Education The Natural Bridge

Forest Of The Rain Productions Discusses The Value of Education with an Educator and a Civic Leader

2011-04-21T04:11:00.001-04:00

Hello Engaged Parents and Dedicated Educators,

Below you will find two very interesting interviews. Our first interview opens our discussion with five superintendents from across America in what we are calling “The Educational Landscape" with Dr. Joe A. Hairston, Superintendent for Baltimore County Public Schools since 2000.

The second interview is with Mr. Jim Rosapepe, Maryland State Senator for District 21. Mr. Rosapepe discusses his vision for education and the factors impacting education in the state of Maryland.

Dr. Joe A. Hairston
Superintendent
Baltimore County Public Schools
Topic: The Value of Education and The Success of Baltimore County Public School Students
Time: 10:00am
Date: April 21, 2011
Where: The Journey Begins, Internet Radio for the Engaged Parent and Dedicated Educator

A visionary and progressive leader, Dr. Joe A. Hairston has served since 2000 as Superintendent of Baltimore County Public Schools, the nation's 26th largest school system. Dr. Hairston’s administration is now among the longest in the modern day history of the school system. Dr. Hairston’s results-based leadership has yielded a growing list of achievements including greater student participation and success in Advanced Placement and national renown for the quality of high schools and arts education, use of technology, greater accountability, and resource conservation.

A career rooted in the classroom

A career educator, Dr. Hairston's ascent in education administration began and is rooted in the classroom. Over the years, he has developed and refined strategies that have proven successful in raising student achievement. Dr. Hairston began his career in 1969 as a teacher in Prince George's County. Within two years of entering the classroom, he was appointed department chairperson and five years after that he became administrative assistant to a principal. He was appointed vice principal in 1977 and was named a principal in 1981. While serving as the principal of Crossland High School, from 1982 to 1986, Dr. Hairston developed an organizational, instructional, and marketing model for high school reform that he next employed at Suitland High School. At Suitland, a low-performing school with almost 2,300 students, Dr. Hairston implemented a nationally recognized visionary magnet program, which increased achievement for all students in the school – not just those in the magnet program. His achievements in turning Suitland around were recognized by President Ronald Reagan, Vice President George Bush, and Secretary of Education William J. Bennett and led the school to receive a National Award of Excellence. Many of the elements of Dr. Hairston's formula for student success – developed throughout the 1980s – are echoed in the federal No Child Left Behind Act.

In 1989, Dr. Hairston was named assistant superintendent of Prince George's County Public Schools. Then in 1995, he became the first appointed (rather than elected) superintendent of Clayton County Public Schools in Jonesboro, Georgia. During his tenure in Clayton County, he earned praise for infusing technology into the administration and schools, increasing business partnerships, and developing community advocacy and fiscal support for the school system.A native of Virginia, Dr. Hairston earned a doctorate in education administration from Virginia Tech (1993), a master's degree in administration and physical education from American University (1976), and bachelor's degree in biology and physical science from Maryland State University (now the University of Maryland Eastern Shore) (1969).

James Carew Rosapepe
Maryland State Senator
District 21
Topic: A Vision for Education and Trends Impacting the Education
Time: 10:00am
Date: April 21, 2011
Where: The Journey Begins, Internet Radio for the Engaged Parent and Dedicated Educator

Member of Senate since January 10, 2007. Assistant Deputy Majority Whip, 2007-. Member, Education, Health and Environmental Affairs Committee, 2007-; Joint Committee on Base Realignment and Closure, 2007-. Senate Chair, Joint Information Technology and Biotechnology Committee, 2009-; Joint Audit Committee, 2011-. Chair, Joint Technology Oversight Committee, 2007-09. Member, National Conference of State Legislatures (communications, financial services & interstate commerce committee, 2007- ).

Board of Regents, University System of Maryland, 2001-06. Member, Task Force to Improve Child Support Compliance in Prince George's County, 2007-08; Task Force on the Preservation of Heritage Language Skills in Maryland, 2008-09. Chair, Task Force on Solar Hot Water Systems in Prince George's County, 2010. Member of House of Delegates, 1987-97. Vice-Chair, Ways and Means Committee, 1995-97. Resigned from House of Delegates, effective December 31, 1997, to become U.S. Ambassador to Romania. U.S. Ambassador to Romania, January 20, 1998 to February 2001.

