What is the future for primary education? has been printed with the support of funding from the National Union of Teachers (NUT) and features contributions from a variety of early childhood campaigners and developmental specialists who are opposed to the new primary school curriculum.
Primary school teacher and co-ordinator of the charter Jess Edwards said, ‘The pamphlet was written in order to explore the impact of the recent Government reforms on the education of young children.’
‘We are concerned that good pedagogical practice and research is being ignored by the current government and that rather than "raising standards", initiatives such as the new primary curriculum will actually damage children's learning because it is over-crowded, based predominately on rote learning and not age appropriate.’
‘We wanted to examine why the changes were so damaging but we also wanted to point to an alternative set of principles that education should be based on.’
The pamphlet follows on from the Charter for Primary Education, created by the group in 2013 to generate debate about primary education. The text of the charter is included in the pamphlet.
The group was set up at the Lambeth Primary Schools Conference in 2012 to discuss the changes to the primary school curriculum, and has since been involved in a variety of conferences and protests against the changes, such as the Too Much Too Soon campaign.
Articles in the pamphlet include:
- ‘The new primary curriculum for England: a disaster for children’s education?’ by Jess Edwards
- ‘Testing, testing: the harm of the testing regime and alternatives’ by Hazel Danson
- ‘Too much too soon: why we need age-appropriate education, not “schoolification”, in early childhood’ by Richard House
- ‘Childhood and education in a competitive consumer culture’ by Sue Palmer
- ‘It doesn’t have to be this way: international perspectives’ by Terry Wrigley
The pamphlet is distributed to teachers, parents, governors and other interested parties via the group’s website http://primarycharter.wordpress.com or can be obtained by emailing email@example.com


Knowledge You Can Take Straight to Class
Careers in elementary education are experiencing healthy growth. Kindergarten and elementary school teacher positions are expected to grow 17 percent through 2020, according to the U.S. Bureau of Labor Statistics. Related to careers in elementary education, instruction coordinator positions are projected to grow 20 percent, according to the BLS. With an MEd in Elementary Education, careers in education can be enhanced and broadened.
The MEd in Elementary Education degree combines theory with hands-on, practical experience in a real classroom.
As you work toward earning your initial teaching licensure or additional endorsement for careers in elementary education, you will explore a wide variety of vital topics, including:
- The use of technology to enhance student learning and achievement.
- Concepts, methods, techniques and material necessary to effectively teach social studies and fine art.
- How to prepare developmentally appropriate learning experiences that promote investigation, problem solving and exploration.
- Effective practices to support the development of reading and language.
- How to apply scientifically based instructional strategies to promote learning.
- Understanding classroom literacy environments that encourage the development of reading, writing, listening and speaking skills.
- An in-depth examination of literary genre and categories found in children's literature.
- An introduction to the issues related to children with disabilities and the educational implications for participation within the regular classroom.
- Concepts of mathematics for grades K-8.
Elementary Education Resources
To learn more about potential Elementary Education jobs and other resources for teachers, check out the following professional development organizations:
Professional Organizations and Associations
National Education Association
The mission of the NEA is to advocate for education professionals and to unite members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world.
National Council for Accreditation of Teacher Education
Through the process of professional accreditation of schools, colleges, and departments of education, NCATE works to make a difference in the quality of teaching, teachers, school specialists and administrators.
National Association of Special Education Teachers
The mission of NASET is to provide support and assistance to professionals who teach children with special needs, as well as promote standards of excellence and innovation in special education research, practice, and policy to foster exceptional teaching for exceptional children.
New Hampshire Department of Education
The NHDOE is committed to helping students, parents, and educators (including teachers, principals, superintendents, and school communities) meet the educational needs of each student.
University Council for Education Administration
The UCEA is a consortium of higher education institutions committed to advancing the preparation and practice of educational leaders for the benefit of schools and children.


Attributed to the Painter of Munich 2660
Terracotta; H. 2 3/4 in. (7 cm)
Rogers Fund, 1917 (17.230.10)
Interior and exterior: schoolboys
The exterior of this red-figure kylix (shallow drinking cup) is decorated with figures of boys at school with their instructors. On one side, two boys approach their instructor, who holds a stick. One of the boys holds a rolled manuscript and the other a writing tablet. Such tablets were made of thin pieces of wood covered with wax and fastened together with cords. Using a pointed stylus, the student would write on the wax. A similar scene decorates the other side of the cup, where a teacher holds out a short branch as a prize to the head of the class, and a second boy waits his turn.
Generally, there were three branches of elementary education in Classical Athens. Boys and, occasionally, girls were trained in the letters (reading, writing, and arithmetic, as well as literature), music (the lyre and the works of the great lyric poets), and gymnastics. Education was not compulsory as it was private and required a fee.


Article abstract: Galileo helped establish the modern scientific method through his use of observation and experimentation. His work in mathematics, physics, and astronomy made him a leading figure of the early scientific revolution.
Galileo Galilei was the first of seven children born to Vincenzo Galilei and Giulia Ammanati. His father was a cloth merchant as well as a noted musician who wrote several treatises on musical theory. The Galileis were a noble Florentine family that over the years had lost much of its wealth. It was for financial reasons that Vincenzo left Florence and moved to Pisa to establish his textile trade.
At the age of ten, Galileo and his family returned to Florence. His early education was directed by his father with the help of a private tutor. He also spent some time at the monastery of Santa Maria di Vallombrosa. The content of Galileo’s elementary education is unknown, but it was probably humanistic in character. His father urged him to pursue university studies which would lead to a lucrative profession.
Following his father’s wish, Galileo enrolled as a student of medicine at the University of Pisa in 1581. He showed little interest in his medical studies; it was mathematics that captured his attention. A year after enrolling at the university, Galileo made his legendary discovery of the isochronal movement of pendulums by observing a chandelier in the Pisa cathedral. He confirmed his theory regarding the equal movement of pendulums by conducting a series of experiments. He continued an independent study of science and mathematics, finally convincing his father to allow him to abandon his medical studies. Galileo withdrew from the University of Pisa in 1586 without receiving a degree, and he returned to his family.
Upon his return to Florence, Galileo studied a wide range of literary and scientific texts. In addition, he delivered a series of popular lectures on the Inferno of Dante’s La divina commedia (c. 1320; The Divine Comedy, 1802) at the Florentine Academy. In 1589, he used the influence of friends to obtain an appointment as a lecturer of mathematics at the University of Pisa. His return to Pisa marked a productive and enjoyable time for the young scholar. He conducted a series of experiments relating to falling bodies and wrote a short manuscript which challenged many traditional and generally accepted teachings about physics. In addition to his scholarly activities, Galileo was known for his quick wit, biting sense of humor, and excellent debating ability. Once again his friends intervened on his behalf to arrange an appointment, in 1592, to a more prestigious chair of mathematics at the University of Padua.
It was at Padua that Galileo began his life’s work, which would bring him both fame and controversy. He quickly established himself as an excellent and popular teacher, both in terms of public lectures and private tutoring. He also wrote a series of short manuscripts on a variety of technical and practical issues. In 1597, he constructed a “military compass” to assist artillery bombardments and army formations.
Although Galileo’s invention of the military compass brought him acclaim and a good source of additional income, it was his work in the study of motion and astronomy that firmly established his reputation as a leading scientist. In 1604, a new star could be seen, and its sudden appearance prompted a fierce debate. According to the dominant theory of the time, Earth was the immovable center of the universe. Based on the work of Aristotle and Ptolemy, most scholars believed that the planets, sun, and stars rotated around a stationary Earth. The universe was thought to reflect a perfect and unchangeable order that had been created by God. The new star raised a problem of how to account for its presence in an already complete and perfectly ordered universe.
The intensity of this debate reflected a larger controversy regarding the work of Nicolaus Copernicus. Copernicus claimed that Earth and the other planets orbited the sun, and the stars were fixed or stationary. The appearance of a new star provided a tangible point of reference to settle a much larger scientific and theological debate on the structure and nature of the universe. It was a debate Galileo wanted to enter. As his correspondence with the astronomer Johannes Kepler indicated, Galileo found Copernicus’ thesis convincing, but he lacked the necessary instrument to test the theory. This problem was remedied in 1609 when on a visit to Venice, Galileo learned about a new “eye-glass by means of which visible objects, though very distant from the eye, were distinctly seen as if nearby.” Based on this limited information, Galileo returned to Padua to design and build his own telescope.
With this new instrument, Galileo turned his gaze toward the sky. He saw that the moon was not a smooth sphere, as previously...
(The entire section is 2055 words.)


