The School Climate Resource Center

Help Make March National Whole Child Month
“Practice and policy must work in concert; together we must make the whole child approach to education a national priority so that each child is ready for meaningful employment, continuing education, and active participation in our global society.” - ASCD Executive Director Gene R. Carter Congressman Jim Moran (D-VA) recently introduced H. Res. 1093 to make March “National Whole Child Month”. This bill is the first step toward making the whole child approach to education a national priority and ensuring that all children are healthy, safe, engaged, supported, and challenged in our schools. Congress is expected to vote on H. Res. 1093 within the next few weeks, and it’s up to us to get involved and help speed its passage! Take a second to make a difference. In a country where a student drops out of school every 9 seconds and where every 7 seconds a child is bullied on the playground, your simple act of support and solidarity can make a huge difference: Sign the Whole Child Petition to tell your state board of education that it is necessary to do more to educate and support the whole child. Write to your federal representative, urging him or her to work with you, ASCD, and partners to help accelerate passage of this bill. (The form is quick and easy to fill out!) Use the Whole Child Resolution Tool Kit to ask your school board, town council, and other policymakers ito support a local resolution that addresses the needs of the whole child. If you believe in whole child education, now’s the time to take action. Visit the Whole Child’s website for more information and resources.“Practice and policy must work in concert; together we must make the whole child approach to education a national priority so that each child is ready for meaningful employment, continuing education, and active participation in our global society.” - ASCD Executive Director Gene R. Carter Congressman Jim Moran (D-VA) recently introduced H. Res. 1093 to make March “National Whole Child Month”. This bill is the first step toward making the whole child approach to education a national priority and ensuring that all children are healthy, safe, engaged, supported, and challenged in our schools. Congress is expected to vote on H. Res. 1093 within the next few weeks, and it’s up to us to get involved and help speed its passage! Take a second to make a difference. In a country where a student drops out of school every 9 seconds and where every 7 seconds a child is bullied on the playground, your simple act of support and solidarity can make a huge difference: Sign the Whole Child Petition to tell your state board of education that it is necessary to do more to educate and support the whole child. Write to your federal representative, urging him or her to work with you, ASCD, and partners to help accelerate passage of this bill. (The form is quick and easy to fill out!) Use the Whole Child Resolution Tool Kit to ask your school board, town council, and other policymakers ito support a local resolution that addresses the needs of the whole child. If you believe in whole child education, now’s the time to take action. Visit the Whole Child’s website for more information and resources.

Investing in Innovation (i3) Pre-Application Workshops and Webinars
The final rules for the i3 Innovation Fund were released today. Pick up the details and application package here. Registration is now open for pre-application workshops and webinars. As per the i3 registration site, be sure to only register for one of the workshops OR a webinar. (If you’re not in Baltimore, Denver or Atlanta, be sure to secure your spot now at one of the webinars today — capacity is 200 applications.) Investing in Innovation (i3) Pre-Application Workshops: Session Date Time (Eastern ) Registration March 19, 2010 - Baltimore, MD 10:00 am - 2:00 pm Register March 24, 2010 - Denver, CO 10:00 am - 2:00 pm Register March 30, 2010 - Atlanta, GA 10:00 am - 2:00 pm Register Investing in Innovation (i3) Pre-Application Webinars (capacity is 200): Session Date Time (Eastern ) Registration March 19, 2010 10:00 am - 2:00 pm webinar Register March 24, 2010 10:00 am - 2:00 pm webinar Register March 30, 2010 10:00 am - 2:00 pm webinar Register The final rules for the i3 Innovation Fund were released today. Pick up the details and application package here. Registration is now open for pre-application workshops and webinars. As per the i3 registration site, be sure to only register for one of the workshops OR a webinar. (If you’re not in Baltimore, Denver or Atlanta, be sure to secure your spot now at one of the webinars today — capacity is 200 applications.) Investing in Innovation (i3) Pre-Application Workshops: Session Date Time (Eastern ) Registration March 19, 2010 - Baltimore, MD 10:00 am - 2:00 pm Register March 24, 2010 - Denver, CO 10:00 am - 2:00 pm Register March 30, 2010 - Atlanta, GA 10:00 am - 2:00 pm Register Investing in Innovation (i3) Pre-Application Webinars (capacity is 200): Session Date Time (Eastern ) Registration March 19, 2010 10:00 am - 2:00 pm webinar Register March 24, 2010 10:00 am - 2:00 pm webinar Register March 30, 2010 10:00 am - 2:00 pm webinar Register

