A View of the Landscape

A glimpse of the educational landscape reveals educational systems at all levels are facing significant economic challenges which jeopardize their ability to deliver quality education. Many educational institutions are ushering in new eras as leadership changes and mission statements shift.

• Prince George's Board of Education to eliminate 120 full-time parent liaisons next year to save money.....Read More at http://www.washingtonpost.com/wp-dyn/content/article/2010/03/05/AR2010030503028.html
• New Morgan State University president intends to be an agent of change.....Read More at http://www.baltimoresun.com/news/education/bal-md.wilson15dec15,0,171495.story
• More choices for Baltimore 8th-graders: New, smaller high schools attract high achievers…..Read More at http://www.baltimoresun.com/news/education/bal-md.highschools03jan03,0,364803.story
• The former president of the Chicago Board of Education has been tapped to chair the City Colleges of Chicago Board of Trustees.....Read More at http://www.chicagodefender.com/article-7277-former-cps-president-picked-for-city-colleges-board.html
• Literacy Rates Rapidly Improving in St. Louis Public Schools…..Read More at http://www.stlouisargus.com/Education%20Page.htm
• St. Louis Post Dispatch reports "Parents as Teachers faces Missouri cuts in its model".....Read More at http://www.stltoday.com/stltoday/news/stories.nsf/missouristatenews/story/ACC2C697EE854CA0862576DE0013D940?OpenDocument

A DISCUSSION ON THE ROLE OF PARENTAL ENGAGEMENT WITH DR. ANDRÉS ALONSO, CEO, BALTIMORE CITY PUBLIC SCHOOLS

The Journey Begins radio for the engaged parent and dedicated educator presents a discussion with Dr. Andres Alonso, CEO of Baltimore City Public Schools on the role and importance of parental engagement.

At the age of 12, Dr. Andres Alonso emigrated to the United States from Cuba with his parents. Originally speaking no English, he attended public schools in Union City, New Jersey, and ultimately graduated Magna Cum Laude and Phi Beta Kappa from Columbia University. Dr. Alonso went on to earn a J.D. from Harvard Law School and practiced law in New York City before changing course to become an educator. In 2006 he was awarded a Doctorate in Education from Harvard University.

From 1987 to 1998, Dr. Alonso taught emotionally disturbed special education adolescents and English language learners in Newark, New Jersey. He worked at the New York City Department of Education from 2003 to 2007, first as Chief of Staff and then as Deputy Chancellor for Teaching and Learning, working closely with the Chancellor in planning and implementing the reform of the largest educational system in the nation.

On July 1, 2007, Dr. Alonso was named CEO of Baltimore City Public Schools (City Schools), and immediately launched a series of innovative programs. In the first two years of his tenure, Baltimore City students reached their highest outcomes in state exams, across all categories of students. After elementary students made Adequate Yearly Progress across all No Child Left Behind subgroups for two consecutive years, City Schools exited “Corrective Action” status in 2009. The district also made significant steps toward disengagement in its 25-year-old special education lawsuit, and enrollment in City Schools increased for the first time in decades.
In his reform agenda, Dr. Alonso moved resources and autonomy to principals and school community leaders, while streamlining central office to provide guidance, support and accountability for schools. He also implemented an ambitious program to create 24 new secondary schools over four years, expanded alternative options and closed low performing schools, while focusing on increased student support. Under his leadership, City Schools aggressively enlarged the role of parents in the school decision-making process.

Dr. Alonso’s achievements have been recognized by newspapers and other prestigious organizations in the community. Among many other awards, in 2008 he was granted the “Audacious Individual Award” by the Open Society Institute Baltimore, and named “Innovator of the Year” by The Daily Record. In 2009 he was named “School Superintendent of the Year” by the Fullwood Foundation, and recognized as a “Hispanic Hero Award” winner by U.S. Hispanic Youth Entrepreneur Education. In May 2009 Dr. Alonso was named as only the third recipient of the “Howard Pete Rawlings Courage in Public Service Award” by the Greater Baltimore Committee. In August 2009 Dr. Alonso was appointed to the prestigious No Child Left Behind Committee for the Aspen Institute, a bipartisan effort to improve federal education policy to spur academic progress and close the achievement gap.