The first molecules of water formed out in space, about 14 billion years ago, as part of the nebula left over after an early star exploded in a supernova. There were a lot of hydrogen and oxygen atoms floating around in these nebulae, and when they stuck together that made water molecules. Because hydrogen and oxygen were both very common atoms, they made a lot of water molecules.
Hydrogen and oxygen atoms stuck together because hydrogen atoms were able to share their electrons with oxygen atoms, and oxygen atoms wanted two more electrons than they had. We call this a covalent bond. When two hydrogen atoms shared their electrons with an oxygen atom, it made a molecule that was stronger than any of the atoms were on their own, so most of the oxygen in space is formed into water molecules.
There is still plenty of water all over space and other planets. There's water in nebulae today, and in comets, and on the Moon, and on Mercury, Mars, and Neptune, for instance. But the water in all of these places is frozen into ice. Earth is the only place we know of that has liquid water ( possibly Mars does too).
We don't know how water got to Earth, or whether it was here from the beginning when the planet first formed, but there has been liquid water on Earth for about four billion years. Water's an important part of heating and cooling the Earth, and also water is where the first living cells got started. All plants and animals need water to survive.
To find out more about water, check out these books from Amazon.com or from your library:
Science for Kids home page
Kidipede home page


The Rubin Mandalas, Mindfulness, and Math
Mandalas, Mindfulness, and Math
Mandalas are geometric representations of celestial palaces and play an important role in the art of Himalayan Asia. Join us for a professional development workshop for K-12 teachers that explores mandalas through various lenses and modalities. Through gallery conversations, movement activities, and art-making, we will discover how the mandala's symmetry and balance can integrate math, social studies and arts learning and inspire mindful practice in the classroom.
Professional Development for Teachers
The museum offers dynamic professional development opportunities for K-12 teachers of all levels and subjects. Explore the role of object-based learning in the 21st Century, consider the intersections of museum engagement strategies and classroom teaching, and discover the arts and sacred traditions of Himalayan Asia alongside the Rubin's dedicated team of museum educators.
Programs incorporate unique guided tours, hands-on activities in our state-of-the-art Education Center, and curriculum development sessions to consider strategies for connecting with the museum’s resources, methodologies, and exhibitions.
About Open-Enrollment Workshops
Take the lead in your own professional development! Sign up individually or with a fellow teacher. These workshops engage teachers in inquiry-based museum experiences, allow time for personal engagement with art-making, encourage participants to reflect on their own teaching practice, and help refine transferable skills that can be applied in the classroom.
For more information or to register for the program, please call (212) 620-5000 x 359 or email firstname.lastname@example.org.


The 12th Annual Language Series 2012
Differentiating Learning for Language and Concept Development
William Ayers, Melissa Bernardin, Kelvina Butcher, Nancy Cloud, and Ryan Alexander-Tanner
Please click here for resources from the 2012 Language Series.
at the Language Series
January 21, 2012
The Language of Sequential Art: Comics in the Classroom
Comics is a medium—not a genre—with as yet untapped potential to engage learners in a range of powerful literacy practices across the curriculum. Participants will explore the anatomy and language of comics by creating their own. By illuminating the process of comic art, and facilitating a conversation about a graphic novel, the presenters will model how to read and discuss comics in the classroom and how this is different but similar to reading more traditional texts.
Ryan Alexander-Tanner is a cartoonist and educator who lives in Portland, OR. He specializes in creating comics, teaching kids how to make them, and teaching teachers how to teach them. He co-authored (with William Ayers) and illustrated To Teach: The Journey, in Comics (Teachers College Press, 2010). Ryan’s work can be seen at: www.ohyesverynice.com.
William Ayers, Ed.D., is a Bank Street graduate who has an extensive and committed career in education. He is the formerly Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (UIC). He is also the founder of
both the Small Schools Workshop and the Center for Youth and Society. He has written extensively about social justice, democracy and education, the cultural contexts of schooling, and teaching as an essentially intellectual, ethical, and political enterprise. Please visit http://billayers.org/ for more information.
January 28, 2012
Supporting Language and Literacy Development in Content Area Classrooms
Dr. Cloud will focus on how to select texts (including bilingual and multimedia) for English learners of various proficiency and literacy levels, so each student can find the most appropriate text to engage in a meaningful way. Participants will learn how to analyze content area texts to determine language targets for learners and share activities designed to help students advance their English literacy skills, no matter their starting place.
Nancy Cloud, Ed.D., currently serves as Professor of Education in the Feinstein School of Education and Human Development at Rhode Island College. She coordinates the M.Ed. in TESL and Bilingual Endorsement Programs and teaches graduate courses on second language and literacy development.
To learn more about Dr. Cloud’s Booklist Project, go to: http://www.ritell.org/index.php/en/resources/ booklist-project
February 4, 2012
Exploring Diversity in Our Lives and in Our Classrooms
“...Education needs to enable the student to look through window frames in order to see the reality of others, and into mirrors in order to see her/his own reality reflected.” (Emily Style). By exploring curriculum through the lens of culture, race, class, and gender in the interest of supporting language development, participants will understand how specific activities help children develop greater self-understanding, positive self-esteem, and community responsibility.
Kelvina Butcher, MS.Ed., is the Assistant Director for Teaching and Learning at the First Program Division of the Dalton School in NYC. An educator with over 30 years of teaching experience, Kelvina has taught The Teaching of Reading, Writing and Language Arts and Multicultural Education Through the Arts for Bank Street College. She is affiliated with the National Project Seeking Educational Equity and Diversity (SEED), which provides a forum for educators to discuss issues of gender equity and diversity.
Melissa Bernardin, MS.Ed., is one of the First Program Librarians at The Dalton School and a freelance video editor. Prior to joining the Dalton community, she was the founding librarian at Excellence Boys Charter School of Bedford Stuyvesant. She also served as the Resource Specialist for the New York City region of Teach For America, helping corps members gather materials to enhance their classrooms and lessons. Through all this, her focus is always on incorporating diverse literature and media to foster students’ understanding of the global community.


Ishwar Chandra Vidyasagar
Ishwar Chandra Vidyasagar (26 September 1820 – 29 July 1890), was an Indian Bengali polymath and a key figure of the Bengal Renaissance
Ishwar Chandra VidyasagarIshwar Chandra Vidyasagar is considered as one of the pillars of Bengal renaissance. In other words, he managed to continue the reforms movement that was started by Raja Rammohan Roy. Vidyasagar was a well-known writer, intellectual and above all a staunch follower of humanity. He brought a revolution in the education system of Bengal. In his book, "Barno-Porichoy" (Introduction to the letter), Vidyasagar refined the Bengali language and made it accessible to the common strata of the society. The title 'Vidyasagar' (ocean of knowledge) was given to him due to his vast knowledge in almost all the subjects. Poet Michael Madhusudan Dutta while writing about Ishwar Chandra said: "The genius and wisdom of an ancient sage, the energy of an Englishman and the heart of a Bengali mother".
Life & Education
Ishwar Chandra Bandopadhyaya, was born in Birsingha village of Midnapore district, West Bengal. His father Thakurdas Bandyopadhyay and mother Bhagavati Devi were very religious persons. Their economic condition was not that stable and subsequently the childhood days of Vidyasagar were spent in abject poverty. After the completion of elementary education at the village school, his father took him to Calcutta (Kolkata). It is believed that Ishwar Chandra Vidyasagar learned English numbers by following the mile-stones labels on his way to Calcutta at the age of eight years.
Ishwar Chandra was a brilliant student. His quest for knowledge was so intense that he used to study on street light as it was not possible for him to afford a gas lamp at home. He cleared all the examinations with excellence and in quick succession. He was rewarded with a number of scholarships for his academic performance. To support himself and the family Ishwar Chandra also took a part-time job of teaching at Jorashanko.
In the year 1839, Ishwar Chandra Vidyasagar successfully cleared his Law examination. In 1841, at the age of twenty one years, Ishwar Chandra joined the Fort William College as a head of the Sanskrit department.
After five years, in 1946, Vidyasagar left Fort William College and join the Sanskrit College as 'Assistant Secretary'. In the first year of service, Ishwar Chandra recommended a number of changes to the existing education system. This report resulted into a serious altercation between Ishwar Chandra and College Secretary Rasomoy Dutta. Following this, Vidyasagar resigned from Sanskrit College and rejoined Fort William College but as a head clerk.
Ishwar Chandra Vidyasagar, the great scholar, academician and reformer passed away on 29 July, 1891 at the age of 70 years. After his death Rabindranath Tagore said, "One wonders how God, in the process of producing forty million Bengalis, produced a man!"