Honor an Educator
National Middle School Association is recognizing educators at the middle school level who make a difference. Know a dedicated educator who has made a significant difference in the lives of young children? Recognize an individual or team for the following awards: Distinguished Educator AwardDeadline for nominations: March 15, 2010Sponsored by the NMSA Foundation, this award recognizes outstanding practitioners in middle level education—those who have made a significant impact on the lives of young adolescents through leadership, vision, and advocacy. Teams That Make a DifferenceDeadline for nominations: April 30, 2010Sponsored by Pearson and National Middle School Association, this annual program recognizes outstanding teams that work to improve the education and well-being of young adolescents. Teams can be comprised of teachers, administrators, parents, community members, or any combination of these individuals. Click here for more opportunities to recognize the achievements of educators and students who make a difference.National Middle School Association is recognizing educators at the middle school level who make a difference. Know a dedicated educator who has made a significant difference in the lives of young children? Recognize an individual or team for the following awards: Distinguished Educator AwardDeadline for nominations: March 15, 2010Sponsored by the NMSA Foundation, this award recognizes outstanding practitioners in middle level education—those who have made a significant impact on the lives of young adolescents through leadership, vision, and advocacy. Teams That Make a DifferenceDeadline for nominations: April 30, 2010Sponsored by Pearson and National Middle School Association, this annual program recognizes outstanding teams that work to improve the education and well-being of young adolescents. Teams can be comprised of teachers, administrators, parents, community members, or any combination of these individuals. Click here for more opportunities to recognize the achievements of educators and students who make a difference.

Links of the Week: 3/1-3/5
Another week has gone by, ushering in the month of March! We at CSEE are busy with exciting new projects, such as ongoing professional development, school climate assessment projects, and the planning of our 13th Annual Summer Institute. Here are some interesting links we’ve been passing around the office: The New York Times had an illuminating article on studies that show how subtle touches convey rich emotions: “Students who received a supportive touch on the back or arm from a teacher were nearly twice as likely to volunteer in class as those who did not, studies have found.” Also from The New York Times: An intriguing piece elucidating the pedagogy of teaching. Developmental psychologist Alison Gopnik has long argued that learning about babies’ minds help us understand age-old philosophical questions. In this article, Gopnik argues that humans are born to be empathic beings, thereby challenging the conventional, rigid way of bifurcating the world between “us” and “them.” Normally, we think that play is trivial. Now here’s a piece that challenges this common public perception and illustrates the significance of play and the need to prioritize it as a fundamental part of human behavior and health. Play can have positive effects on brain development and aid in our ability to be flexible, resilient, and adapt to a changing world. As before, I encourage you to share your knowledge and wisdom — leave a comment, start a dialogue, and ask questions. If you are so inclined, you might want to join CSEE’s Facebook Pages and Twitter feeds. Until next week! Another week has gone by, ushering in the month of March! We at CSEE are busy with exciting new projects, such as ongoing professional development, school climate assessment projects, and the planning of our 13th Annual Summer Institute. Here are some interesting links we’ve been passing around the office: The New York Times had an illuminating article on studies that show how subtle touches convey rich emotions: “Students who received a supportive touch on the back or arm from a teacher were nearly twice as likely to volunteer in class as those who did not, studies have found.” Also from The New York Times: An intriguing piece elucidating the pedagogy of teaching. Developmental psychologist Alison Gopnik has long argued that learning about babies’ minds help us understand age-old philosophical questions. In this article, Gopnik argues that humans are born to be empathic beings, thereby challenging the conventional, rigid way of bifurcating the world between “us” and “them.” Normally, we think that play is trivial. Now here’s a piece that challenges this common public perception and illustrates the significance of play and the need to prioritize it as a fundamental part of human behavior and health. Play can have positive effects on brain development and aid in our ability to be flexible, resilient, and adapt to a changing world. As before, I encourage you to share your knowledge and wisdom—leave a comment, start a dialogue, and ask questions. If you are so inclined, you might want to join CSEE’s Facebook Pages and Twitter feeds. Until next week!

