Potter and Poet
By Andrea Cheng.
This biography in verse tells the story of Dave, a slave who was trained to be a potter and became a master craftsman whose incredible work is still sought after by collectors and displayed in museums 200 years later. The woodcut illustrations also by Andrea Cheng are simple and powerful. In the classroom, Etched in Clay could inspire cross-curricular connections from art to poetry to American history. Grades 3-8.


Unspoken: A Story From the Underground Railroad By Henry Cole.
This moving wordless picture book tells the story of a young girl who discovers a runaway slave hiding on the farm and finds simple ways to help him. The pencil illustrations are richly detailed and haunting. Unspoken is a great book to use to start discussion or to use as a writing prompt. If you have a document camera, you might want to project the illustrations on the board. What is special about this book and perhaps about all good wordless children’s books is the way it allows children to invent their own version of the story to go with the pictures. Grades 2 and up.

Touching Hearts

Touching hearts.


As she stood in front of her 5th grade class on the very first day of school, she told the children an untruth. Like most teachers, she looke...d at her students and said that she loved them all the same. However, that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed that he did not play well with the other children, that his clothes were messy and that he constantly needed a bath. In addition, Teddy could be unpleasant.

It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.

At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.

Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners... he is a joy to be around.."

His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle."

His third grade teacher wrote, "His mother's death has been hard on him. He tries to do his best, but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."

Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class."

By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddy's. His present was clumsily wrapped in the heavy, brown paper That he got from a grocery bag Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one-quarter full of perfume.. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist. Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mom used to." After the children left, she cried for at least an hour.

On that very day, she quit teaching reading, writing and arithmetic. Instead, she began to teach children. Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her "teacher's pets.."

A year later, she found a note under her door, from Teddy, telling* her that she was still the best teacher he ever had in his whole life.

Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in life.

Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he had ever had in his whole life.

Then four more years passed and yet another letter came. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer.... The letter was signed, Theodore F. Stoddard, MD.

The story does not end there. You see, there was yet another letter that spring. Teddy said he had met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit at the wedding in the place that was usually reserved for the mother of the groom.

Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. Moreover, she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.

They hugged each other, and Dr. Stoddard whispered in Mrs. Thompson's ear, "Thank you Mrs. Thompson for* believing in me. Thank you so much for making me feel important and showing me that I could make a difference."

Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."

(For you that don't know, Teddy Stoddard is the Dr. at Iowa Methodist Hospital in Des Moines that has the Stoddard Cancer Wing.)

Warm someone's heart today. . . pass this along. I love this story so very much, I cry every time I read it. Just try to make a difference in someone's life today? tomorrow? Just "do it".

Random acts of kindness, I think they call it?

"Believe in Angels, then return the favor."

Civility

Civility is something we need if Esperanza is to be "inviting."  I really like the idea that the 6th grade teacher used. 


Civility: : A Long Lost Art?

