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CES e-ssential NEWS (plain text)
| Subject | CES e-ssential NEWS * * * Special End-of-year Issue |
| From Email Address | news@essentialschools.org |
| Test Email Address | bbradshaw@essentialschools.org |
| Send as HTML? | no |
| Date Sent | 12/22/2006 |
| Message: | Your CONNECTION to the Coalition of Essential Schools Network
Upcoming professional development and research opportunities from across the CES Network.
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CONTENTS OF THIS ISSUE
1. Math Education and Social Justice Conference
2. Call for Nominations for Inclusion Research
3. Brown University Practitioners' Conference
4. Experienced Educator Summer Programs in New School Change, Educating for Sustainability, and Leadership
5. Wildwood School Outreach Center Workshop
6. Changes in HORACE Call for Submissions
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1. Math Education and Social Justice Conference
Join educators, parents, students, activists, and community members from around the country for a 3-day conference to explore the connections between math education and social justice. “Creating Balance in an Unjust World: A Conference on Math Education and Social Justice” will explore many questions, challenges, and opportunities to work toward social justice through math education. We invite you to share your thoughts, lesson plans, questions, and to be a facilitator for a workshop, interest group, or presentation. Facilitators may also choose to present on topics related to math and social justice (i.e. equity in education, literacy and social justice, etc.). Sessions need not be entirely polished presentations as we hope to share ideas in order to build together.
We are looking for people to: present a session, register as a participant, volunteer for planning or at the conference, host a table as an organization or vendor, or donate financially or in-kind.
LOCATION: Long Island University, Brooklyn, NY
DATES: Friday, April 27th - Sunday, April 29th 2007
Friday: 10:00 – 2:00pm Classroom visits, 5:30 Dinner, 7:00 Kickoff Event – Special Guests TBA
Saturday: 9:00-5:00 Sessions: workshops, interest groups, presentations; keynote speaker
Sunday: 10:00-2:00 Wrap-up discussions, meetings, organizing sessions
Registration Fee: Sliding scale $25-125 and free for session facilitators
For more information or to download an application to present/facilitate a session, please visit http://www.radicalmath.org/conference.
Abstract due Monday December 18, 2006
Complete application due Monday January 22, 2006
Notification by January 29, 2007
Accepted Facilitators confirm sessions by registering before February 12, 2007
Notification of session date and time by March 31, 2007
2. Call for Nominations to Participate in a Research Study on Inclusion
Dr. Betty Preus, Associate Professor at the School of Education, The College of St. Scholastica, Duluth, Minnesota, seeks nominations for an exemplary high school willing to participate in an interactive research study on inclusion. While on sabbatical from the College of St. Scholastica, Dr. Preus plans to identify a high school that successfully fosters authentic and inclusive learning, and will study how teachers use research-based strategies to promote authentic learning in inclusive classrooms (see definitions below). By analyzing exemplary work, her hope is to advance understanding of successful models of authentic instruction in inclusive classrooms. She has submitted a grant proposal, which, if funded, will provide stipends to teachers or the school participating in the study.
For purposes of this study, the following definitions are used:
Inclusion: providing access to the general education curriculum by placing students with mild to moderate disabilities in heterogeneous classrooms for core academic subjects.
Authentic instruction: teaching that promotes construction of knowledge, disciplined inquiry, and assignments of immediate value beyond school. The approach seeks to challenge students academically and engage them in the wider community by connecting their learning to issues pertinent to them and their communities. Assignments require students to use higher order thinking, to construct knowledge using the methods of a particular discipline, and to use extended writing, speaking, or performance for an audience beyond the school. (Newmann & Associates, 1996; Hanley-Maxwell, Phelps, Braden, & Warren, 1999).
If you are interested in nominating your school or another school you think may meet the criteria, or if you’d like additional information about the study, contact Dr. Preus directly (please provide the name of school and contact information). Also, please forward this request to any individuals or groups who may know of schools to nominate.
Betty Preus, Ed.D.
Associate Professor, School of Education The College of St. Scholastica Duluth, Minnesota
Phone: 218-723-6026
bpreus@css.edu
3. Brown University Practitioners' Conference
The Teacher Education Program and the ArtsLiteracy Project at Brown University are co-sponsoring a conference March 23-24, entitled “No Teacher Left Behind: A Practitioner’s Conference. Focused on best practices, collaboration, and leadership, the conference will bring together practitioners to share experiences that demonstrate the power of teacher leadership in the classroom, in collaboration with peers, and at the school and system level. The program will include practitioner presentations, hands-on workshops, and open-forum roundtables. Due to grant funding that supports the program, the registration fee is only $75, which will be waived for anyone who leads a workshop or roundtable.
For more information about attending or presenting, please contact NTLB_registration@brown.edu or call (401) 863-6403.