National Geographic Learning has launched Reach for Reading, a new, comprehensive K-5 Common Core reading program. This innovative program features multicultural literature paired wit content from National Geographic and real-world accounts from the National Geographic Explorers.
Features of the program:
- Common Core State Standards – The implementation of Common Core Standards requires a shift in teaching practices to engage students. Reach for Reading addresses these necessary shifts by providing more informational text; shared responsibility for literacy across content areas; an emphasis on academic language and vocabulary; increased text complexity; text-dependent questions; and argumentation and text-based evidence.
- National Geographic Content – In addition to the National Geographic informational texts and the extensive research conducted by National Geographic explorers included in this program, students will also have access to exclusive National Geographic videos and a complete digital library with images from National Geographic. These world-renowned features from National Geographic will keep students engaged and interested in the material.
- Content-based Instruction – Each unit within Reach for Reading is based on a science or social studies theme that develops students’ knowledge of the content areas. The reading selections have a balance of National Geographic exclusive informational text and multicultural literature that work together to build a coherent body of knowledge within and across grades.
“We are excited to introduce this innovative new program into the K-5 reading market,” said Vincent Grosso, vice president, National Geographic Learning. “Common Core Standards require that reading instruction contains a balance of literary and informational texts, but recent studies have shown that over 75% of titles used for reading were narrative. With Reach for Reading, we are incorporating content and imagery from National Geographic to help prepare children for the world of informational texts. Students will be reading about animals, places and other topics, while seeing vivid photos and labeled diagrams that correspond with the text, which results in a much more engaging experience. National Geographic’s content and Explorers are world-renowned, and provide an unmatched learning experience.”
“The adoption of the Common Core State Standards raises the bar for reading instruction in elementary schools,” said Nancy Frey, Ph.D., author of Reach for Reading, and Professor at San Diego State University. “The standards have resonated with educators and curriculum developers nationwide, and presented a challenge: How best to staircase literacy learning in order to meet the college- and career-ready goals articulated throughout? Elementary education is the first step on that staircase, and educators need comprehensive curriculum that addresses the shifts in practice that Common Core requires. The Reach for Reading program was explicitly designed with these shifts in mind.
Built into the program is a digital learning path called, myNGconnect, which provides students and teachers with the opportunity to bring content to life. This feature provides students with eEditions of the texts, vocabulary games, a word builder app and a vocabulary notebook, among other features. It also provides instructors with a teacher site that hosts a digital library, lesson planner and interactive whiteboard activities.


Become an Elementary Teacher
Would you like to pursue your dream of becoming an elementary education teacher?
We’d love to walk with you on that journey.
Become a teacher who is able to:
- Think critically. Elementary education graduates are characterized by curiosity and a vibrant, inquiring mind in the continuous quest for discovery.
- Transform practice. Graduates transform practice through deliberate, reflective and intentional action.
- Promote justice. Graduates directly confront oppression, are committed to ethical practice, empathy and compassion, and are deeply caring.
George Fox University’s School of Education is pleased to offer a Bachelor of Science in Elementary Education in two formats.
- Designed for adults who would like to earn an Oregon state teacher license or an Idaho State teacher certificate. Evening and weekend classes are taught at the university's Portland Center and Salem site.
- A four-year undergraduate program offered at our residential Newberg campus.


Subitizing will prepare your child’s mind for all kinds of numeracy skills. Math is more than memorizing facts and procedures. A truly mathematical mind will develop understanding of numbers and the connections between them. Subitize Me will teach children to visualize groupings of objects, knowing their number instantly. This will develop flexibility in their thinking and allow them to advance quickly in establishing number sense. This DVD will introduce them to subitizing in a fun and entertaining way.
In the special features, the viewers can subitize like TT and Bebo, returning to each setting, such as the Arctic or outer space. These exercises are in order from simplest to most difficult. Depending on their present abilities, some children will start with the first Subitizing Exercise, while others will want to start at a more difficult level. The Subitizing Exercises can be done with a whole class or by one or two children at home. By learning to subitize a child is learning:
I need to tell you how much of a difference your movie “Subitize Me!” has made in my school. The children are asking to see it over and over again. I have students coming up to me in the hallway holding up some fingers and saying “Subitize me!” They have gone home and taught their parents. The children are so excited about the concept!
I have seen the movie 70+ times already. Every time, I sit in awe reflecting on how well it was put together and what a great acting job the 2 kids did. Excellent product!
Indian River CSD
Philadelphia, New York


To prepare for this workshop session, you will review the key terms, identify the strategies that you already use, and then read two articles on teaching English language learners.
What Do You Do?
Consider the strengths and needs of English language learners in your classroom. In what ways might their first language skills and culture support the development of background knowledge, vocabulary, comprehension, and writing? Think about how you plan instruction that acknowledges and promotes students' strengths, and addresses their needs.
Now, jot down your answers to these questions and, if you are taking this workshop for credit, save them for your Literacy Practices Portfolio:
- What specific strengths do your students demonstrate in reading and writing? How do you use and support those strengths in your instruction?
- What specific needs do your students demonstrate in reading and writing? How do you address those needs in your instruction?
- What have you done that has been most successful in teaching English language learners?
- What are your goals for improving the literacy development of your English language learners?
- Which of your colleagues teach English language learners? How can you collaborate with these colleagues to develop and discuss effective teaching strategies?
Examine the Literature
Print out two copies of the Examine the Literature Response Chart (PDF). Then read each article listed below, recording your ideas on the chart during and after reading. When you have finished, save your chart to submit as an assignment.
It's a Difference That Changes Us: An Alternative View of the Language and Literacy Learning Needs of Latina/o Students (PDF)
This article explores how teachers can discover the unique linguistic, cultural, and ethnic backgrounds of their English language learners, their literacy strengths and needs, and the ways in which reading and writing are important to them.
Jiménez, R. T. "It's a Difference That Changes Us: An Alternative View of the Language and Literacy Learning Needs of Latina/o Students." The Reading Teacher 54, no. 8 (May 2001): 736-742.
Making Content Instruction Accessible for English Language Learners (PDF)
This article examines the ways in which teachers combine language instruction with subject area material.
Hernandez, A. "Making Content Instruction Accessible for English Language Learners." In English Learners: Reaching the Highest Level of English Literacy, edited by G. G. Garcia, 125-149. Newark, DE: International Reading Association, 2003.
Next > Analyze the Video


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Program Office: Office of Innovation and Improvement (OII)
CFDA Number: 84.165A
Program Type: Discretionary/Competitive Grants
The Magnet Schools Assistance program provides grants to eligible local educational agencies to establish and operate magnet schools that are operated under a court-ordered or federally approved voluntary desegregation plan. These grants assist in the desegregation of public schools by supporting the elimination, reduction, and prevention of minority group isolation in elementary and secondary schools with substantial numbers of minority group students. In order to meet the statutory purposes of the program, projects also must support the development and implementation of magnet schools that assist in the achievement of systemic reforms and provide all students with the opportunity to meet challenging academic content and student academic achievement standards. Projects support the development and design of innovative education methods and practices that promote diversity and increase choices in public education programs. The program supports capacity development–the ability of a school to help all its students meet more challenging standards–through professional development and other activities that will enable the continued operation of the magnet schools at a high performance level after funding ends. Finally, the program supports the implementation of courses of instruction in magnet schools that strengthen students’ knowledge of academic subjects and their grasp of tangible and marketable vocational skills.
The statute defines a magnet school as a public elementary school, public secondary school, public elementary education center, or public secondary education center that offers a special curriculum capable of attracting substantial numbers of students of different racial backgrounds.
TYPES OF PROJECTS
Magnet schools offer a wide range of distinctive education programs. Some emphasize academic subjects such as math, science, technology, language immersion, visual and performing arts, or humanities. Others use specific instructional approaches, such as Montessori methods, or approaches found in international baccalaureate programs or early college programs.
FY2013 Final Regulations
Posted in the Federal Register on November 13, 2012. PDF