by Beth Herman | Monday, January 21st, 2013 |

Ci-vil-i-ty: civilized conduct, especially courtesy; politeness; a polite act or expression; a code of conduct.
This is how the dictionary defines civility, but how often do we see it?
On a street corner in Detroit, an elderly woman dropped her cane, teetered against a parking meter for support, and asked a group of young passersby for help in picking it up. They refused, even mocking her for her inability to stand completely upright as they continued on their way.
At first period in a Cleveland middle school classroom, a student let the door slam on a not-so-popular classmate carrying a heavy load of books, resulting in a concussion. He was applauded for his actions by his fellow students. And in the lobby of a busy New York high rise, people were in such a hurry to get to work and “not get involved,” they continued to step around the diabetic man who’d collapsed near the elevators without offering assistance. Though he was dressed in a business suit and carried a briefcase, one person interviewed afterwards said she’d assumed he was drunk, which was enough for her to keep going. Others said they hadn’t given it a second thought.
In a world governed by reality television where verbal and physical attacks ratchet up ratings, and apathy, modern-day survival of the fittest, and even outright cruelty toward others are systematically encouraged and rewarded, kindness and respect may just be a lost art. And what about the concept of acquiring “friends”? Seems it’s become a Facebook competition rather than building solid relationships based on caring and support. In fact one noted sociologist has quipped that the only difference between the behavior of contemporary society and that of prehistoric man is the number of syllables used to express things.
Back in the early 18th Century, a teenaged George Washington transcribed and presented the “Rules of Civility & Decent Behaviour in Company and Conversation.” With 110 tenets in all, and while some today may appear antiquated having little to do with 21st Century life, many are startlingly relevant— for example number 1: Every Action done in Company, ought to be with some sign of Respect, to those that are Present, or number 65: Speak not injurious Words neither in Jest nor Earnest….” Imagine a world where people went out of their way to respect, support, and uplift others, rather than tearing them down? Small efforts toward compassion and common courtesy at work, in school, and with our families at home can inspire and transform others—even ourselves—into better human beings. So what can you do to change things?
On the first day of school in Mrs. Logan’s Manchester, New Hampshire 6th grade class, students were asked to write personal essays on ways to be polite, helpful, and considerate of others, their essays shared with classmates later on. Throughout the year each student consciously practiced what he or she wrote, and what others wrote, in the classroom, the cafeteria, at school activities and other events with friends, and at home with parents, siblings, and grandparents. The results, though not always measured in giant steps, nevertheless quietly transformed the community and even extended beyond its borders to out of town school sporting events, school concerts, and more.
“When you demonstrate compassion and do things in the spirit of cooperation, consideration, and friendship—I mean when you really extend yourself, people take notice,” said Mrs. Logan. “And hopefully it rubs off on them as well.”
In a troubled section of Houston, discouraged by their deteriorating environment, frustrated by the lack of funds to change things on a grand scale though compelled to take a bold step, a group of citizens got together and designated an aptly named “Help Week.” In this period of time, each participant would dedicate themselves to everything from opening doors for coworkers and strangers, thanking the harried checker in a busy supermarket line, offering assistance to their neighbors, complimenting the bus driver or restaurant server, or simply smiling at people who appeared stressed on the street.
“I think maybe the world changed for a few others on the receiving end and it sure changed for me,” said one participant who vowed to continue his actions on a daily basis. “When you show people that you’re interested, everybody wins.”
Perhaps George Washington’s last rule of civility serves us all and says it best—number 110: Labour to keep alive in your Breast that little Spark of Celestial fire Called Conscience.
Maybe he was on to something. What about you?

 

Beth Herman is a freelance writer and frequent Farmers' Almanac contributor with interests in healthy living and food, family, animal welfare, architecture and design, religion, and yoga. She writes for a variety of national and regional publications, institutions, and websites. Her stories, “A Finger in the Wind: Forecasting the Weather from Ancient Signs to Satellites” and "Protecting Your Pets in Summer and Winter" can be seen in the 2013 Farmers' Almanac.

A Book

Smart Reader

This would be a great poster for our Esperanza classrooms.  Thanks to Joan Wink for sharing it on FB. 

Insights from Lincoln

I love serendipitous experiences!  Yesterday when I met with Steve Winitzky, a board member, and Jeff Biesinger, our facility consultant at Barnes and Noble to discuss some Esperanza site issues, a mangazine caught my eye.  It was a collector's edition that was titled "Lincoln on Leadership."  Because I love to learn about and from Lincoln's example, I wanted to buy it.  Yet, $10 for a magazine seemed a little outrageous.  Therefore, I decided to wait until after Steve, Jeff, and I finished to make a decision.  My husband had given me a B&N gift card for Christmas, so I decided to use that, rationalizing that it was a gift.  :)   What a wonderful "gift" it turned out to be.  It contains 41 powerful insights from Lincoln's speeches, telegrams, letters, memos, and orders.  Plus, it has some great photos and pictures that I had never seen.  I read the whole magazine in-between teacher interviews and after I got home.  Just couldn't put it down!