Living Education Magazine: Discusses Bullying

2011-04-18T03:24:00.003-04:00

Rochelle Wilson of Washington, DC Public Schools, Colleen Eisenbeiser of Anne Arundel Community College, and Dr. Marilyn Irving of Howard University talks to Living Education Magazine host Carmen Johnson about bullying and the affects it has on the victims, families and learning environment. The panel will also discuss ways how parents can help their child when they are bullied. Brenda High of Bully Police USA discuss her son's Jared and her family's experience with bullying and how parents can help their child when she/he is bullied.

Parent Talk Discusses Universal Pre-K With Community and Youth Advocate Nakia Troi Ngwala

2011-03-06T22:09:00.003-05:00

Nakia Troi Ngwala's advocacy began more than a decade ago while she held various corporate positions throughout the Washington, D.C. Metropolitan Area. In 2004, out of inspiration from the birth of her first son, Mrs. Ngwala became a full-time parent, full-time community advocate and organizer, and youth advocate and has been actively engaged in promoting unity, social justice and equality in her community of Springdale and in Prince George’s County, Maryland ever since. In September 2008, when Mrs. Ngwala learned that her 4 year-old son was not eligible to participate in the public preschool program in Prince George’s County because of the county’s income requirements, she immediately became a Universal Pre-K/Preschool for All advocate. Since then, as a constituent in Prince George’s County, she has written letters, and has called and continues to call on elected officials to inform and encourage involvement from the county on the importance of early childhood education for all young children in Prince George’s County. In November 2008, she was a contributor in the Universal Pre-K Fact Finding Meeting with the Prince George’s County Public School’s Board of Education to examine national, state, and local data regarding Universal Pre-K and to determine if there was a need to establish a Prince George’s County Universal Pre-K Task Force

iCollege Tour Series Talks To Dr. Troy Paino, President Of Truman State University

2011-03-06T21:46:00.007-05:00

Dr. Troy D. Paino began his duties as the sixteenth President of Truman State University on May 10, 2010, and serves as the chief executive officer and principal spokesperson for the University.

Prior to becoming President, Dr. Paino served since 2008 as Truman's Provost and Vice President for Academic Affairs. In this leadership position he served as a senior member of the president's cabinet and as chief academic officer for the University.

Dr. Paino served as the Dean of the College of Liberal Arts at Winona State University (Minnesota) from 2004 to 2008. He began his career at Winona State University in 1997 as an Assistant Professor of History. He was promoted to the rank of Professor in 2007.

Dr. Paino received his Juris Doctorate from Indiana University School of Law. Prior to arriving at Winona, he worked as a lawyer in Indianapolis.

Dr. Paino also has a Ph.D. and a Master of Arts degree in American Studies from Michigan State University and a Bachelor of Arts degree in history and philosophy from Evangel University in Springfield, Missouri. His teaching and scholarly interests include 20th-century cultural and social history and American legal history. He has written extensively on the history of American sport, and in 2008 published his book, "The Social History of the United States: 1960s."

Dr. Paino is a member of the American Association of State Colleges and Universities (AASCU) Committee on Professional Development and the AASCU New Presidents' Academy Advisory Committee. He is also a member of the Rotary Club of Kirksville and the First United Methodist Church. He and his wife Kelly have two daughters, Sophia and Chloe.

Rosalie Greenberg, M.D. Discusses Educating Children With Mental Disabilities

2011-01-24T15:32:00.009-05:00

Rosalie Greenberg, M.D. is a board certified child and adolescent psychiatrist in private practice in New Jersey. She specializes in the psychopharmacology of pediatric mood disorders and attention-deficit/hyperactivity disorders. Dr. Greenberg is an Assistant Professor of Clinical Psychiatry at Columbia University College of Physicians and Surgeons in New York. She was a founding board member and past president of the Juvenile Bipolar Research Foundation. She has also served as chairperson of the Scientific Advisory Council of the Blue Harbor Foundation [an organization that funds research into Bipolar Disorders throughout a person’s lifecycle]. She is a consultant in Psychiatry at Overlook Hospital in Summit, New Jersey. She is recognized as one of the top doctors in child psychiatry in the Castle Connelly, NY metropolitan area guide {1999- 2010}. Dr. Greenberg has also been highlighted in New York Magazine {2005, 2006, 2007, 2008, 2009 and 2010 }, New Jersey Monthly Magazine {2005}, New Jersey Life Magazine {2006} and Inside Jersey –A Star-Ledger Magazine {2009, 2010}. Author of “Bipolar Kids: Helping your Child Find Calm in the Mood Storm - DaCapo Press March 2007. Co-Producer of the film: Rescuing Childhood- Understanding Bipolar Disorders in Children and Adolescents (2009). She lectures nationally on various topics in that field. Details for this can be found her website: www.RosalieGreenbergMD.com

