Teacher Accountability vs. Student Responsibility

Carol’s Summary:

Teachers have long been held responsible for the success of their students, but now some argue that after a certain age, students should be considered responsible for their own academic success. Many high school and college students hold on to the notion that teachers should remind them to come to class and do their schoolwork, but with age a person should have a better understanding of their responsibilities.

Evaluations of teachers are often based on student performance data, but regardless of grade level the criteria of evaluations remains the same. It is being argued that perhaps the evaluations of high school and college students should reflect less upon the quality of teaching and more upon the effort that the students put forth.

Education is just as much about student performance as it is about teacher performance. While they go hand-in-hand, the success of students, especially those in high school and college, is not always directly attributed to how well a teacher instructs them. Student success also lies in the hands of the individual and his or her goals.

It is important to show students how personally responsible they are for their own success, not only in school but in life. Books such as Sophomore Guide to College and Career help to inspire students to choose the right path based on their goals, and to take responsibility for their actions throughout life. LifeBound’s books connect to students on a personal level, showing them that they are in control of their decisions and plans. To learn more about Sophomore Guide to College and Career and other LifeBound books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:
Teacher accountability schemes let teens off the hook
By Daniel Willingham

Not long ago a student told me a story about taking the SAT. Students were to bring a photo I.D., and the girl in front of her in line had not brought one. When she was told that she couldn’t take the test without the I.D., she was incredulous. She literally did not believe that there would be a consequence for her forgetfulness. She assumed that there would be a Plan B for people like her. When it became clear that plan B was “go home and next time, bring your I.D.,” she was angry and scornful.
To read the full article: www.washingtonpost.com

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Generation Y: No jobs, lots of loans, grim future

Carol’s Summary:

The Generation Y population (those born in the 1980’s and 1990’s) is entering one of the worst job markets since the Great Depression. Students are graduating from college with Bachelors and Masters degrees with debts ranging anywhere between $15,000 and $100,000 from school loans, and finding a job that pays minimum wage if they are lucky.

Although the recession has affected workers of all ages, the unemployment rate for those aged 20-24 is 15.3 percent, which is more than double the rate of the other age groups not to mention a great deal higher than the overall unemployment rate of 9.5 percent.

Even though the Millennials’ population is seemingly the best-educated generation to date, the recession could in fact cause these people to delay their careers by up to 15 years and in turn lower their lifetime earning potential significantly. With this grim outlook ahead of them, what can the Generation Y population do to more effectively push themselves into the career they had hoped for upon graduation? The following are some suggestions:

1. Work for free. Many companies may not currently have a position available for hire, but a good way to get to know a company and the work they do is to participate in their internship program. If you work hard and get involved with the company, you are more likely to get hired when a position does become available. Even if you don’t get hired at the end of the internship, you are walking away with valuable experience and in most cases a valuable recommendation.

2. Outsource. If a company is unable to hire you full-time, offer your services on a contract or project basis. This will give you the opportunity to get real work experience and to stay connected to the professional world while you are looking for a full-time job.

3. Find a coach or a mentor. A good way to learn more about the career you are seeking is to find a seasoned professional to mentor you or if you can, hire a coach. Connecting with a mentor allows you to learn the “tricks of the trade” as well as get an inside look into your field of interest, while connecting with a coach can help identify as well as work on your weaknesses. A mentor can also help you get in touch with other professionals in which you can network with.

4. Get involved. Joining a professional association related to your field of interest can give you many opportunities to network with working professionals. This kind of networking can help you find jobs that are not listed for the public, as well as give you an inside scoop on how to get hired.

5. Maximize your resources. Many students fail at finding a job because they do not take advantage of the resources available to them. For example, a school’s career center is a great resource that is often underutilized. Many companies will work with career centers to find new hires instead of posting public job announcements because they know what they are getting when a school refers a graduate to them. In addition, a school’s career center is aware of student programs with the government and many other companies.

6. Do not give up. The most important thing to remember when looking for a job is not to give up. One must realize there are many people in their same position and it may take a while to find a job, but it will be worth it when you do.

The Generation Y population may have many obstacles to overcome, but there are just many opportunities for them to take advantage of. In addition to the suggestions above, LifeBound provides professional coaching for those who need some extra help finding their place in the professional world. For more information about LifeBound’s professional coaching, visit www.lifebound.com or email us at contact@lifebound.com.

Article:
Gen Y: No jobs, lots of loans, grim future
Millennials’ delay in starting their careers could wallop long-term finances

They are perhaps the best-educated generation ever, but they can’t find jobs. Many face staggering college loans and have moved back in with their parents. Even worse, their difficulty in getting careers launched could set them back financially for years.