Education and The Community Survey

Please take our Education and The Community Survey. We want to know, which factors influence your decisions to move into or to leave a community. To take part in our survey, simple click the link below:

http://www.surveymonkey.com/s/forestoftherain-educationandcommunity

An Exclusive Interview with Dr. Mavis G. Sanders

Mavis G. Sanders, Ph.D. discusses the importance of school districts to develop parental engagement strategies that impact the academic sucess of students in an interview on the news show Educational Gateway, heard on The Journey Begins, radio for the engaged parent and dedicated educator.

Dr. Sanders, earned her Ph.D. in education from Stanford University. She is a Professor of Education in the Department of Teacher Development and Leadership in the School of Education, Principal Research Scientist in the Center on School, Family, and Community Partnerships, and Senior Advisor to the National Network of Partnership Schools at Johns Hopkins University. She is the author of many publications on how schools and districts develop their partnership programs and effects of partnerships on African-American adolescents’ school success. Her most recent book, Principals Matter: A Guide to School, Family, and Community Partnerships (with Steven Sheldon, Corwin Press, 2009) focuses on principals’ leadership for developing effective partnership programs.

Other books include Building school-community partnerships: Collaboration for student success, (Corwin Press, 2005), and Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents (LEA, 2000). Dr. Sanders’ interests include how schools define and develop meaningful school-community connections and how district leaders guide their schools to develop partnership programs. Dr. Sanders also directs the Graduate Certificate Program in Leadership for School, Family, and Community Collaboration and teaches related leadership courses.

An Exclusive Interview with Brenda High: Founder of Bullying Police USA

Brenda High discusses the issue of bullying and its impact on children and families in an interview with Michael Robinson host of Educational Gateway, which is heard on The Journey Begins, radio for the engaged parent and dedicated educator.

Brenda has now become a passionate crusader, a mom on a mission to stop school bullying and peer abuse. It is not uncommon to see Brenda doing email or on the phone talking about bullying as well as advising parents, students, teachers, state and federal lawmakers, media and community members about the emotional and physical dangers of bullying, which can lead to bullycide, (a suicide attributed to bullying).

Producers from The Oprah Show, FOX News, Good Morning America, CNN, The John Walsh Show, The Larry Elders Show, Video Production Companies, Inside Edition, Jenny Jones Show, Black Entertainment Television, NHK Japan Broadcasting Corporation and News Documentaries, to name a few, have constulted and/or interviewed Brenda concerning bullying, depression, suicide, bullycide and how to heal from life changing traumas.

Jared's story

Jared High was 12 years old when older students bullied him in his middle school. The bullying came to a head when a well known bully assaulted Jared inside his middle school gym. Because of the bullying and the assault, Jared began to show signs of depression, which included lack of sleep and emotional outbursts.

On the morning of September 29, 1998, just six days after his 13th birthday, Jared called his father at work to say good-bye. While on the phone with him, Jared shot himself, dying instantly.

As a healing project, Brenda began to write Jared's story, which is now published as www.jaredstory.com. Since 1999, JaredStory.com has attracted over two million visitors looking for information on bullying, depression, suicide and needing healing from the loss of a loved one.

A Classic Reposting From The Past

Hey!

Coach Richardson

Sometimes it is not what you say or how you say it,
It’s when you say it.
By Mike Anthony

He is considered by many to be a great coach, having coached for 17 years at a major University and leading it to a National Championship, but the most significant number is the graduation rate of his African American players. (ZERO). I also wonder how many of his former players have been able to obtain meaningful employment? This is an astonishing finding, one of the few African American Head Coaches in Division I College Sports has a graduation rate so low that you could not find it if your life depended on it.

How did he allow this to happen and when did he start to think that it was okay to do this. What is this? This is the recruiting of basketball players who without academic guidance, structure and expectations did not have much of a chance to graduate within the four to five years of their collegiate eligibility. We have to face it, there is little motivation for some coaches to go out and find the basketball player who has plans on earning a degree. It is easier to recruit the NBA dreamers who may stay in your program two or three years before attempting to move on to the NBA. Let us face it, if they leave school earlier everyone can say you see, it is not our fault he did not earn his degree. He decided to try the next level and failed to have a back up plan. It would be too much like keeping a promise, you know the one, each prize recruit gets. “If you come to State U, you will get your degree,” I wonder if coach Richardson ever made such a promise to any of his players and if he did and they remained in school, did they get it? I have no idea. That is something for the big boys in the media world to investigate. I am simply saying where did he go wrong or did he?