Bob Wise Talks About His Work As Co Chair On The Digital Learning Council to Forest Of The Rain Productions--The Journey Begins Internet Radio

2011-01-20T10:28:00.009-05:00

Bob Wise is president of the Alliance for Excellent Education and former governor of West Virginia. He currently cochairs the Digital Learning Council with Jeb Bush, former governor of Florida. Governor Wise also chairs the National Board for Professional Teaching Standards.

Under Governor Wise’s leadership, the Alliance continues to build its reputation as a respected authority on high school policy by advocating for reform in America’s secondary education system and working to ensure that all students graduate from high school prepared for college, careers, and to be contributing members of society.

Since joining the Alliance in February 2005, Governor Wise has become a sought-after speaker and advisor on education issues. He has delivered keynote addresses at high-level functions to core groups of the education community, state and federal government entities, as well as business, philanthropic, civil rights, and community organizations—all with a stake in education reform. Governor Wise has also advised the U.S. Department of Education, White House Transition Team, and frequently testifies before the U.S. Congress.

Governor Wise has appeared on national television and radio programs such as Lou Dobbs Tonight (CNN), the Charlie Rose Show (PBS), PBS NewsHour, the Diane Rehm Show (NPR), and Washington Journal (C-SPAN). He has also been featured in publications such as Newsweek, U.S. News and World Report, Wall Street Journal, New York Times, Washington Post, Los Angeles Times, Chicago Tribune, Atlanta Journal-Constitution, Philadelphia Inquirer, and Charlotte Observer, among others. He is author of the book Raising the Grade: How High School Reform Can Save Our Youth And Our Nation.

As governor of West Virginia from 2001 to 2005, he fought for and signed legislation to fund the PROMISE Scholarship program, which has helped thousands of West Virginia high school graduates continue their education in the Mountain State. Governor Wise also established a character education curriculum in all state schools and created the Governor’s Helpline for Safer Schools. During his administration, West Virginia saw a significant increase in the number of students completing high school and entering college.

In 2001, Governor Wise proposed salary bonuses for teachers who achieve National Board certification. The proposal was passed and, as a result, helped triple the rate of certified teachers in the state. Additionally, Education Week’s “Quality Counts 2004” report gave West Virginia the highest cumulative grade out of all fifty states. As governor, he was also the first West Virginian to chair the Southern Governors’ Association.

From 1983 to 2001, Governor Wise served in the U.S. House of Representatives representing the 2nd District of West Virginia. During his tenure, he worked aggressively to preserve federal financial aid for students to attend college and served as a member on the House Education and Labor Committee. For several terms, he was a member of the Democratic Party Leadership team as a regional whip and as a whip-at-large. Committee assignments during these eighteen years included Transportation and Infrastructure, Government Reform and Organization, and Budget. Governor Wise’s notable congressional accomplishments include the Chemical Right to Know legislation, the Wise Amendment to the Clean Air Act, and the first-ever federal Mental Health Parity legislation.

Governor Wise serves on several boards, committees, and commissions including the Public Education Network’s board of directors, the Springboard Project Commission, the board of trustees of America’s Promise, and the steering committee for the Coalition for Student Achievement. He is an advisory committee member for a number of organizations, including the Campaign for Educational Equity, Editorial Projects in Education, the Bay Area Coalition for Equitable Schools, and the National High School Center, which is funded by the U.S. Department of Education’s Office of Elementary and Secondary Education and Office of Special Education Programs and housed at the American Institutes for Research. He also serves on the board of advisors for the Moffitt Cancer Center and the board of directors of C-Change, which works to eliminate cancer as a major public health risk at the earliest possible time.

Governor Wise earned a bachelor’s degree from Duke University and a JD from Tulane University School of Law. He has a black belt in Tae Kwon Do. He and his wife Sandy live in Washington, DC with their two children

Irene Clements President National Foster Parent Asso. Talks With Foster Of The Rain Productions On the Challenges Foster Children Have In Education

2011-01-19T23:02:00.006-05:00

Join Educational Gateway on January 10th for a conversation with Mrs. Irene Clements, President, National Foster Parent Association.