America’s Teachers on America’s Schools
The national statistics about teacher retention are still troubling: one-third of all new teachers leave after three years, while 46% are gone within five years. Attrition has grown by 50% over the past 15 years. What will keep teachers in our schools? The question is not new. Research and insight from experts in the field have long offered a variety of explanations for teacher to-and-fro, such as: salaries and compensation models; level of education, training and mentoring; NCLB mandates; low funding; perceived level of success in the classroom; and working conditions and support, etc. CSEE’s own work with schools nationwide underscores that social support, professional relationships, and leadership are all integral to whether educators stay or go (as well as, more generally, to perceptions of school success). This week marked a bevy of fresh insight from the frontlines. On Wednesday, the Bill & Melinda Gates Foundation and Scholastic introduced Primary Sources: America’s Teachers on America’s Schools, a report containing findings from more than 40,000 public school teachers across the country. According to the report, supportive leadership is the factor that’s most likely to keep apt educators in the classroom—and it’s more integral to retention than higher salaries or performance pay. While 45% of teachers said that higher salaries are absolutely essential for retaining good teachers, 68% said that it’s absolutely essential to have supportive leadership and 54% said it’s essential to have time to collaborate. In addition to reflections on the link between retention and leadership are more findings about the needs and effects of teacher climate:The national statistics about teacher retention are still troubling: one-third of all new teachers leave after three years, while 46% are gone within five years.Attrition has grown by 50% over the past 15 years. What will keep teachers in our schools? The question is not new. Research and insight from experts in the field have long offered a variety of explanations for teacher to-and-fro, such as: salaries and compensation models; level of education, training and mentoring; NCLB mandates; low funding; perceived level of success in the classroom; and working conditions and support, etc. CSEE’s own work with schools nationwide underscores that social support, professional relationships, and leadership are all integral to whether educators stay or go (as well as, more generally, to perceptions of school success). This week marked a bevy of fresh insight from the frontlines. On Wednesday, the Bill & Melinda Gates Foundation and Scholastic introduced Primary Sources: America’s Teachers on America’s Schools, a report containing findings from more than 40,000 public school teachers across the country. According to the report, supportive leadership is the factor that’s most likely to keep apt educators in the classroom—and it’s more integral to retention than higher salaries or performance pay. While 45% of teachers said that higher salaries are absolutely essential for retaining good teachers, 68% said that it’s absolutely essential to have supportive leadership and 54% said it’s essential to have time to collaborate. In addition to reflections on the link between retention and leadership are more findings about the needs and effects of teacher climate (as pulled from here): Teachers aren’t opposed to standardized tests as one way to measure student performance. More than 80 percent of teachers say district-required tests are at least a somewhat important measure of student performance (84%). Overall, teachers value multiple measures, including formative assessments, performance on class assignments and class participation along with standardized tests. Tenure doesn’t make a good teacher. Only 10 percent of teachers say that tenure is a very accurate measure of teacher performance while 42 percent say it is not at all accurate. Student engagement and year over year progress of students are by far viewed as the most accurate indicators of teacher performance measures (60% and 55%, respectively, rate as very accurate) but are not frequently used to evaluate teachers. Textbooks aren’t the answer. Only 12 percent of teachers say traditional textbooks help improve student academic achievement and a mere 6 percent say textbooks engage students in learning. Teachers overwhelmingly say (81%) that up-to-date information-based technology is very important or absolutely essential to improve student achievement. A teacher’s job doesn’t end at 3 p.m. Seven in ten teachers attend their students’ after school and weekend events. More than half (51%) of elementary school teachers are willing to have parent teacher conferences at students’ homes — indicating their understanding of time-strapped parents and their belief in the importance of helping every child have a strong home-school connection. As expected, the results and coverage of the report are sparking lots of debate. What are your thoughts? Click here to download the report, and share your own thoughts and concerns in the comments below. Related Resources from CSEE: Professional Development Workshops and Programs School Climate Matters, a quarterly e-newsletter designed to keep you informed about important school climate issues worldwide. Our next issue focuses on professional working relationships and will contain expert articles, tips, and profiles of educators in action related to this important theme. School Climate Improvement Guidelines The Comprehensive School Climate Inventory (CSCI), which is used by schools to measure the factors that are crucial to teacher retention, and to a positive school climate.