The Millennials, broadly defined as those born in the 1980s and ’90s, are the first generation of American workers since World War II who have cloudier prospects than the generations that preceded them.

To read full article: www.msnbc.com

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Evaluating Your Options: Eight Things to Consider Before Accepting a Job Offer

If you’re looking for work, it’s tempting to inundate the job market with your resume and take the first offer you get. But as a career seeker, you need to think strategically, while keeping your options open. You’ll have more success with landing a job—and being happy once you’re there—when you’ve assessed your needs, as well as the company’s, in advance. Following are ten things to consider before accepting a job offer.

1. Company culture. Does the company’s dress code, leadership style, and overall mission fit your personality and work habits? An interview can confirm your instincts and help you make an informed decision.

2. Salary. Be realistic. For most companies, the slow economic recovery doesn’t permit high starting salaries. However, after you’ve been offered the job, you have the chance to prove your worth.

3. Benefits. Does your employee package include medical and dental benefits? Are other benefits included in the employee package such as profit sharing? Is there a retirement plan or tuition reimbursement?

4. Opportunities for career advancement. What are the projected timetables for promotion? If the job doesn’t lead to advancement, does it offer an opportunity to sharpen your skills or meet people in your field? Think creatively to determine alternative ways that the job can bolster your career.

5. Training program. Will you receive formal training? Who will train you and for how long? Find out what tools the company offers to help you perform optimally.

6. Travel. Many corporate positions, particularly in sales-related fields, require travel. How often must you travel? What is the company’s policy for reimbursements? If travel is local, will you have use of a company car?

7. Commute. How much time will it take to get to and from your job each day? Is this acceptable to you? Is public transportation an option? Is there someone you can carpool with?

8. Evaluations. How often are evaluations given? What skills and qualities are rated on the evaluation? How does the company measure success within your position?

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Consortium Schools Offer Alternatives to Traditional Curriculum

Carol’s Summary:
Consortium schools are not a very well-known academic system, but some experts such as Martha Foote, are now working to promote and explain the techniques and guidelines of this unique way of instruction. These schools do not necessarily use test scores to measure student progress and success, as so many others do.

Consortium schools are public schools that focus on using innovative strategies of teaching and measuring student development. Instead of standardized testing, student performance is evaluated on the basis of school projects, active discussions and essays. There are currently 28 in New York City.

Consortium schools began in New York City in the 1970s, by Deborah Meier and other instructors at Central Park East Secondary School. Currently, in order for consortium students to graduate, they must complete essays, research papers and science experiments, which are evaluated by their teachers and educators who may be from extraneous establishments.

Although these schools and their methods tend to cost more money, they boast higher graduation and college success rates than many other schools in New York City. About 77 percent of consortium school graduates go on to four-year colleges and universities. This is impressive considering that many consortium school students come from lower-income backgrounds.

Consortium schools offer an interesting difference in curriculum in comparison to traditional public schools, based on their methods of measuring student success. It has been known for years that many bright and hard-working students fail classes, simply due to the fact that their test-taking skills do not match the standards that are set.

However, it is necessary for school systems and districts to understand that standardized testing does not work for every child. LifeBound’s curriculum and coaching enables teachers to provide real-life connections and facilitate active discussion amongst students, which shows that there are many different options and avenues to help students succeed. To learn more about LifeBound’s coaching and curriculum, visit www.lifebound.com or e-mail contact@lifebound.com for more information.

Article:
Intriguing alternative to rating schools by tests
by Jay Mathews
I have to question my own judgment and fair-minded-ness when I ignore–for three years! A report that raises important questions about the way we have been using test scores to rate schools.
I have always been open to better ways of assessing how our children are taught. But I usually say standardized tests are the best available tool at the moment. So I am embarrassed that it took me so long to read “Keeping Accountability Systems Accountable” by Martha Foote, published in the Phi Delta Kappan education journal in January 2007.
To read the full article: www.washingtonpost.com

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Effective Leadership: How to Motivate and Inspire Others

Managers and parents, educators and CEOs, all have one thing in common: They influence others. What do really good leaders do that ineffective leaders don’t do? Why do some people inspire others to greatness while others promote little if any positive influence? Or worse, why and how do some people negatively influence others, bringing down entire organizations, companies, and profits? While books and lectures on this topic abound, the most effective leadership comes down to a few basic tenets:

1. Do you have integrity? As a leader, if you are not a person of your word you can’t motivate others. Or you may inspire them initially, but they won’t be with you for the long haul. If you’re a parent of teenagers, you’ve probably experienced how quickly they can let you know when you’re being a hypocrite.