4. Experienced Educator Summer Programs in New School Change, Educating for Sustainability, and Leadership
Beginning in the summer of 2007, the Experienced Educator’s Program, at Antioch University New England, will welcome educators from across the country to convene in New England to tackle issues that students, school, and the world are facing today. Over the last thirty years, nearly eight hundred New England teachers and educators have come to Antioch New England for the know-how and inspiration they needed to make serious change in their schools.
These low-residency summer programs begin with three-week summer intensive coursework at Antioch New England in Keene, New Hampshire, supplemented by online learning from your home and school in the fall and spring. The new summer format will open these programs to you—whether you are an educator from New England or think you would like to spend time in New England as part of your graduate work.
For more information and to learn more about degrees and certifications, please visit
http://www.antiochne.edu/ed/exed/ss.cfm, or call the Coalition Center for Essential School Reform at (603) 357-3122 ext. 364.
5. Wildwood School Outreach Center Workshop
Wildwood Elementary School opened in 1971 and the secondary school, founded on the principles of CES, began in 2000. Wildwood’s Outreach Center supports the implementation of small, personalized public and charter schools in California. Wildwood provides a strong academic program in a non-competitive environment where children learn from each other as well as their teachers. Through its outreach work, Wildwood School has the distinction of being one of only 20 schools across the country to be cited as a Coalition of Essential Schools (CES) mentor school.
Upcoming Workshop: Friday, February 16
Project-Based Learning
Wildwood Secondary School 8:30 AM - 3:30 PM
Project-based learning places students at the center of the learning process by recognizing their inherent drive to learn and their capability to do important work. Implementing this systematic teaching method engages students in learning knowledge and skills through an inquiry process structured around complex and authentic tasks. The result is that students can articulate not only the “what” but also the “why” and “how”. The workshop is designed for middle and high school educators and school advocates and includes:
Creating project ideas and authentic tasks
Developing rubrics
Use in heterogeneous classrooms
Revision Process
Performance-based Assessment
Session Fees: $115.00 per session for each participant includes workshop and materials, parking fee, continental breakfast, and lunch. There is a reduced fee of $535.00 per participant when registering for all five workshops. The fee for schools or individuals that are an affiliate of the Coalition of Essential Schools is $100.00.
To register or for more information, please contact Outreach Associate Adrianne Jackson at (310) 806-4526 or by e-mail at ajackson@wildwood.org.
For more information on this and other upcoming workshops, visit: http://www.wildwood.org/outreach/workshops.asp
6. Call for Submissions for Horace in 2007: Please Note Changes!!!
For members of the CES Network thinking about or planning on contributing to Horace in 2007, please note a change to our editorial schedule. We have changed the order of the mathematics and elementary schools issues. The change is as follows:
• The deadline for the mathematics issue is February 9, 2007 and the issue will be in the hands of affiliates and subscribers in May 2007.
• The deadline for the elementary school issue is May 18, 2007 and the issue will be in the hands of affiliates and subscribers in September 2007.
These are the dates by which you should be in touch if you would like to contribute to the issue in some way: by writing an article, suggesting a school that’s doing great work in this area, recommending educators to be interviewed, etc. Please contact with Director of Publications and Horace editor Jill Davidson at jdavidson@essentialschools.org or (401) 453-1916 to follow up with content, suggestions for contributions, and/or any questions.
The full 2007 issue cycle is below. Thank you to many who have already responded with ideas for contributions for all four issues, and please be in touch if we haven’t heard from you already!
EXHIBITIONS
*How are exhibitions a part of teaching and learning in Essential schools?
*What does "exhibition" mean to us? In specific settings in which you work, how are exhibitions distinct from broader methods of performance based assessment?
*How are exhibitions used in various subject areas?
*What specific tools, approaches, systems and routines, supports, and other structures has your school developed to make exhibitions an integral part of assessment?
*How can Essential schools contribute to the national dialogue about assessment in the current NCLB era?
*Does the way we use performance-based assessment point to a possible wide-scale assessment model for the future?
Submissions due December 29, 2006 - though if you're reading this in December/early January and want to contribute, don't hesitate to be in touch.
MATHEMATICS
*What are the advantages and challenges of "less is more" in mathematics?
*What's happening now in Essential school math instruction?
Submissions due February 9, 2007.
ELEMENTARY SCHOOLS
*What defines a CES elementary school?
*What do the Common Principles look and feel like in elementary schools?
Submissions due May 18, 2007.
TRANSFORMATIONS
*How do communities interrupt the status quo and create the conditions for transformed schools?
*How do transformed schools - and their larger environments - sustain and evolve as student-centered, collaborative, academically challenging and equitable places of learning?
Submissions due August 24, 2007.
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