"Approaches based on lecturing by teachers, passive reading of textbooks, and "fill-in-the-blank" worksheets keep students from making decisions, from becoming actively involved in their learning, and from learning how to think and communicate effectively." Bob Peterson
We are at risk of losing what is important about education. With new mandates and accountability, there is a risk that some of those student-centered experiences may disappear. Some state education departments are making things pretty hard these days but we are bigger and better than the state. We need to step back and take a breath and focus on what is really important. We entered this profession for bigger reasons than state education departments.
When I was a new teacher in Poughkeepsie, NY, I taught in a city school in a suburban district. I understand that sounds odd but it was a big district that sprawled through many different areas in the Town and City of Poughkeepsie. I grew up in the foothills of the Adirondacks and knew very little about city schools. Although I had little experience in that setting, I wanted to find the best ways to meet the needs of diverse learners.
About a month into the teaching experience, I came across Rethinking Schools. For a struggling learner who lost his father at a young age, Rethinking Schools spoke in a language that I could understand. They focused on issues that my students were facing and inspired me with their stance on social justice issues. I not only found my passion in the classroom, they provoked me to think differently outside of school as well. They literally made me rethink the school experience that I wanted for my students.
Rethinking Elementary Education
"One of the most challenging tasks in any elementary classroom is to build a community where students respect one another and value learning. Too often, children use put-downs to communicate, resolve conflicts violently, and have negative attitudes toward school and learning. These problems are often based in society. How can one tell students not to use put-downs, for example, when that is the predominant style of comedy on prime-time television?" Bob Peterson
Recently, I began reading Rethinking Elementary Education (2012) which is a collection of stories to celebrate the 25th anniversary of Rethinking Schools. The collection which is edited by all the members of Rethinking Schools begins with an article by Bob Peterson which focuses on classroom discipline. Bob writes that school is meant to be a community of learners.
Too often the things we do in education are top-down. When Bob and the other educators write, it brings those of us no longer in the classroom to a sacred time when the world seemed to stop and the only thing that mattered was what took place in the classroom. When discussions with elementary school children were some of the greatest conversations we had all day. Children have a way of breaking through the pleasantries of adults and they look at things differently, and those are the moments that can help change the way adults think.
If you read Rethinking Elementary Education, keep in mind that Rethinking Schools is known and respected for their stance on social justice issues. There are stories about gay families, non-gender based education, helping students deal with anger and teaching children to speak up when they disagree. Cowhey (2012) writes, "When it comes to issues of family diversity, teacher self-censorship remains the status quo in many schools. Often this is based on the fear of raising potentially controversial topics." Cowhey goes on to say, "Do not presume that students live in traditional families with both married heterosexual birth parents. (Teachers should) Name a wide variety of configurations possible in the diversity of human families."
In addition to stories about sexually diverse families, there are also stories about the relationship between teachers and principals and also about culture and ethnicity. They write about the topics that too many people try to avoid.
In the End
Education is very exciting. Every year there are new children and parents who enter the system and they want the best education possible. There are teachers new to the profession who only hear about high stakes testing, mandates and accountability. Books like Rethinking Elementary Education remind us of why some of us entered education, and it was to provide children with a better education than we may have received.
As a student who felt like the world didn't understand what it was like to have a father pass away, I secretly wished my teachers read stories that had plots that mirrored what I lived at home. Unfortunately, there were not many stories out there and there were even less teachers who would discuss the topics in the first place. Thankfully, Rethinking Schools was created 25 years ago by a group of very progressive educators and we, along with our students, are the better for it.
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Book Edited by Prof. Jack Balkin Reconsiders--and Rewrites--Historic Brown Decision
Jack Balkin, Knight Professor of Constitutional Law and the First Amendment at YLS, assembled a group of nine prominent constitutional scholars to do just this in reappraising "Brown v. Board of Education." But, according to Balkin, the conceit is a way of understanding what Brown, "this honored artifact," means for us today--not just a game.
The result is a book titled "What Brown v. Board of Education Should Have Said," published by New York University Press this year. The book features a mock Supreme Court of Bruce Ackerman, Derrick A. Bell, Drew S. Days III, John Hart Ely, Catherine A. MacKinnon, Michael W. McConnell, Frank I. Michelman, and Cass R. Sunstein--in addition to Chief Justice Balkin.
The "justices" ruled by a margin of eight to one (the original decision had been unanimous) that segregation of elementary education by the doctrine of "separate but equal" was unconstitutional. However, each contributor found very different reasoning to support his or her decision.
According to Balkin, the scholars' divergent opinions reflect the fact that "everyone loves Brown, but everyone has different beliefs about what it means." And these different interpretations can lead partisans on opposite sides of an issue to claim Brown as the foundation of their beliefs.
The question of affirmative action is one contemporary field of dispute. Opponents of affirmative action can claim that--in the spirit of Brown--they want to prohibit the government from making any distinctions based on racial categories. Proponents would counter that they advance the spirit of Brown by fighting against the historical subordination of one race to another.
The rewritten decisions in the book alternately stress anticlassification or antisubordination approaches to ending segregation. One concurring mock-justice, Michael McConnell, stresses that "The question in every case is whether the state has classified or segregated pupils according to race." Meanwhile, Balkin writes, "Our Constitution forbids the creation or perpetuation of a socially subordinate group through law." While both approaches have the same result in overturning segregation, in the hypothetical future (from a 1954 perspective) they will have very different implications for the constitutionality of affirmative action programs.
Balkin argues that a reevaluation of Brown is especially relevant now. Not only is the fiftieth anniversary of the decision approaching, but much of what the case originally stood for has been reversed in recent years. The desegregation that the decision began has in many places retreated due to later limitations. The active role that the Supreme Court asserted for itself in Brown has been adopted by a conservative Court to impose some of those limitations. Indeed, Balkin argues that the view of the Supreme Court as a heroic institution that flourished after the Brown decision is what gives the current activist Court some of its authority.
In looking back at this historic decision, Balkin writes, "the point is to rethink the meaning of America's constitutional commitment to equality in our own time."
Professor Jack Balkin's Homepage


view a plan
This is a soccer dribbling exercise and quiz
P.E. & Health
Title – Soccer: Dribbling
By – Chris Ward
Primary Subject – Health / Physical Education
Grade Level – 7th
# of Students – 27
National Standards: 2,5,6
NJ Core Curriculum Standard: 2.5 Motor Skill Development
I. Performance Objectives (cognitive is the primary objective)
- A. Cognitive- At the end the lesson on dribbling, the students should be able to indicate the correct way to dribble a soccer ball by answering questions on a quiz with a score of 70% or better.
- B. Psychomotor- At the end the lesson on dribbling, the students should be able to successfully demonstrate the proper way to dribble a soccer ball while being evaluated by the instructor who will use a checklist.
II. Material and Equipment
- A. Lesson Plan
- B. Whistle, 26 soccer balls 15 cones
III. Procedures (classes 42 minutes)
- A. Dress (a,b,c=M&I;=10)
- B. Attendance
- C. Warm-Ups-one lap around track/stretches in circle
- D. New Skill (A=27)
- 1. Dribbling
- 2. Describe/Demo
- a. Push the ball with the inside of foot
- b. Keep the ball within arm’s length of body
- c. Keep your head up
- A. 3 Man Weave
- B. Foot skills (juggling)
- A. Dribble Braveheart
E. Closure (M&I;=5)
- 1. Reinforce cues through Q&A;
- 2. Preview next class
- 3. Put equipment away and dress
Soccer Dribbling Quiz (Cognitive)
Name: ___________________________ Date: ____________
1. Name a reason why dribbling in soccer is important?
2. When you are dribbling a soccer ball, what part of your foot should you use?
3. How far away from your body should the ball be when you are dribbling?
4. In what position should you have your head when you are dribbling?
5. Name your favorite or least favorite drill/game we played today?
E-Mail Chris Ward !


Please join us to hear a multitude of perspectives—from business leaders, teachers, administrators and education stakeholders—on how the business community can engage in and support the implementation of CCSS.
Building Bridges for Student Success
Story posted Jaunary, 2008
• More than 90% of parents whose children attend this program report that their children do better in school and learn new things because of the program
Students in Genesee County, Michigan have no excuse to be "home alone" after school. A countywide afterschool initiative called Bridges to the Future enrolls more than 17,000 youngsters in safe, organized activities that are designed to support in-school learning - with a healthy emphasis on kid-centered fun.
Genesee County, home to the city of Flint, has seen its share of tough times in recent years, due to a declining economy, increasing poverty, and rising levels of violence and crime. Bridges to the Future is providing the county's students with the attention and the caring they need to rise above these trends and see the way to success.
"Bridges to the Future is a testament to our community's ability to work together and provide enriching and quality afterschool programming for the very students and families who have been impacted most by the declining economy," said Ron Butler, United Way of Genesee County executive director, in an article by Michigan's Center for Educational Networking.
Bridges to the Future is available at no cost to all students in Genesee County schools, from kindergarten through ninth grade. The program is an innovative partnership between United Way of Genesee County, the Genesee Intermediate School District, and the county's 21 public school districts. Other community partners include Big Brothers Big Sisters, Flint's Longway Planetarium and many more. Funding for the program comes from a range of private, foundation and government dollars.
Using an "adaptive youth development model," the afterschool program reinforces the fundamentals learned during the school day by providing fun and creative learning opportunities.
Among the keys to the success of Bridges to the Future: a determination to tailor learning opportunities to the interests of students. (Bridges students made sushi during a recent "Taste of the World" study program at Anderson Elementary in Flint.) Students can choose from more than 250 activities in areas from literacy development to music, community service, fitness and more. And, a Youth Advisory Council (YAC) at each Bridges to the Future site ensures that student input helps guide the program's design and offerings.
According to a recent third-party evaluation, more than 90 percent of parents whose children attend Bridges to the Future report that their children do better in school and learn new things as a result of the program. Bridges to the Future has received a number of accolades and awards; it was named the nation's most outstanding afterschool program by the National Community Education Association in 2003.
Further details about this story can be found in our sources:
Alex Nikoloff, for Michigan Department of Education Leading Change, "Genesee County Offers Bridges to the Future", Fall 2004
For additional information, please contact:
Director of Health, Safety and Nutrition Services
Genesee Intermediate School District
Phone - (810)591-4447
Fax - (810)591-4940
Email - email@example.com
Photo courtesy of the Bridges to the Future
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!