The insights:

• Fight the good fight
• Try honey before vinegar
• Accept the people's will
• Work hard, then work harder
• Respect the law
• Call out injustice
• Believe in yourself
• Seek self-improvement
• Keep principles dear
• Gain popular support
• Reject tyranny
• Commit to freedom for all
• Keep your eye on the prize
• Never give up
• Stay committed
• Beware of haste
• Be strategic
• Think it through first
• Know who your friends are
• Show compassion
• Tell it like it is
• Use sarcasm politely
• Think out of the box
• Take charge
• Heal their wounds
• Never abandon your principles
• Always do the right thing
• Know where you stand
• Be true to your values
• Accept lessons as they come
• Make your demands clear
• Make your argument personal
• Forgive your enemies

Computer Labs

The Pros and Cons of Computer Labs

January 9, 2013 | Mary Beth Hertz

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Photo credit: Old Shoe Woman via flickr (2)

I have spent six of my almost nine years of teaching in a computer lab. Over that time, my feelings about computer labs have fluctuated. It may seem silly for me to be in opposition to my own job, but there are times that teaching in a lab can be frustrating and isolating. On the other hand, there are times when I realized that there is no other place that my students would be learning how to program, edit videos, create music or format text documents.
Neither of the schools in which I have been the technology teacher have had a library, a librarian or access to much classroom technology in student hands. As such, I have found that my role as the "Computer Teacher" has actually been many roles. In that way, the computer lab was an important place in these schools. On the other hand, it is challenging to try connecting what is taught in the lab with what students are learning in their classrooms, which is, in my opinion, the ideal way to structure technology education.
Another challenging part of teaching in a computer lab is the room layout itself. Most labs contain desktops lined up against a wall in either rows or pods. These layouts, due to wiring and cables, are not mobile or adaptable. In my lab, my younger students can barely see over their computers to follow what is going on at the board. In other labs I have visited or seen, students must turn their bodies to view the board.

Making It Work

Most computer labs are also not laid out well for group work. Technology lends itself to project-based learning, and this can be hard to manage or coordinate in a classroom that is not conducive to moving furniture or creating space for groups or teams to work. Often, the computer takes up most of the desk or table space, too, so there is less room for teams to work out ideas before creating them on the computer. A lot of this work must be done in the classroom before they get to the lab, which means that, even when groups are ready to start creating on the computer, they must wait until the day they use the computer lab. This interrupts the creative and design process and inserts an artificial break between the work students are doing and the technology they are using.
However, despite this, I know that there are certain computer literacy skills students are taught in a computer lab that make integrating technology in the classroom easier. If a teacher knows that students have a period or two each week for learning how to edit video, format text, manage files or create websites, then that is less instructional time in the classroom they have to spend teaching these skills. It allows them to focus on the content and process rather than specific computer skills.
Below is a table laying out some basic pros and cons of computer labs.

Pros	Cons
Each student has a machine Unlike classroom pods or clusters in the library, most computer labs have enough machines for each student.	Limited access as a shared resource Since labs are separate from the classroom, they are not immediately available and are often shared among many classes.
Focused computer literacy instruction Computer labs that have a teacher and are not just a room of computers provide students access to specialized computer literacy education.	Technology removed from classroom When students have to travel to the computer lab, it means that technology is not truly integrated into the curriculum. Having technology in a separate room sends the message that technology is separate from what students are learning in the classroom.
Provide access in schools with no libraries or funding for large tech initiatives The bottom line is, if a school does not have a library or can't afford to put a lot of technology into its classrooms, then a computer lab is a viable solution to provide access to students for digital learning.	Room layout This could be one of the most frustrating things about teaching in a computer lab. The layouts of most computer labs are rigid and fixed and do not lend themselves easily to dynamic lessons or projects. In addition, there is rarely room for real work, since keyboards and mice usually take up most of the desktop space.

Teacher

Thanks to Darren Beck for sharing this on FB. 

Winning

 

 

Is winning all that counts? Are you absolutely sure about that?