I have never met Coach Richardson. I hope he is a nice man, but how does he sleep at night. Let us examine the facts from afar. Coach Richardson cried foul when the media began questioning if he should be there, had he worn out is welcome? I have no idea, but what I do know is coach Richardson has some issues that have affected his perception. Take his response while hosting a weekly talk show, after his now famous blow-up. “So what can you take away from me?" Richardson said. "I've won everything there is to win. Name me coaches that can say that. ... I tell my players, 'Don't fret for me baby.' If I get to leave the University of Arkansas, I graduated -- and I did it my way." How befitting the players are worrying about him, but does he seem to have any worry for his players, especially when he says I graduated, I wonder has or will any of his players ever be able to shout out those two words?

I am not bashing coach Richardson, but how dare you get on a soap box, when it gets a little hard, yeah people have been giving you grief for 17 years, welcome back to the party, your 17 year absence has been noticed. Coach was reactive not proactive, he had over a decade and 2/3 of another one to scream about injustice. How about the number of African American teachers on campus, this could be an issue, maybe it would have helped some of his basketball players to earn their degree, we will never know. How about screaming injustice when Prop 48 was introduced, did he boycott a game as did John Thompson (albeit, he did it against another black coach, who also boycotted, they only affected one game, but had they done it against another school not coached by an African American, they could have affected two games, but I digress). I will save that for another day). He was upset that all the reporters at his press conference were white. I am willing to bet his farm the press pool for his post games interviews have always looked that way.

The facts are simple, coach Richardson was happy living in Arkansas a member of the area country club surrounded by injustice everyday and never speaking out about what he knew or what was happening in the community, as a matter of fact, given his rate of player graduation he himself has been a party of some major injustices. Did coach Richardson speak out when the Gov. Mike Huckabee removed the only black member of the university board of trustees with a white former aide? If he says he was unaware of any such injustices or lack of diversity on campus he is really out of touch and that is more frightening that his fame style of coaching.

Coach Richardson appeared to be a coach who believed that his job was on the line and in an attempt to save it he pulled the race card from the bottom of the deck. The only sad part about it is that his complaints have a strong ring of truth, but he losses credibility when he cries foul to save his own skin, did he hear the cries of foul from his players and many others in Arkansas?

NOTE: Next week: How can they really study and play the game? I have a comment on the state of college basketball and the student athlete.

The Plight of Youth and Single Women

Written by

Michael A. Robinson

Recent studies reveal some startling facts regarding the plight of youth and single women as heads of households in America: a) an estimated 5.4 million youths, ages 16-24, are not in school or the workforce, b) in 2002, the national graduation rate was 68 percent, c) about one-third of high school students fail to graduate or to meet the basic requirements for entry-level jobs, d) almost half of the children living in female- headed households live below the poverty line, e) more than one-fourth of families headed by women with less than a high school diploma live in poverty, f) there are 34,380 single-female-headed households in Baltimore with young children, and approximately one-third of them earn less than $10,000, which is below the poverty line.

More recent data has shown that women with a high school diploma, but no college earned $459 per week in 2002, compared with $809 for those with a college degree. Over a life time high school graduates earn an average of $1.2 million; associate's degree holders earn about $1.6 million; and bachelor's degree holders earn about $2.1 million. The facts are simple, more education leads to a better standard of living for the women and their children. Below are some additional facts associated to level of education of female, particularly African American females.

An Exclusive Interview with Dr. Debbie Pushor on Parental Engagement

Dr. Debbie Pushor discusses the importance of parental engagement in the success of students during an interview with Michael Robinson host of Educational Gateway, which is heard on The Journey Begins, radio for the engaged parent and dedicated educator.

Debbie’s career began with Edmonton Public Schools in Alberta, Canada where she worked as a teacher, a consultant, a principal and a central services administrator.

Her experiences as a parent of school-aged children caused her to attend to the positioning of parents in relation to schools and prompted the focus of her doctoral work, A Storied Photo Album of Parents’ Positioning and the Landscape of Schools.

Debbie graduated from the University of Alberta in 2001 with a PhD in elementary education. She assumed an academic position at St. Francis Xavier University in Nova Scotia, Canada from 2001 to 2004, teaching in the BEd program and the MEd program in educational leadership. Debbie joined the University of Saskatchewan in 2004.

She is currently an Associate Professor in the Department of Curriculum Studies in the College of Education, where she continues to teach both undergraduate and graduate courses. Debbie completed a major research project funded by the Dr. Stirling McDowell Foundation for Research into Teaching, which explored, with a team of co-researchers at Princess Alexandra Community School in Saskatoon, how schools can move from practices of parent involvement to practices of parent engagement and leadership.