The effect of print-rich classroom environments on early literacy growth
- Early literacy assessment-Thoughtful, sensible, and good. Roskos, Kathleen // Reading Teacher;Sep2004, Vol. 58 Issue 1, p91
Discusses about early literacy assessment. Importance of early literacy assessment; Issue surrounding early literacy assessment; Description of an early literacy assessment system.
- A Running Start. Arnold, Renea; Colburn, Nell // School Library Journal;Jan2012, Vol. 58 Issue 1, p16
In this article the authors, librarians at Multnomah County Library near Portland, Oregon, discuss the second edition of the Every Child Ready to Read @your library (ECRR) literacy education program and curriculum. According to the authors, the ECRR program is designed for librarians to provide...
- One Book, Every Young Child: Pennsylvania Literacy Initiative Enters Third Year. Pannebaker, Susan // Children & Libraries: The Journal of the Association for Library;Summer2008, Vol. 6 Issue 2, p36
The article profiles the One Book, Every Young Child program in Pennsylvania. It notes that the emergent literacy program is in its third year and that it seeks to increase early literacy awareness among parents, to reach at-risk children, and to provide increased opportunities for collaboration...
- Myth Busters. Arnold, Renea; Colburn, Nell // School Library Journal;Mar2010, Vol. 56 Issue 3, p20
The article focuses on misconceptions held by many parents concerning early literacy and reading to children. Reading books from beginning to end, spending 20 minutes a day reading with a child, and the abilities of babies, toddlers, and young children to sit still and follow a story are...
- Seeds of Empathy, Learning to Relate and Learning to Read. Gordon, Mary; Letchford, Donna // Canadian Children;Fall2008, Vol. 33 Issue 2, p4
The article focuses on Seeds of Empathy (SOE), a program in Western Canada designed for child care settings to foster social and emotional competence and early literacy skills in children. The Seed of Empathy curriculum involves reading of books with small groups of children. It notes that...
- The Style of Reading and Reading in Style. Zeece, Pauline // Early Childhood Education Journal;Aug2007, Vol. 35 Issue 1, p41
Adult read aloud book activities, including literature selections, have significant impact on childrenï¿½s language learning opportunities. The style in which books are orally shared with children is also important. Detailed examination of adult-child book reading conversations has...
- Assessing Book Knowledge Through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers. Lee, Boh // Early Childhood Education Journal;Oct2011, Vol. 39 Issue 4, p285
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by...
- Connecting Young Adults and Libraries: Creating Raving Fans into the 21st Century. Jones, Patrick // Orana;Mar2000, Vol. 36 Issue 1, p24
Stresses the importance of reading to the success of children in life. Factors that make a reader; Benefits that children get when libraries are connected to the Internet; Developmental assets of young people; Ways by which libraries can help enhance the developmental assets of the youth.
- Reading for Joy. // Educational Leadership;Mar2012, Vol. 69 Issue 6, p8
The article reports that the research group People for Education has found that the percentage of children who enjoy reading in Ontario is declining.


The Star Attraction at the Galleria dell’Accademia is Michelangelo’s David:
For most visitors to Florence, the star attraction of the Galleria dell’Accademia is Michelangelo’s David, a representation of the Biblical hero who took on Goliath and killed the fearsome giant with his sling. The Galleria dell’Accademia is a part of the Accademia di Belle Arti Firenze, or Academy of Fine Art of Florence, whose history can be traced back to the first drawing school to be established in Europe under the Medici patronage.
Accademia di Belle Arti Firenze
Florence has a long artistic history and the earliest professional organization of art can be traced back to medieval times when artists and sculptors belonged to guilds. In 1562, under the patronage of Cosimo I de’Medici, the Accademia delle Arti del Disegno (Academy of the Arts of Drawing) was established. This was the first academy of drawing in Europe and its members included the most eminent artists and art academics of the time. Amongst its tasks were the protection of the cultural heritage of Tuscany as well as the teaching of the arts and sciences.
In 1784 Pietro Leopoldo, the Grand Duke of Tuscany, decreed that all the art schools in Florence should be combined under one roof and he created the Accademia di Belle Arti to provide art education and free public art. To assist in the teaching, an art gallery was set up within the Accademia which included a collection statues and original plaster casts such as Giambologna’s Rape of the Sabine Women. Today, some 1,200 students from all over the world study at the Accademia di Belle Arti, whose tutors include eminent art professors from all over the world.
Galleria dell’AccademiaAlthough the Accademia di Belle Arti is a distinguished art academy, for most visitors, it is the many art galleries that attract attention. There is an extensive painting collection, with mostly religious paintings ranging from the 13th through the 16th centuries. Not least are the 24 panels by Taddeo Gaddi depicting scenes from the life of Jesus. The Gallery also offers works by Uccello, Ghirlandaio, del Sarto and Botticelli. The Cassone Adimari, painted in the 1440s by Lo Scheggia, continues to attract a wide audience. Many of the paintings were collected for the specific purpose of providing the students with old masters to emulate and there are several here that serve that purpose well.
But, unquestionably, the works on display that attract the largest crowds are the busts and sculptures, and in particular Michelangelo’s David. Off the end of the left wing is a 19th century hall with one wall that is lined with plaster casts, busts and sculpture, which provide students with many examples to follow. Along the main hallway are several unfinished works of the great master, Michelangelo. The Four Prisoners (or Slaves) provide a glimpse into the working technique of one of the greatest artists in history.
At the end, on a specially constructed platform called the tribune, stands the main attraction: Michelangelo’s David. The sculpture was moved from the Piazza del Signoria in 1873 to preserve it after four centuries in the sun and air. Unfortunately, being indoors didn’t protect David from damage. In 1991, a deranged man attacked David with a hammer and managed to damage several toes before being stopped. That’s why David now stands behind a Plexiglas barrier. But as the 5.17 metre high sculpture is set atop a high pedestal, the more than life-sized statue with all its muscles and veins can be viewed easily as you jostle your way through the crowd.
Michelangelo was not yet 30 years old when he finished the sculpture in 1504 and it is easily the most famous piece of sculpture in the world. We’ve visited the Galleria dell’Accademia a few times over the past years and never tire of admiring this masterpiece. Unfortunately, photography is not allowed these days but we have some old photos from previous visits. We didn’t get a plausible reason from our tour guide as to why photography is now not permitted.
If you’re visiting the Accademia on your own and during the peak summer season, consider booking your Accademia Florence ticket in advance as the ticket queue is usually quite long.
Via Ricasoli 60,


Teaching With Technology:Tech Makes Science Sizzle
- Grades: Early Childhood, PreK–K, 1–2
TOUCHING, TASTING, OBSERVING, listening, sorting, classifying-- these are the cornerstones of a good science curriculum for young children. So how can technology help? Here are some ideas, from low- to high-tech, to use in your own program:
Guess That Sound
Take your classroom tape recorder on a walk around the school and record various sounds. Ask the children for ideas as to what to record (make sure to incorporate their ideas). The next day, sharpen their auditory skills by listening to the tape and asking what they think they hear. TIP: Many shorter "sound bites" work better; followed by a verbal "answer" to confirm the guess. Put the tape in the listening center to extend the activity.
Learning Goes Digital!
"The best form of technology for the early childhood classroom we have used is the digital camera. I think when it comes to science, the digital camera could be extremely useful," says Susan Griebling of Hamilton County Head Start. "We document nature walks to revisit them and discuss the trips with the children. We use photos of objects to predict sink-and-float properties and develop graphs with those pictures. We photograph the growth of the bean plant daily so children can observe, remember and discuss changes." Griebling recommends the book Picture This: Digital and Instant Photography Activities for Early Childhood Learning by Susan Entz and Sheri Lyn Galarza (Corwin, 1999; $32.95).
Yvonne Bowman of Computertots uses technology to bring nature indoors with an Intel QX3 Computer Microscope. "We take the students on a nature walk to collect items of interest to them. We then hook up the QX3 Intel Microscope to a computer and begin examining the bugs, leaves, and branches at the different magnifications." [Note that Intel has taken this item off the market; however, you can still find them for sale at prices ranging from $40 to $100. This activity also works just fine with an "old fashioned" magnifying glass, however] Bowman goes on to report, "The kids are fascinated by what they can see. We even had a few of the children collect a milk weed leaf that, when put under the microscope, showed little white bugs that were so small we couldn't see more than a white spec with the naked eye. They get this wonderful 'I figured it out!' look in their eyes as they really begin to understand both the science of nature and the science of magnification."
Search the Web
The Internet is the best answer to a child's question. When I was teaching, one of the children found a mysterious, beautiful, and very dead moth on the playground. We had no idea what kind of butterfly she had found, and had to wait until I could make it to the library (which I never did get to). Today, it is easy to visit any search engine and type in "butterfly" quickly and easily find out what kind of butterfly you have. The best search sites? Ask Jeeves for Kids (www.ajkids.com) or Yahooligans (www.yahooligans.com). You can also use a more powerful search engine such as Google (www.google.com), but make sure the parental filter is active, just in case.


Historical Context of ALS
As always, it is best to trace the source of an educational system such as the ALS to the basic and fundamental law of the land. The Philippine Constitution provides for free and compulsory elementary education and free secondary education through the Department of Education (DepEd). This means that all Filipinos have a constitutional right to basic education, and the DepEd is mandated to provide this service to all Filipinos.
In the 80’s, the global community launched a campaign called Education for All (EFA) that aimed to eradicate illiteracy and promote functional literacy for all people of the world. Our nation was a signatory to this and as such, committed to providing education for all Filipinos
ALTERNATIVE LEARNING SYSTEM → is a parallel learning system that provides a viable alternative to the existing formal education. It encompasses both the non formal and informal sources of knowledge and skills. In summary, we say:
Basic Education = early childhood education (kindergarten) and elementary education (Grades 1-6) and secondary education (1st-4th year) and ALS (for out- -of- school age children, youth adults and those with special needs).
Alternative Learning System = Non Formal Education (NFE) and Informal Education (IEd)
A. EXECUTIVE ORDER NO. 356: RENAMING THE BEREAU OF NON FORMAL EDUCATION (BNFE) THE BEREAU OF ALTERNATIVE LEARNING SYSTEM (BALS)
On September 13, 2004, the office of the President of the Republic of the Philippines renamed the DepEd’s Bureau of Non Formal Education the Bureau of Alternative Learning System (BALS) through this Executive Order signed by Her Excellency, President Gloria Macapagal-Arroyo. The order directs BALS to provide a systematic and flexible approach to reach all types of learners outside the school system.
THIS MEANS THAT by the virtue of this Executive Order, the BALS has given the authority to guide the...


