Making Inclusive Schooling Part of Our Daily Journey

Introduction by: Jackie Czamanske, Regional Field Facilitator, NYSED S3TAIR Project As a School Improvement Specialist, I’ve facilitated numerous discussions over the years on how a school district may address the various challenges it faces. During these conversations, teams often voice their fears on how including students with disabilities may negatively affect a school\u27s overall performance. The Rochester City School District’s World of Inquiry School provides a solid illustration on how high expectations and inclusion can lock arms in a large urban environment to achieve a performance-enhanced setting for all students. “Are We There Yet?” gives building administrators and leaders an intimate illustration of one school\u27s journey to create an inclusive environment. Concrete guidance on structures, culture, collaboration and a developmental implementation model provide navigational tools on how to “Get the world for EVERY student!

The Future of Education Reform: The Role of Emotional Intelligence for School Leaders

With the demands for better outcomes and greater change from school leaders such as superintendents, principals, central and building-level administrators, there is a need to understand how emotional intelligence can help these leaders meet new demands in the near future. There are three models of emotional intelligence from Daniel Goleman, Salovey, Mayer and Caruso, and Bar-On that may have benefits to offer school leaders. The facilitators currently teach in an Executive Leadership Doctoral Program and wish to gain insights from program graduates who are current leaders in their fields. However, before a study is developed, it would be helpful to discuss and gather advice from others interested in this topic to best capture ideas and perceptions on the study of Emotional Intelligence to enhance training for school leader

Seven Steps to Emotional Intelligence

In lieu of an abstract, here is the article\u27s first paragraph: In New York State, one of the most contentious issues- even outside of education circlesis the overwhelming nature of student testing today. Teacher and administrator energies are focused on testing and test-taking at the expense of authentic instruction. In fact, the consequences of current testing in our schools resulted in an estimated 165,000 students opting out of this year’s standardized tests. Many educators continue to question the Common Core curriculum. Teachers are being asked to do more and deliver in ways that are industrializing our schools. Principals are faced with policies that make it difficult to foster a culture of learning and growing. Emotions and emotional reactions are overtaking the schoolhouse and the social landscape. This is an opportune time for the use of emotional intelligence (EI) in education

Observaciones desde la práctica de un campo léxico de objetos.

Sin resume

Restoring Hope

In 2003, Dr. Freddie Thomas Middle School in Rochester, New York, was in serious trouble. In 2000, it had been labeled a school under registration review by the New York State Education Department and was under a directive to make significant progress or face serious consequences. Three years later in 2003, only 3% of eighth-grade students were meeting state standards in mathematics and only 9% in English language arts. The school climate was no better. There was little sense of order, and 911 calls were an everyday occurrence. The middle school had opened in 1995 with much fanfare. It was one of the new schools built with such hope in an area of extreme poverty in Rochester. After only a few years of this hopeful opening, however, the school was threatened to be closed. Within the first five years, three different principals were appointed to Thomas. The frequent changes in leadership did not allow for a consistent instructional vision or clear procedures for keeping order in the building. After only two years, three-fourths of the staff had to be replaced because of transfers out of the school and increasing enrollment. Many of the new hires were inexperienced first-year teachers. Within that environment of stress and disorder, there was confusion about roles and responsibilities and an inability to see beyond the immediate difficulties. Most painful was the lack of hope on students\u27 faces as they entered each day. The few students who arrived on time coped by beginning each day with their heads down and hoodies up, making no eye contact with anyone. Today, Thomas is ranked in the top third of high schools in Rochester. Student achievement in mathematics and English language arts has risen substantially. Currently, no students have scored at the lowest level in these core areas. Thomas made adequate yearly progress in English language arts this year and, just as significant, has seen a considerable decrease in student suspensions during the last six years. This article describes how a focused and purposeful emphasis on connecting people, instructional practice, and a strong sense of community in three distinct areas--systems, culture, and instruction--turned a school without hope into an education dream

Written by the Body: Early Christian Pilgrims as Sacred Placemakers

This paper uncovers how the journeys of the earliest Christian pilgrims constructed the very notion of sacred bodies and sacred place, consequently establishing the networks of pilgrimage routes that would be used by Western travellers from Late Antiquity onward