Very little has been said about this…..On December 2, Basque athlete Iván Fernández Anaya was c...ompeting in a cross-country race in Burlada, Navarre. He was running second, some distance behind race leader Abel Mutai - bronze medalist in the 3,000-meter steeplechase at the London Olympics. As they entered the finishing straight, he saw the Kenyan runner - the certain winner of the race - mistakenly pull up about 10 meters before the finish, thinking he had already crossed the line.

Fernández Anaya quickly caught up with him, but instead of exploiting Mutai's mistake to speed past and claim an unlikely victory, he stayed behind and, using gestures, guided the Kenyan to the line and let him cross first.

Ivan Fernandez Anaya, a Basque runner of 24 years who is considered an athlete with a big future (champion of Spain of 5,000 meters in promise category two years ago) said after the test:
"But even if they had told me that winning would have earned me a place in the Spanish team for the European championships, I wouldn't have done it either. I also think that I have earned more of a name having done what I did than if I had won. And that is very important, because today, with the way things are in all circles, in soccer, in society, in politics, where it seems anything goes, a gesture of honesty goes down well."

He said at the beginning: unfortunately, very little has been said of the gesture. And it's a shame. In my opinion, it would be nice to explain to children, so they do not think that sport is only what they see on TV: violent kicks in abundance, posh statements, fingers in the eyes of the enemy ...


 .

Does Teacher's Gender Matter?

For Girls, Teachers' Gender Matters, Study Says

Greater impact seen for female students taught by women

By Sarah D. Sparks

San Diego

Female elementary school teachers' comfort with mathematics has an outsize effect on the girls they teach, according to new research.
Girls taught by a female teacher got a learning boost if that teacher had a strong math background, but had consistently lower math performance by the end of the school year if she didn't, according to a study presented at the American Economic Association's annual conference here.
By contrast, boys' math scores were not affected by having a female math teacher, regardless of the teacher's background in that subject, and there were no differences in math performance among male and female students of male teachers of different math backgrounds. The study adds to growing evidence that children's gender biases can significantly affect their own ability.
"Children's perceptions of gender start emerging between the ages of 7 and 12," said study coauthor I. Serkan Ozbeklik, an assistant economics professor at Claremont McKenna College in Claremont, Calif. "Positive or negative, the primary school experiences may shape the academic course of students, leading to long-term consequences like choice of study, choice of major, and occupation."

Scope of Research

Researchers led by Heather Antecol, an economics professor at Claremont McKenna, analyzed the mathematics performance of more than 1,600 1st through 5th grade students under 94 teachers in 17 high-poverty, high-minority schools in Baltimore, Chicago, Los Angeles, Houston, New Orleans, and the Mississippi Delta region between the 2001-02 and 2002-03 school years.
On average, the teachers had more than six years of experience, but only 11.5 percent of the study's students had a teacher with a bachelor's degree in math or a related field like engineering, economics, or accounting. Nearly a third of the teachers were men, far above the national average of only one-tenth of primary school teachers.
Ms. Antecol and her colleagues found that girls taught by a female teacher, as opposed to a male teacher, saw their math test scores drop by 4.7 percenage points by the end of the school year. Moreover, those girls performed on average 1.9 percentage points lower than their male classmates, about 10 percent of a standard deviation. The researchers characterized both effects as strong.
By contrast, boys saw no drop in math performance under the same teachers.
While education-watchers have voiced similar concerns about gender stereotyping of boys' reading ability, the study found no differences between boys' and girls' reading performance based on having a male or female teacher.

Seeking Explanations

The findings prompt the question: Does this mean men are naturally better math teachers than women? Not at all, according to the researchers. When they broke out students' performance based on their teachers' college math background, the gender gap disappeared. Girls taught by women with a strong math background actually got a boost compared with their male classmates. Also worth noting, the researchers found no evidence of differences in teaching styles between the women and men teachers.
Marianne E. Page, an economics professor at the University ofCalifornia, Davis, who was not part of the study, said the findings build on "a rapidly expanding literature on teacher gender and student achievement."