Mrs. Clements will outline the challengs facing foster care parents in their efforts to ensure a quality education for foster care children living in their home.

BIO

Irene and her husband, Billy, fostered for 27 years and adopted four children. Irene has 34 years experience working within the child protection system, both as a foster parent and as an advocate for foster families and the children they serve. Irene is also the President of the Texas Foster Family Association and is Vice President for Advocacy for Lutheran Social Service of the South, Inc.

iCollege Talks To Dr. Charlene Dukes, President of Prince George's Community College

2010-11-20T12:48:00.005-05:00

Forest Of The Rain Productions has an exclusive interview with Dr. Charlene Dukes, President of Prince George's Community College can be heard on The Journey Begins Internet Radio for the engaged parent and dedicated educator.

BIO

Dr. Charlene M. Dukes is the eighth and first female president of Prince George’s Community College and has twenty-eight years of progressive leadership experience and administrative responsibility in higher education. With more than 40,000 students, Prince George’s Community College offers more than 200 credit and workforce development programs. She holds membership in a variety of professional organizations, including serving as a founder and lead faculty member for the Community College Student Development Leadership Institute under the auspices of the National Council on Student Development, an affiliate of the American Association of Community Colleges; the National Association of Student Personnel Administrators through which she served on the National Academy Board; the Council of Law in Higher Education; and the Maryland Network, an affiliate of the Office of Women in Higher Education/American Council on Education. Additionally she serves on the Diversity and Inclusion Council of the American Association of Community Colleges, the Lifelong Learning Commission of the American Council on Education, and the Presidents’ Round Table, an affiliate of the National Council on Black American Affairs.

From 2002 through 2006, she served on the Appointed Board of Education of Prince George’s County and chaired the Student Support, Student Appeals, and Personnel Committees. In May 2007, she accepted an appointment from Governor Martin O’Malley to serve a three-year term on the Maryland State Board of Education and was elected in July 2009 as vice-president of the Board. In October 2007, the African-American Alumni Council of the University of Pittsburgh recognized Dr. Dukes as an Outstanding Alumnus, and in 2008, she received the Distinguished Alumnus Award from Indiana University of Pennsylvania. In 2009, she received the “1St Ladies Award” given by Radio One and My Sister’s Keeper Organization and the “Luminary Award” from the Prince George’s County Black Chamber of Commerce.

She has participated in the Executive Leadership Institute sponsored by the League for Innovation, Women in Leadership sponsored by the Office of Women in Higher Education/American Council on Education, and the National Leadership Academy sponsored the Association of Community College Trustees. She has also served as adjunct faculty at the Community College of Allegheny County in the English Department, at Prince George's Community College in Developmental Studies, and at Morgan State University in the Community College Leadership Doctoral Program.

She is a member of the board of directors of the Prince George’s County Chamber of Commerce, the Business Round Table, the Harlem Renaissance Foundation, College Summit, and a lifetime member of Delta Sigma Theta Sorority, Inc.

Dr. Dukes has a Bachelor of Science in Secondary Education with an English concentration from Indiana University of Pennsylvania and a Master’s and Doctorate in Administrative and Policy Studies from the University of Pittsburgh. She resides in Glenn Dale, Maryland with her son, Maurice Dukes, a student at Howard University.

An exclusive interview with Dr. Nancy Grasmick, Maryland's State Superintendent of Schools

2010-09-14T13:23:00.002-04:00

An exclusive interview with Dr. Nancy Grasmick, Maryland's State Superintendent of Schools can be heard on The Journey Begins Internet Radio for the engaged parent and dedicated educator.

For the second straight year, Maryland’s public education system received number one rankings in 2010 from Education Week; the College Board for Advanced Placement performance; and, once again, Newsweek for the highest percentage of rigorous high schools in America. We should all be truly proud for these consistent and remarkable accomplishments.

BIO

First Lady of Education A woman of courage who dared to make a difference. A tireless advocate for education These are just a few of the phrases Maryland’s media and civic leaders have used to describe Dr. Nancy S. Grasmick, Maryland’s first female state superintendent and the U.S.’s longest serving appointed schools chief. Dr. Grasmick is known for her strong focus on student achievement, teacher quality, parent involvement, public school funding, and early childhood education.