2. Do you bring out the best in others and yourself? The best leaders understand the strengths and weaknesses of others, as well as their own strengths and weaknesses. They leverage the best qualities of those around them in ways that promote the personal growth of that person while meeting the goals of the organization.

3. Do you have people on your team who offer different perspectives? Research shows that successful companies, as well as strong families, allow for differing points of view. Do you have people around you who think differently than you do? Do they challenge your point of view to help you make more thorough decisions?

4. Are you a visionary? Do you have an idea of where your company can go and what your team can do to bring about wild successes? What tolerance do you have for teachable failures? What culture and climate does your vision promote? A true vision will reflect your most basic values and beliefs.

5. Do you lead by example? Are you someone who doesn’t ask more from others than you are willing to give yourself? The most effective leaders have the ability to maintain their authority while providing an example of leadership built on trust and respect.

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A Chosen Few Are Teaching for America

Carol’s Summary:

Teach for America, an organization that hires recent college graduates to teach in low-income public schools, has become more selective in choosing graduates to teach. Even many Ivy-league graduates have had difficulty getting accepted into the non-profit program. This year, about 4,500 candidates were accepted out of over 46,000 people who applied.

Teach for America not only benefits students in low-income schools, but also offers
Résumé credentials, job security for two years, and a beginning teacher’s salary. Teach for America applicants must complete an online application, a lesson plan, a written test, a phone interview, an in-person interview and a monitored discussion.

While many agree that Teach for America is a great program to recruit and train new teachers, others have mixed feelings due to the turnover rate of the program. According to a study from Harvard, about 61 percent of teachers stay after their two-year contract ends. Others go on to graduate school or to pursue other careers. Also, some education experts and critics say that students’ academic performance is often better when they have experienced teachers.

Schools in low-income neighborhoods are in the most need of good teachers, books and other materials; Teach for America provides new teachers with hand-on experience in the professional world. LifeBound provides frequent coaching and training sessions for teachers who are looking to find new ways to connect with students and work with them to ensure maximum success. We offer curriculum ideas along with our coaching and books. To learn more about LifeBound, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:

A Chosen Few Are Teaching for America
By MICHAEL WINERIP
Published: July 11, 2010
HOUSTON — Alneada Biggers, Harvard class of 2010, was amazed this past year when she discovered that getting into the nation’s top law schools and grad programs could be easier than being accepted for a starting teaching job with Teach for America.
To read the full article: www.nytimes.com

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The Creativity Crisis

Carol’s Summary:
For the first time, is has been reported that Americans’ creativity is on the decline. Even though Americans grow increasingly intelligent, creativity scores have been falling since 1990. The College of William and Mary collected data in the form of creativity test scores from 300,000 children and adults nationwide, and found the scores from children in kindergarten to sixth grade were most troubling.

The creativity test was created by Professor E. Paul Torrance in the 1950s, and has been administered to people by psychologists worldwide. No one knows exactly why creativity has declined in younger generations, but it is suspected that television, videogames and other forms of technology may have something to do with the problem. Children aren’t as often encouraged to exercise their creativity at school nor at home.

Some researchers believe that “creativity training” programs may be able to help adults and children who struggle with creativity. In creativity training, people would be asked to perform tasks such as creating music on a keyboard, and finding different ways to solve common problems, such as how to reduce noise vibrations in a library.

Creativity is just as much, if not more important than conventional intelligence. Many of the world’s greatest leaders, inventors and other historical figures were and are people who thought outside of the box of conventional thinking. Creativity fosters innovation, which brings about new ideas and products for the masses and enables nations to evolve and grow.

Despite the fact that people are becoming more intelligent, the fact that creativity is on the decline is quire worrisome, especially for children since they are our future. As educators and parents, it is our responsibility to foster children’s creative abilities; Critical and Creative Thinking for Teenagers is a book that presents students with the opportunity to use their imagination, be inquisitive, and create new ideas. To learn more about this book and Lifebound’s other books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:
The Creativity Crisis
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”

The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
To read the full article: www.newsweek.com

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For Those Facebook Left Behind

Although social networking sites are becoming increasingly popular, there are still an abundance of people who are unfamiliar with these tools. There has been a recent uproar about the use of the word “tweet”, and a new debate on whether the word is appropriate to use in other outlets besides on-line. This debate has in some ways separated tech-savvy people from others.

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Lumina Foundation Suffers “Initiative Fatigue”

The Lumina Foundation, which plays a key role in education nationally, is concerned about “initiative fatigue,” and will concentrate its efforts on getting more students to graduate from college. As someone who has spent the last sixteen years writing books for college students and working with professors to be more effective with freshmen, here is my advice:

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