Research and PublicationsNOTE: Projects, initiatives, and publications that have become dated will be removed from this page. They will be archived here.
Alberta Education conducts research into emerging technologies and best practices in classroom technology use. Its research findings are shared within the department and with school authorities, allowing for better decisions to be made on technology implementation and teaching practices.
Currently School Technology Branch is working on a Baseline Technology Assessment for all public, separate, Francophone and charter school authorities.
Past research projects that Alberta Education was involved in include:
- Promising Practices in Rural Elementary Education: Alberta Education worked with researchers and four school authorities to examine promising practices in rural schools, focusing on such topics as integration of technology to expand opportunities; inclusion of diverse learners; student, parent and community engagement; and instructional, professional and leadership practices.
Alberta Education publishes a wide range of technology-related publications for jurisdiction technologists, school administrators, educators and parents. The most recent publications are listed first.
This is a monthly e-mail newsletter for education stakeholders produced by Alberta Education's School Technology Branch (STB). It is available for anyone interested in the use of technology in schools. Click here to view the current Tech.News edition.
Technology Briefings for School Authority Senior Leadership
Alberta Education, in consultation with the College of Alberta School Superintendents (CASS), is developing a series of Technology Briefings to help school authority leadership become familiar with emerging technology trends. To date, the following technology briefings have been released:
Digital Citizenship Policy Development Guide (August 2012)
This guide is intended to help school authorities develop their own unique digital citizenship policy, based on the needs of their students and schools. The guide follows the framework set out by the International Society for Technology in Education (ISTE), that advocates educating students about appropriate online behaviour.
The online Digital Citizenship Needs Assessment Tool is also available here.
Bring Your Own Device: A Guide for Schools (June 2012)
A province-wide community of practice developed this guide which examines the use of Bring Your Own Device (BYOD) models in schools. It looks at the potential opportunities and benefits, as well as the considerations, risks and implications that arise when schools allow students and staff to use personally owned devices.
iPads: What are we learning? (March 2012) )
In Fall 2011, Alberta Education hosted the one-day iPads – What are we learning? event for school authorities exploring the use of iPads in schools. This report summarizes the findings of the day and how Alberta schools are using iPads for learning.
Technology and High School Success (THSS) Final Report (2012)
This document details the research results following the implementation of this initiative. The goal of the project was to examine the use of technology to improve student engagement and success in high school.
Wireless Local Area Network (WLAN) Best Practices Guide (2011)
This guide is for IT directors and network personnel who are responsible for deploying and managing wireless related infrastructure and supporting laptops and mobile devices in the classroom. It is focused on WLANs and associated wireless technology. All levels of IT staff at both the district and local school level can benefit from information included in this guide. The guide has been updated to reflect technological updates in wireless networks.
Wireless Networks and Safety (October 2010)
This information was prepared in October 2010 to help school authorities develop their own policies on wireless network saftety.
Emerge One-to-One Laptop Learning Final Report (2010)
The final report, following the third year of implementation, contains findings and recommendations by the researchers.


Licensed Vocational Nurse: Occupational Outlook & Education Requirements
Learn about the education and preparation needed to become a licensed vocational nurse (LVN). Get a quick view of the requirements as well as details about training, job duties and licensing to find out if this is the career for you.
Licensed vocational nurses (LVNs), sometimes known as licensed practical nurses (LPNs), care for ill, injured or disabled people in nursing homes, hospitals, clinics, group homes and private homes. Overall, the career outlook is bright, and educational requirements to enter the career are minimal, with completion of a training program in vocational nursing and a licensing exam acting as the minimum requirements in most states.
|Required Education||Completion of a training program, often leading to a certificate or a diploma in practical or vocational nursing; associate degrees are also available|
|Licensing||Nurses must pass the National Council Licensing Examination for Practical Nurses (NCLEX-PN) in all states to earn licensing|
|Projected Job Growth (2012-2022)||25% for licensed practical nurses and licensed vocational nurses*|
|Median Salary (2013)||$41,920 for licensed practical nurses and licensed vocational nurses*|
Sources: *U.S. Bureau of Labor Statistics
Educational Requirements to Become a Licensed Vocational Nurse
All U.S. territories and states require LVNs to complete state-approved practical nursing programs and then pass licensing examinations. Such programs, often available through vocational or community colleges, typically last about one year. They include classroom study of nursing concepts and patient care-related subjects, such as:
- Administration of drugs
- First aid
Students also conduct supervised patient care. A high school diploma or equivalent is usually required to enter a nursing program, although some programs take candidates without a diploma, according to the U.S. Bureau of Labor Statistics (BLS).
Associate Degree in Nursing
Many LVNs choose to enter programs that offer associate degrees in nursing (ADN). LVNs who wish to further their careers may seek out this option. ADN programs include an additional year of study, but offer LVNs greater flexibility for career and educational advancement in the future. Common courses include:
- Health assessment
- Human development
- Medical-surgical nursing
- Psychiatric nursing
In order to become an LVN, a candidate must successfully complete the National Council Licensing Examination for Practical Nurses (NCLEX-PN). Obtaining a license is a requirement to legally gain employment as an LVN. This computer-based test is used to assess the competency of nurses regarding healthcare procedures and concepts.
Occupational Outlook for Licensed Vocational Nurses
The U.S. Bureau of Labor Statistics (BLS) stated that employment of LPNs and LVNs was expected to increase 25% from 2012-2022, which was faster than average (www.bls.gov). Much of this increase may be in response to the overall growth of healthcare services and the long-term care needs of an aging population. Because technological advancements in the industry allow many procedures to be performed outside of hospitals, LVNs should see strong opportunities in outpatient facilities and physicians' offices as well. In May 2013, the median earnings of LPNs and LVNs were $41,920 per year, with the top ten percent earning $58,020 or more annually.
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Before anchors are raised on the kind of post this was
, the kind many folks disagree with, I set sail with this in the hold:
- NCLB says test kids, report what happens, and if you blow, feel the pressure to pick it up. If that makes educators stressed or sad, that level of stress is nothing compared to the stress of being a young person without the skills to be successful.
- The pass-rate is incredibly low, and it's absurd for us not to meet them, and absurd to complain.
- NCLB does not dictate how students are taught, what they are taught, what happens on a Wednesday at 10:36, and if schools and districts make poor choices in their response to the legislation, we ought to critique those poor decisions, and not the context in which they are made, especially given the nature of that context (see 1. and 2. above).
- Basic skills are not basic. They are fundamental, foundational, and critical. In their absence, almost all other leanings are undervalued and under-realized.
- Instruction in basic skills is not necessarily mind-numbing and awful. This manner of instruction, in these settings, undoubtedly exists, and it is the reason so many fail so mightily to acquire these skills.
- There is a difference between using the arts in instruction, and providing instruction in the arts. The former is right on; the latter can be right on, but I'm always reminded of a line from the West Wing: "If the government were in charge of science, we'd have the best iron lung, but no polio vaccine."
- If we acknowledge that there are twin problems in education, one being a so-called "narrowing" of opportunity for high achieving kids, and the other being an inability to provide huge numbers of primarily Black and Latino skills essential, foundational skills, I'm always going to advocate for our efforts to be directed toward solving the problem of how we get more kids learning at a level commensurate to their abilities and the requirements of future life. Always. I'm not denying the existence of the former problem, or that it is a problem, but that it's incumbent on us to fix problems of survival -- and yo, it's diplomas or jail in our cities -- before problems of enrichment.