Debbie was also engaged in research funded by the Social Sciences and Humanities Research Council of Canada, in which she explored what parent knowledge is and how it is held and used. She is currently writing a book arising from this research. Debbie is a qualitative researcher who uses narrative inquiry as her research methodology.

Debbie is the mother of three sons. Cohen is 19 years old and attending his first year of university. Teague and Quinn are 15 years old (yes, twins!) and they are in grade 10.

Please feel invited to visit Debbie’s website to learn more about her research or to read her publications.

An Exclusive Interview with Carey Casey Chief Executive Officer National Center for Fathering

The eFocus Series discusses the Role of Fathers in the Lives of Their Children with Carey Casey, CEO of The National Center for Fathering on the Journey Begins, radio for the engaged parent and dedicated educator.

BIO

Carey Casey is Chief Executive Officer of the Kansas City-based National Center for Fathering, joining the Center in March, 2006.

Through his work across the country, Casey has earned a reputation as a dynamic communicator, especially on the topic of men being good fathers, and as a compassionate ambassador, especially within the American sports community. He is also author of the book, Championship Fathering (2009).

In 2009, Carey was asked to serve on the White House Task Force on Fatherhood and Healthy Families. He also serves as a member of the National Fatherhood Leaders Group, which promotes responsible fatherhood policy, research, advocacy and practice.

Casey joins the Center after 18 years in various roles with the Fellowship of Christian Athletes, where most recently he was president of the FCA Foundation, gaining significant leadership experience with a large, successful, national nonprofit organization. His career has also included serving as chaplain at the 1988 Summer Olympic Games in Seoul, South Korea, chaplain for the Dallas Cowboys under Hall of Fame Coach Tom Landry, and chaplain for the Kansas City Chiefs. He continues to speak on life issues for numerous professional and college sports teams across America.

Your Opinion Counts Survey: Parental Engagement

by Michael Robinson

What are your thoughts and opinions regarding parental engagement? Please share them with us by taking our 4 question survey at http://www.surveymonkey.com/s.aspx?sm=7L_2fMgl1OziirmiR1G5aPag_3d_3d

We will post the results of the surevy on August 14, 2009.

Thank you

WHAT ACTIVITIES CONSTITUTE PARENT INVOLVEMENT?

Written by:

Michael and Shelly Robinson

According to Simich-Dudgeon (1986) there are certain activities which constitute parental involvement:

• providing a home environment that supports children's learning needs;
  volunteering to provide assistance in the school as teachers' aides, secretaries, or in other roles;
  
• becoming activists and decision-makers in organizations such as the local PTA/PTO, or community advocacy groups that advise local school boards and school districts;
  
• attending school-sponsored activities;
  
• maintaining open channels of communication with the teacher(s) and continually monitoring children's progress in school;
  
• tutoring the children at home, using specific learning activities designed by the teacher to reinforce work being done in school (Epstein, 1986).

College Students and Stress

by Shelly Davis

According to a student stress survey conducted by Ross, Niebling, Heckert in 1999 there are five factors which mitigate student stress: (1) changes in sleeping habits; (2) lack of vacation/break; (3) changes in eating habits; (4) increased work load; and (5) demanding responsibilities. The survey also indicated stress is particularly prevalent in freshmen during what is defined as the transitional nature of college life (Towbes and Cohen 1996).

During this period freshmen are most susceptible to stress caused by separation anxiety as they attempt to adjust to being away from home, while striving to maintain a high level of academic achievement. An analysis of the student stress survey conducted by Ross, et. al (1999) suggested adapting to an unfamiliar social environment leads to stress, in addition the survey revealed when stress is not addressed effectively, feelings of loneliness and nervousness, as well as sleeplessness and excessive worrying become prevalent.

The Counseling Services of the University of Buffalo (2009) listed some sign of stress

Feelings

• Feeling anxious
• Feeling scared
• Feeling irritable
• Feeling moody

Thoughts

• Low self-esteem
• Fear of failure
• Inability to concentrate
• Embarrassing easily
• Worrying about the future
• Preoccupation with thoughts/tasks
• Forgetfulness.
  