 

 

She said she was surprised by the findings. "It's really hard for me to believe that math competence matters only for female students with female teachers and not male students," Ms. Bertrand said. "It may be that the psychology of the situation speaks to that."
In particular, the paper points to evidence from a 2010 study by Sian L. Beilock, a University of Chicago psychology professor and the author of Choke, a 2010 book on brain responses to performance pressure.
Ms. Beilock found that 1st and 2nd grade girls who started the school year performing as well as boys, but then were taught by a female teacher with high anxiety about math, had lower math scores than their male peers by the end of the year. Moreover, those girls were more likely to draw pictures evoking gender biases that suggest "boys are good at math, while girls are good at reading."
Ms. Beilock's study did not include male teachers—in part because they can be hard to come by in primary school—but Mr. Ozbeklik, co-author of the male-female comparison study, said the new study does seem to suggest that a teacher's math anxiety or adeptness could aggravate or lessen students' gender gaps in the subject.
The link between a teacher's comfort with her subject and student achievement could also explain why studies of college-age students generally find women performed better in math classes taught by other women, Ms. Page said.

Vol. 32, Issue 17, Page 11

 

 

1. 7 Ways to Increase Student Ownership...
2. How to Create a Boy-Friendly School...
3. Testing Group Picks 'College Readiness'...
4. Combined Measures Better at Gaugi...
5. Classroom Management: More Than...

1. States Show Spotty Progress on Ed...
2. Quality Counts 2013 - State Report...
3. How to Create a Boy-Friendly School...
4. Language Education We Can Use...
5. Social-Emotional Needs Entwined wi...

1. Hopes for the New Year: Begone Gh...
2. The Education Reform Dichotomy:...
3. Revealing Debate over the Education...
4. Immigrant Students in Our Classrooms:...
5. Combined Measures Better at Gaugi...

 

 

Schools' Design

Published in Print: January 10, 2013, as Building Toward a Positive Climate

Schools' Design Can Play Role in Safety, Student Engagement

By Jaclyn Zubrzycki

A building alone does not create a school culture. But research shows that school buildings can affect students' morale and academic performance. Now, school officials are moving away from the "cells and bells" design marked by long, locker-lined hallways of windowless classrooms, and toward more open, flexible buildings aimed at creating a sense of community and collaboration.
Such new designs tie together a shift to a more technology-driven, collaborative, student-centered approach to education with an effort to improve students' safety, engagement, and community.
The goal is to get students feeling more invested in their school communities; improved student engagement is thought to be tied to fewer discipline problems.

 

Highlights From the Report

Executive Summary: Schools Aim to Craft Environment for Learning

Overview: Discipline Policies Shift With Views on What Works

Voices From the Field: Creating a Healthy School Climate

Full Report

Read the Full Report

Order Extra Copies

With that in mind, design firms strive to include student voices even in the design process, says Irene Nigaglioni, an architect with the Houston-based firm PBK. And the Council of Educational Facilities Planners International's highest award goes to a school building for which the planning process has met specific community needs.

Fostering Connections

Increasingly, the spaces themselves are designed to foster student connection. Traditional cafeterias in some schools have been replaced with more café-like areas where students might work and eat at the same time. Windows are opened to improve daytime lighting and indoor-air quality. Hallways are broadened and lockers removed to reduce clutter and chaos.
Many newer buildings also are "more learning-focused, less teacher-focused," says Craig Mason, an architect with the DLR Group, based in Overland Park, Kan. Some school buildings include breakout spaces for students to meet in small groups, or have windows specifically so a group can work outside while still being supervised.
In recent years, many schools have created smaller communities within larger schools so students don't risk being anonymous, says Lorne McConachie, an architect at Bassetti Architects, a Seattle-based firm that specializes in renovating historic schools.
At Holt Elementary School in Eugene, Ore., glass walls and connected classrooms have changed the teaching culture and reduced behavior issues, says Sheldon Berman, the superintendent of the 16,000-student district. "The teaching is public, and the behavior is public, too," he says.

Design Showcase

Read about three schools taking innovative approaches to school-building design:

Marysville Getchell Campus
The Marysville, Wash., school was designed with a number of guiding principles in mind, and principle No. 1 was relationships.