State Hermitage Museum is a museum of art in Saint Petersburg, Russia. The Hermitage is the largest public museum in Russia and home to one of the greatest art collections in the world. Russian empress Catherine the Great founded the Hermitage in 1764 as a museum for the royal court. The holdings originally consisted of Western European works of art that she purchased from private collections. These were housed in a private gallery called the Small Hermitage that was connected to the Winter Palace, the vast, ornate winter home of the Russian tsars. The tsars who succeeded Catherine substantially increased the collections, which expanded into the Old Hermitage, another private gallery adjoining the Winter Palace. The buildings comprising the Hermitage were rebuilt after a fire in the Winter Palace in 1837. The museum opened to the public in 1852 and became public property known as the State Hermitage Museum in 1917, following the Russian Revolution.
The collections are now housed in five magnificent interconnected buildings, including the Winter Palace. The lavish exteriors and interiors of these buildings are of architectural and historical importance in themselves. They provide a rich setting for collections that cover virtually every aspect of the fine arts, from classical antiquity to 20th-century painting. The collection also includes examples of Russian art, artifacts from non-Western cultures, Oriental art, coins, and jewelry.
The Hermitage`s collection of Western European art is particularly strong in Italian, Spanish, Flemish, and Dutch paintings and includes major works by Leonardo da Vinci, Raphael, Giorgione, Caravaggio, Diego Velazquez, El Greco, Rembrandt, and Pieter Paul Rubens. The Schukin and Morozov Collections of impressionist, postimpressionist, and modern paintings contain many of the finest works by Henri Matisse, as well as major paintings by Vincent van Gogh, Paul Cezanne, Paul Gauguin, Henri Rousseau, and Pablo Picasso.
Pieter Paul Rubens, Henri Matisse, Hubert Robert, Pablo Picasso, Maurice Denis, Joseph Stevens, Paul Gauguin, Albert Marquet, William Allan, Francisco Goya, Charles White, Simon Saint Jean, Thomas Lawrence, Claude Monet, Gerard Dou, Simon de Vos, Jan Both, Edgar Degas, El Greco, Paul Cezanne, Georges Michel, George Dawe, Nathaniel Dance, Anthony van Dyck, Hans Thoma, Leonardo da Vinci, Vincent van Gogh, Alfred Stevens, Thomas Couture, William Hastie, Paulus Potter, Frans Snyders, Francois Boucher, Marguerite Gerard, Jan Miel
Art History Resource On The Web by Dr. Christopher Witcombe|
Art Education Links - Princeton Online
(use contact form if you want to add your own reprocial link)


Rationale: Children with a good foundation of phonemic awareness need explicit and systematic phonics instruction in order to be able to read. Beginning readers need to know that words are made of sounds. They also need to know the correspondences between written letters and their phonemes. Because all words contain vowels, it is usually best to begin teaching vowels. Short vowels are the easiest to teach because they are most commonly found in words with only one vowel. This lesson will focus on e = /e/. Students will review the short e sound, and then they will move on to learn that the letter e, when by itself says /e/. Then the students will practice spelling and reading words with the /e/ sound.
Class set of Elkonin boxes
Class set of letter manipulatives
Overhead Elkonin boxes and letter manipulatives (e, d, s, t, b, n, h, l, f, r)
Class set of A New Bed by Joy Cowley
Sentence strip with tongue twister
1. Introduce the lesson: "Today we are going to be learning about the short vowel E and the sound that it makes. Every time you see an /e/ in a word, you will make the sound like your opening a creaky door. I want everyone to open a door, ready, eeeehhhhh, Good! We need to know about this sound because we use it to write different words and read lots of books."
2. Introduce the tongue twister to the students. Hold up the sentence strip: "Ok, now lets say the tongue twister together: Ester brought excellent eggs to Edwin.Good!"
3. Using the overhead and the letter manipulatives, ask the students to name words with that sound in them and model the way to sound out the sounds in the words to the class. "Who can give me a word with our creaking door sound in it? Good, bed. Now, if I was going to spell that word, I would listen to the sounds, /b/, /eeeee/ (there’s our sound), and /d/." Practice more words using the Elkonin boxes.
4. "Now I want all of you to get out your boxes and letters and we are all going to practice a few words." Have the students leave their letters on their boards until the spelling has been checked. Start with three phoneme words, then move to four and five phonemes.
5. "Now I am going to spell back a few words to you. If you know what word I’m spelling, raise your hand and I’ll call on you." Without using the boxes, spell out some of the words to assess their ability.
6. Using the book, A New Bed, get into small groups with children and have the students read the book aloud.
7. For an assessment, have a picture sheet made out with lots of different pictures using different sounds and have the students circle the pictures with the /e/ sound in their name.
Eldredge, J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms. New
Murray, Bruce and Lesniak, T. (1999). The Letterbox Lesson: A Hands-on
Approach to Teaching Decoding. The
Cowley, Joy. A New Bed. (1997) Sunshine Readers.
Anna Ludlum : "E-e-e-egg-s in Be-e-e-ed?"
Click here to return to Guidelines


“We applaud President Obama’s leadership in declaring that early childhood education should be open to all students. Expanding and improving early childhood education is a critical effort for enhancing educational opportunities for all of our students but especially the most vulnerable children in our society,” according to International Reading Association (IRA) President Carrice Cummins. She continued, young children clearly benefit from expanding their vocabularies, their knowledge of words, understanding of sounds and other literacy related experiences. However, she stressed that effective early childhood learning is not simply about learning a few skills; it is linking those skills to developing an understanding of how they can be used and how they make meaning.
The key to expanding and improving early childhood education will be in making sure that the program has the tools to be successful. These tools will include teachers who have a strong background in literacy and child development. To ensure that we have the teachers we need we recommend that the Congress work with the states to support the number of early childhood teacher education programs for teachers in four-year institutions and for paraprofessionals in community colleges and that these programs have early literacy teacher education components. In addition, we suggest that the U.S. Department of Education and the National Institute for Child Health and Human Development increase their attention to early childhood learning and instruction.
“Improving early childhood education will result in long-term and significant improvements in how a child functions in elementary school; we should not lose this opportunity to make this difference,” Cummins concluded. IRA will be offering new resources to expand what teachers know about teaching in early childhood programs with books, webinars, and conference sessions that will emphasize what we know works and makes a difference in the lives of our youngest learners.
Richard Long is the director of government relations at the International Reading Association.


Ages of students: 6-8 year olds
Course length: 2 years
Class schedule: One class per week
Private Lessons: Optional
Musicianship is taught through the use of a keyboard. students will be involved in the following activities:
Singing Ear training Repertoire (keyboard pieces) Ensemble playing (group performance) Keyboard harmony Arranging Keyboard technique Sight singing Sight playing Theory
Music is Child's Play
The Young Musicians Course is founded on the belief that every student loves music. During the two-year program, students participate in activities that teach basic musical skills and encourage independence, creativity and self-expression. The course appeals to the imagination of a young mind and becomes an integral part of your child's growth.
Yamaha Teachers are Dedicated
They are also eager to work with young students and parents. Committed to providing happy, rewarding first musical experiences, these college-trained musicians and educators have passed demanding tests in musicianship while completing rigorous training prior to certification by the Yamaha Music Education System.
Upon Completion of the Course
Once your student has completed the Young Musicians Course, he or she will take part in a "Fundamental Skills Survey" to confirm his or her musical achievement. Teachers refer to Survey results to correctly place students in advanced courses of study such as the Junior Extension Course and Junior Special Advanced Course. As the students develop more advanced musical skills, they are also encouraged to express themselves by performing and composing their own music through programs like Junior Original Concert.
An International Music Education System
When you enroll your student in the Young Musicians Course, you are assured of an excellent first course of musical study. Yamaha has invested over 50 years of music education research in dozens of countries throughout the world. Through Yamaha Music Schools, more than 6 million people worldwide have been introduced to the joy of music.


I hear . . . I forget
I see . . . I remember
I do . . . I understand
Welcome to Title 1!
Learning to read is an exciting time! Each child will progress throughout the school year at his/her own level. One of the most important influences in a child's life are parents! So remember to take the time to listen to your child read as well as reading to your child whenever you get a chance. This is the starting point for developing positive life long reading habits. So let's make it fun and rewarding!
Background information about Mrs. Lord:
*Graduated from Escanaba High School
*Graduated from Northern Michigan University
*Degree in Elementary Education and minors in mathematics and social science.
Staff Web Pages Cameron School District Page
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In January, I presented at a Congressional briefing on neuroscience in education. My hope was to raise awareness about the need to find ways to add training in basic foundational skills to the educational system. Students come to the classroom with varying levels in their capacity to learn and with different profiles of cognitive strengths and weakness that can facilitate or impair learning and academic achievement. Therefore, addressing the underlying cognitive deficits of students with learning disabilities is a key way to help close the achievement gap.
Although considerable research has documented that students with learning disabilities have underlying deficits in visual and verbal working memory, executive functions and processing speed that contribute to their poor academic performance (Meltzer,2007; Naglieri, 2008), much of the current interventions are geared toward circumventing these weaknesses rather than remediating them. This may be somewhat due to the fact that although much progress has been achieved in the field of cognitive neuroscience with regard to the relationships between cognitive processes and learning (Naglieri & Das, 2001), there is still much uncertainty about the efficacy of training cognitive skills in directly improving academics.
I have set myself on a mission to fill this gap in special education. The good news is that research on the effectiveness of cognitive training continues to progress. As a trans-disciplinarian, I value the collaboration across disciplines and feel that by having cognitive neuroscience and special education blend efforts to create more targeted interventions for special-needs students, we stand to open new pathways to improve education practice.
I shared with Congress the striking results of a recent study I conducted in New York City with 40 elementary-school students in grades 2 to 4 with specific learning disabilities who completed a neuroscience computer-based cognitive skills training program called BrainWare Safari.
Before I continue, let me note that I am an independent researcher and have no professional relationship with BrainWare. I asked them for permission to use their software as part of my research and have presented my research findings on their website and in webinars.
The purpose of the experimental study was to examine the effectiveness of BrainWare Safari on both the cognitive and academic performance of students. Results showed that after 12 weeks of training, the children in the experimental group improved their cognitive functioning by 2.8 years, compared with two months for the control group, with significant growth in each skill area examined including working memory, broad attention, executive function and processing speed. The experimental group increased their General Intelligence Ability (GIA) scores from 63% to 89%, essentially closing the gap to normal performance or to the performance generally expected from typically developing peers.
BrainWare Safari did have significant impact on academic performance as well even though the intervention addressed cognitive skills rather than specific reading or math instruction. Reading improved by 0.8 grade equivalent for the experimental group, compared with 0.1 grade equivalent for the control group. Math performance improved 1 grade equivalent, compared with 0.2 equivalent for the control group. In other words, the experimental group became 31% more proficient in reading and 25% more proficient in math at post assessment than they were three months prior. Their counterparts in the non-treatment group became 1% more proficient in reading and 4% more in math (Abitbol Avtzon, 2013).
Implications from these results include that training of cognitive processes for students with learning disabilities can result in significant academic performance. As an independent researcher, I aim to continue evaluating the effect of BrainWare Safari on other student populations with special needs and compare and contrast effectiveness levels among other existing cognitive-skill-training programs.
Our children deserve brain-informed educational practice. Being helped to develop the capacity to benefit from good teaching and good curriculum is essential to closing the achievement gap.
Sarah Avtzon is director of early childhood education for Daemen College’s master’s program in early childhood special education. Avtzon trains faculty, special-education mentors and practicum supervisors in effective instructional strategies for teacher candidates. She also consults in many self-contained and inclusion settings in New York City, presents workshops on various topics in special education.
Abitbol Avtzon, S. (2013). The effect of neuroscience cognitive skill training on growth of cognitive deficits associated with learning disabilities in grades 2-4. Learning disabilities: A multidisciplinary journal, Vol 18 (3)
Meltzer, L.J. (Ed.). (2007). Executive Function in Education: from theory to practice. Guildford Press, N.Y.
Naglieri, J.A. (2008). Best practices in linking cognitive assessment of students with learning disabilities to interventions. In Thoma, A., Grimes, J., (Eds), Best practices in school psychology, p.679-696. National Association of School Psychologists: Bethesda, Md.