The Counseling Services of the University if Buffalo List the following ways to reduce stress
How to Reduce Stress. Many stresses can be changed, eliminated, or minimized. Here are some things you can do to reduce your level of stress:

• Become aware of your own reactions to stress
• Reinforce positive self-statements
• Focus on your good qualities and accomplishments
• Avoid unnecessary competition
• Develop assertive behaviors
• Recognize and accept your limits
• Remember that everyone is unique and different
• Get a hobby or two. Relax and have fun
• Exercise regularly
• Eat a balanced diet daily
• Talk with friends or someone you can trust about your worries/problems
• Learn to use your time wisely: Evaluate how you are budgeting your time
• Plan ahead and avoid procrastination
• Make a weekly schedule and try to follow it
• Set realistic goals/Set priorities
• When studying for an exam; study in short blocks and gradually lengthen the time you spend studying. Take frequent short breaks
• Practice relaxation techniques. For example, whenever you feel tense, slowly breathe in and out for several minutes.

Parental Engagement: The Bridge To Excellence

Written by
Michael A. Robinson

Furrer & Skinner (2002) suggested the level of a parent’s engagement is an important factor in the motivation of students, their academic performance, and their relationship with their teachers.

How is parental engagement accomplished? It is recommended that parental engagement should occur in three areas: (1) school decision making via representatives on the governing team and work on sub-committees; (2) daily activities such as volunteering or working part-time in classrooms, the cafeteria, or library; and (3) broadly targeted social activities designed to generate interest in and comfort with the school (The American Federation of Teachers p.9 1998). This was somewhat codified by the Federal Government with No Child Left Behind (NCLB). The NCLB has made parental engagement a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

• parents play an integral role in assisting their child’s learning;
• parents are encouraged to be actively involved in their child’s education at school;
• parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child
• 
  
  On October 13, 2008 the Prince George's County Public Schools’ Men Make A Difference Day campaign saw over 10,000 men and significant male role models visiting schools, meeting teachers, principals and spending time in their child’s classroom and for many it was the first time they had ever done it. Many men when asked why they had not participated at this type of level before indicated they simply had not been asked by the system/schools and that they had feelings of isolation.
  
  These feelings of isolation have traditionally been perceived as unimportant in the educational process of our students. Graham (2007) opined part of the disconnect regarding male engagement with schools is the result of societal perception of men with regards to being apart of their children’s academic development. According to Graham since males are not perceived to be the primary care provider for children they are viewed with little importance. Graham also points out society has associated female engagement with a higher level of safety of the child.
  
  Other researchers in the area of parental engagement have indicated men may find it difficult to engage in their child’s education because communication barriers. In her column Orr (2007) speak about the overwhelming number of female teachers to male teachers and its impact on the student body. The London.UK.com (2008) also examined the lack of male teachers in their schools and its affect on students. Edukey (2008) suggested that the difference in the way males approach issues with regards to their child could be perceived as foreign or in some cases harsh to educators ‘protectors’ of the schoolhouse (Pushor, 2007).
  
  Pushor uses the term “protectorate” to describe the traditional role of educational institutions and educators. Historically the term “protectorate” was used to describe the relationship of the colonist “protector” to those who were being colonized “protected”. According to Pushor the role of the educators is the provider of education because they are the experts of the community “protectors”. The objectives and strategic plans to meet the goals and in what environment the goals will be achieved are traditionally done in a vacuum because they are the ones who know the best way to achieve the academic goals. Simply stated, parents are not included in the process.
  
  According to Edukey male parental involvement tend to be more discipline, logical and analytical oriented towards problem solving academic and social issues of their children rather than emotional satisfaction based. This approach according to Edukey places a lesser value on the male parenting and masculine cultural values.
  
  Wells-Wilbon and Holland (2001) indicated that the positive influence of men being in the classroom cannot be disregarded. Initiatives such as the Men Make A Difference which bring males into the classroom at its highest level instills positive values, pride and a desire of students to achieve their best.

Parental Engagement : An Interview with Parent Liaison Johnna Latham

Parental engagement in Prince George's County Public Schools, located in Prince George’s County, Maryland has reached titanic proportions. In school year 2007-2008, when one measures the total number of parents who have participated in the core parental engagement programs; such as participation in a non-sports related event, classroom observations, participation in monthly parent workshops, and parent volunteers; parental engagment in Prince George’s County Public Schools is clearly evident.

In the 2007-2008 school year there were a total of 89,000 parents involved in some aspect of a core parental engagement program. However, the 2008-2009 school year represents the systemic growth Prince George’s County Public Schools wanted in their parental engagement program. A review of parental involvement in essential programmatic areas reveals a 192% increase in parental activity when compared to the 2007-2008 school year. For the 2008-2009 school year 262,452 parents and significant adults in the lives children participated in one of their core parental engagement program.

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