Joplin Interim High School
After a tornado whipped through Joplin, Mo., in May 2011, rebuilding the high school became a matter of symbolic importance.

Perspectives Charter Schools: Rodney D. Joslin Campus
At this Chicago school, the question of school culture and climate is not a side note—it's at the core of the school's mission.

And at the Center for Advanced Professional Studies in Blue Valley, Kan., students spend three hours a day in a business-inspired world, with meeting rooms rather than classrooms.
At the Marysville Getchell School Campus, home to four smaller schools in Marysville, Wash., the building was renovated to have a small-school focus, which Superintendent Larry Nyland connects to a 20 percent increase in the graduation rate and a reduction in disciplinary action.

Addressing Perceptions

There can be a tension between traditional perceptions of safety and the openness that marks many of the newer buildings. But open schools can also be safe, says Amy Yurko, the founder of Chicago-based design-consulting firm BrainSpaces. When schools interpret safety to mean thick cinder block walls, "you've almost ... created a culture and environment where kids don't feel known and can get disenfranchised," she says.
Kimberlie Day, the founder of Perspectives Charter Schools in Chicago, says her school's decision not to include a metal detector was met with some resistance in the community. But, she says, "students buying into community and being a citizen has more of an impact on individual safety than any metal detector has."
In fact, some of the features used to promote collaboration and technology—no lockers in which to hide things, or to store textbooks when students are using tablet computers instead—can be directly linked to safety design principles like Crime Prevention Through Environmental Design, or CPTED, a set of design strategies first developed in Florida in the 1970s by criminologist C. Ray Jeffery.
Many schools are designed with CPTED principles, which include managing access to buildings, creating natural borders and clear surveillance, and ensuring visibility within buildings. Many of the principles dovetail with the increased openness of buildings.
"Budgets for security officers have been decimated," says Randy Atlas, the president of Atlas Security & Safety Design, based in Fort Lauderdale, Fla. "Architecture is even more important to prevent horrific events."

Extending the Honeymoon

New school buildings or renovations often come with a honeymoon phase, says McConaghie, the Seattle architect.
But Jo Ann Freiberg, an education consultant in Hartford, Conn., says that even in older buildings and those with aging renovations, simple actions like posting student work and making sure the building is well maintained can help keep the climate positive.
Angie Besendorf, an assistant superintendent in the 7,500-student Joplin, Mo., district, says discipline problems in the city's high school have declined since a deadly tornado struck Joplin in 2011, destroying the old high school building.
"Part of that is the space, and the pride that they took in this space," she says of the new school. "They felt valued. Kids said things like, 'We really know you cared about our education, because you built us this.' "