› Canada › More News
According to new OECD data, Canada has a highly educated population, due in large part to high attainment rates at the college level. Furthermore, Canadian adults rank near the OECD average on foundational skills development, while Canadian youth rank above average.
English, PDF, 162kb
Canada did not suffer as much during the 2008-2009 global recession as most other countries and its economy has since rebounded sharply. The employment rate among workers aged 15-64 stood at 72.2% in the second quarter of 2014, 1.4 percentage points below its level at the start of the global financial crisis compared with 2.5 percentage points deficit at the worst point of the crisis.
House prices have increased significantly in Canada over the past decade, driving household debt and residential construction activity to historical highs.
English, PDF, 662kb
The ability to measure innovation is essential to an improvement strategy in education. This country note analyses how the practices are changing within classrooms and educational organisations and how teachers develop and use their pedagogical resources.
Skills shortages have developed in certain fields and regions in recent years. Earnings premiums for people in some professions, notably health, engineering and skilled trades have increased.
Specific country notes have been prepared using data from the database OECD Health Statistics 2014, June 2014 version. The notes are available in PDF format.
Canada has experienced solid economic growth since the global crisis, allowing it to reverse recession-induced job losses and put federal public finances on a sound footing, says the OECD. Growth is expected to accelerate from 2.5% this year to 2.7% in 2015.
As advanced economies struggle to consolidate recovery from the deepest financial crisis in modern times, promoting innovation becomes critically important to develop new products, new services, and new ways of doing thing, said OECD Secretary-General.
To tackle rising inequalities we need to reassess the way in which our economies grow. By placing inclusiveness at the heart of the growth debate we can open up opportunity so that every citizen can realise their potential, to contribute to, and benefit from, more equitable economic growth, said OECD Secretary-General.
Mr. Angel Gurría, Secretary-General of the OECD, will be in Montreal to attend the International Economic Forum of the Americas, where he will present the 2014 OECD Economic Survey of Canada, and the OECD Review of Employment and Skills Strategies in Canada.


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- Professional Development | Grades 9 – 12 | Professional Library | Book
Adolescents and Digital Literacies: Learning Alongside Our Students
This book isn’t about technology. It’s about the teaching practices that technology enables. This book addresses the ways in which teachers and students work together to navigate continuous change and what it means to read, write, view, listen, and communicate in the twenty-first century.
- Professional Development | Grades 3 – 12 | Professional Library | Journal
Authoring With Video
Use a video-based platform as an inspiration for writing.
- Professional Development | Grades 2 – 5 | Professional Library | Journal
Digital Readers: The Next Chapter in E-Book Reading and Response
This article discusses the use of digital e-book readers in the classroom.
- Professional Development | Grades 1 – 3, 5 | Professional Library | Journal
Exploring the Use of the iPad for Literacy Learning
The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals.
- Professional Development | Grades K – 2 | Professional Library | Journal
Five Internet Sites Too Good to Miss
The author shares five developmentally appropriate websites for primary-grade readers to support their literacy development.
- Professional Development | Grades 9 – 12 | Professional Library | Journal
"It's Not All Black and White": Postmodern Picture Books and New Literacies
The author of this article demonstrates how postmodern picture books can help readers of various ages, particularly secondary students, use and develop new literacies.
- Professional Development | Grades 7 – 12 | Professional Library | Book
Lesson Plans for Creating Media-Rich Classrooms
This volume offers a collection of media literacy lessons for the secondary English classroom, including a CD of student handouts, teacher resources, and sample media files.
- Professional Development | Grades 6 – 12 | Professional Library | Book
Lesson Plans for Developing Digital Literacies
Editors Mary T. Christel and Scott Sullivan present a new set of lessons designed to help you integrate a variety of digital applications—Web 2.0 and beyond—into the courses and units you’re already teaching.
- Professional Development | Grades 3 – 8 | Professional Library | Journal
Lights, Cameras, Pencils! Using Descriptive Video to Enhance Writing
Read and write with the movies using an innovative technology called Descriptive Video.
- Professional Development | Grades 8 – 12 | Professional Library | Book
Literacy Remix: Bridging Adolescents’ In and Out of School Literacies
This resources promotes the use new literacies to help students connect to school texts.


The Metropolitan Museum of Art was founded in 1870 by a group of American citizens – businessmen and financiers as well as leading arists and thinkers of the day – who wanted to create a museum to bring art and art education to the American people.
The Metropolitan's paintings collection also began in 1870, when three private European collections, 174 paintings in all, came to the Museum. A variety of excellent Dutch and Flemish paintings, including works by such artists as Hals and Van Dyck, was supplemented with works by such great European artists as Poussin, Tiepolo, and Guardi.
The collections continued to grow for the rest of the 19th century – upon the death of John Kensett, for example, 38 of his canvases came to the Museum. But it is the 20th century that has seen the Museum's rise to the position of one of the world's great art centers. Some highlights: a work by Renoir entered the Museum as early as 1907 (today the Museum has become one of the world's great repositories of Impressionist and Post-Impressionist art)...in 1910 the Metropolitan was the first public institution to accept works of art by Matisse...by 1979 the Museum owned five of the fewer than 40 known Vermeers...the Department of Greek and Roman Art now oversees thousands of objects, including one of the finest collections in glass and silver in the world...The American Wing holds the most comprehensive collection of American art, sculpture, and decorative arts in the world...the Egyptian art collection is the finest outside Cairo...the Islamic art collection is without peer...and so on, through many of the 17 curatorial departments.
In 1880, the Metropolitan Museum moved to its current site in Central Park. The original Gothic-Revival-style building has been greatly expanded in size since then, and the various additions (built as early as 1888) now completely surround the original structure. The present facade and entrance structure along Fifth Avenue were completed in 1926.
A comprehensive architectural plan for the Museum approved in 1971 was completed in 1991. The architects for the project were Kevin Roche John Dinkeloo and Associates, and the overall aim was to make the Museum's collections more accessible to the public, more useful to the scholars and, in general, more interesting and informative to all visitors.
Among the additions to the Museum as part of the master plan are: the Robert Lehman Wing (1975), which houses an extraordinary collection of Old Masters, as well as Impressionist and Post-Impressionist art; the installation in The Sackler Wing of the Temple of Dendur (1978), an Egyptian monument (ca. 15 B.C.) that was given to the United States by Egypt; The American Wing (1980), whose magnificent collection also includes 24 period rooms offering an unparalleled view of American art history and domestic life; The Michael C. Rockefeller Wing (1982) for the display of the arts of Africa, Oceania, and the Americas; the Lila Acheson Wallace Wing (1987), which houses modern art; and the Henry R. Kravis Wing, devoted to European sculpture and decorative arts from the Renaissance to the beginning of the 20th century.
With the building now complete, the Metropolitan Museum continues to refine and reorganize the collections in its existing spaces. In June 1998, the Arts of Korea gallery opened to the public, completing a major suite of galleries – a "museum within the Museum" – devoted to the arts of Asia. In October 1999 the renovated Ancient Near Eastern Galleries reopened. And a complete renovation and reinstallation of the Greek and Roman Galleries is underway: the first phase, The Robert and Renée Belfer Court for early Greek art, opened in June 1996; the New Greek Galleries premiered in April 1999; and in April 2000 the Cypriot Galleries will open to the public.
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