Vol. 32, Issue 16, Page 32

Resolutions

More wisdom from Kevin Eikenberry

We are a few days into the New Year now, but it isn’t too late to consider and take action on this message – in fact with the initial flurry past, perhaps now is a better time to think past resolutions to results . . .
The New Year brings promise, excitement, and New Year’s Resolutions. But this article isn’t about losing weight, starting your exercise plan, or one of the other common personal resolutions people make. Rather, this is a practical and timeless list of resolutions you can make as a small business owner (or leader in any situation) to create more confidence for yourself, more engaged, and happier employees, and a more successful business.
While these tips don’t impact profitability, sales, gross margin, or other key factors, they will positively impact these important financial measures for as long as you are in business.
These resolutions are about your behaviors and habits, and how they affect your employees and their productivity. Taken individually, they can make a difference in your results; collectively, they will change your level of business success forever.
Six Resolutions for Managers and Leaders
Involve others in goal setting and planning. Yes, it is your business. Yes, it is your financial stake, and you are the one taking the risk. And yet. . . your team members are invested in the business too. They spend their time, effort, and energy. Wouldn’t you like them to be more personally invested in the success of the business? Let’s put it this way: would you like your employees to think more like owners? If so, you have to involve them in the goals and planning for the business — i.e, you have to drive employee engagement. You may set the overall direction, but let them be involved in the creation of the outcomes. Slowing down enough to involve them in this important work is a big key to greater involvement, commitment, and success.
Keep goals in front of yourself and everyone one else. Have you ever set a goal only to later not remember exactly what it was? This resolution will keep that from ever happening again! Once goals are created, everyone needs to be reminded of them regularly. This isn’t an exercise in micro-management or nagging. Rather, as a leader, you must help people keep their goal in mind, and remind them of what success looks like — which means employee motivation is key. There are dozens of ways to do this — from using bulletin boards to regular conversations in team meetings. Find several that work for you and your team, and implement them.
Communicate more and in more ways. I wish I had a dollar for every leader who has said to me in an exasperated tone, “I don’t understand, I sent them an email.” As a leader, you must communicate key messages frequently. Which means you must complete the communication loop — you must ensure that the message sent is received. Doing so, especially as your team grows, requires communicating more frequently and in different modes, so your message is heard and drives action.
Talk less, talk later, and listen more. At first this may seem contradictory to the last resolution. As with most complex things in life, balance is the key. In trying to make sure their point is made, or to stimulate a discussion, leaders will often share all of their ideas and then ask the rest of the team for input. At that point it is often too late. If your boss just spent ten minutes sharing their ideas, then asked for you input, how likely would you be to chime in? When you want the team’s input and ideas, you must ask questions and shut up! Let the group share their ideas as a means of team building. Be patient and give them time. If they don’t think of a key idea or piece of information, you can share it later in the conversation with greater effect. This approach also helps you listen better and be a better boss– because it is hard to listen while you are talking!
Focus feedback on the future. You want people to improve. In almost every case, people want to improve and do great work. Yet, most workplace feedback is focused on something that can’t be changed — the past. If you want to be a more effective coach to your team and help them make improvements in their skills and results, give them feedback, advice, and wise counsel about what they can do next time. And be sure you regularly conduct employee performance reviews.
Be a model. Your team is watching and emulating you. Are your behaviors the ones you want them exhibiting? Are your attitude, work habits, and customer focus what you want them to exhibit? Looking at the attitudes and behaviors of your team is in part like looking in the mirror. If you like what you see, great! If not, look in the mirror more carefully and recognize that the source of your frustration with others’ behavior likely starts with you.
These resolutions remind you that you are not a just business owner or manager thinking about a new customer, profit margin, or monthly P & L — you are also a leader. Remember that these things don’t y require any special skills. They may require a change in mindset and most likely a change in habits. The effort involved is worth it — for you, your team, and ultimately, your results.

One Minute Elevator Speech

If you can't write your idea on the back of my calling card, you don't have a clear idea." --David Belasco, American theatrical producer, director and playwright     This is why we want all our Esperanza stakeholders to learn/memorize our "Elevator Speech" that they can give when others ask about Esperanza.          One Minute Elevator Speech:  Although students from all ethnic and socioeconomic backgrounds are invited to attend Esperanza, Esperanza is a charter school located in WVC that specifically targets the needs of low income Hispanic learners so they and their families can access more opportunity doors.  It is built upon 4 pillars:  1) Invitational Education which is a theory based on the work and research of IAIE (International Alliance of Invitational Education).  The findings are that when everything (people, places, policies, processes, programs) are intentionally inviting for the students we are targeting and lay the foundation for the school, learners will be more academically successful.  For example, we are intentionally making sure all Esperanza staff (people) are bilingual , 2) Quality School which is based on the theory and research finding of the Glasser Institute.  The three prongs of this theory are •Students will understand quality •Coercion will be eliminated •Students will learn to self-evaluate These three prongs will have an influence and impact on the 5 P's of Invitational Education and permeate every aspect of Esperanza. , 3) Best teaching/learning practices based on research focused on Hispanic students or included them in the research including a 90/10 Dual Immersion Model, and 4) the Community Learning School which is based on the "developmental triangle" which calls for a strong instructional program, expanded learning opportunities through enrichment and services designed to remove barriers to students' learning and healthy development, so that they can thrive academically and socially.