Under Dr. Grasmick’s leadership, Maryland is nationally recognized for its many achievements. In January 2008, Education Week—the U.S.’s leading education newspaper—ranked Maryland’s public school system 3rd–best in the nation and said that Maryland is the country’s mostconsistently high–performing state.

The ranking is based on more than 150 indicators, including scores on the National Assessment of Educational Progress (NAEP); high school graduation rates; Advanced Placement performance (an indicator on which Maryland ranks #2 nationwide); and the alignment of preK–12 education with early learning, college, and work place expectations. Many of the pioneering policies enacted over Dr. Grasmick’s 17–year tenure—instituting an explicit preK–12 curriculum; developing statewide assessments and holding schools and school systems accountable for their results; disaggregating performance data by race, poverty, disability, and English fluency—have become commonplace in American classrooms.

Dr. Grasmick’s career in education began as a teacher of deaf children at the William S. Baer School in Baltimore City. She subsequently served as a classroom and resource teacher, principal, supervisor, assistant superintendent, and associate superintendent in the Baltimore County Public Schools. In 1989, Governor William Donald Schaeffer appointed her Special Secretary for Children, Youth, and Families and, in 1991, the Maryland State Board of Education appointed her State Superintendent of Schools.

Dr. Grasmick received her doctorate from the Johns Hopkins University, her master’s degree from Gallaudet University, and her bachelor’s degree from Towson University. Her numerous board and commission appointments include the President’s Commission on Excellence in Special Education, the U.S. Army War College Board of Visitors, the Towson University Board of Visitors, and the Maryland Business Roundtable for Education. In 2005, she was appointed to the National Academy of Sciences committee responsible for Rising Above the Gathering Storm, the landmark report on U.S. economic competitiveness.

Dr. Grasmick has received many awards for her visionary leadership, including the Harold W. McGraw, Jr. Prize in Education. In 2007, Loyola College in Maryland awarded Dr. Grasmick its President’s Medal in honor of her professional accomplishments and service to the community. She was also named a 2007 Influential Marylander by The Daily Record.

Dr. Grasmick is the 2006 recipient of the prestigious Education Commission of the States’ James Bryant Conant Award for her outstanding contributions to American education. In 2005, Maryland’s education head quarters was renamed the Nancy S. Grasmick State Education Building. In 2004, Dr. Grasmick was inducted into the Maryland Women’s Hall of Fame. She also received the Johns Hopkins Woodrow Wilson Award for Government Service. In 2003, the Education Commission of the States gave Maryland its State Innovation Award for excellence in education policy development.

That same year, Dr. Grasmick was inducted into The Daily Record’s Circle of Excellence, an honor bestowed only on those named to the newspaper’s Top 100 Women list more than three times. In 2001, Dr. Grasmick was presented the Ronald McDonald Foundation’s Spirit of Children Award for her advocacy and support of young children. Dr. Grasmick is a frequent guest columnist in such journals as Education Week, Educational Leadership, and School Administrator. Her innovative ideas and proven successes have been featured in such media outlets as The Wall Street Journal, The New York Times, and the BBC.

Creating Diversity In Our Parental Engagement Strategies

2010-08-03T02:44:00.002-04:00

Furrer & Skinner (2002) acknowledged parental engagement has an important role in the motivation of student academic performance and relationship with their teachers. According to researchers parental involvement “is a common vehicle for bringing teachers and parents together in schools” (Pushor, 2007, p.2). To that end, Forest Of The Rain Productions is hosting a one day parental engagement conference The purpose of the 2010 “Creating Diversity In Our Parental Engagement Strategies” is to support the efforts of parents, communities and schools to create partnerships to impact children learning and academic achievement.

During this remarkable one day conference, seminal researchers and experts in community outreach, public education, and family involvement will present best practices, strategies and evidence based method for developing and improving parental engagement programs. Conference topics are: (a) Effective Strategies to Engage Hispanic Families; (b) National Parental Engagement Policies and Best Practices; (c) How to Effectively Engage Military Families; (d) Parental Engagement: A Superintendent’s Perspective; (e) The Importance of Parent, Community and School Partnerships; (f) Parental Engagement at The High School Level; and (g) The Benefits of Parental Engagement.

Please make plans to attend!

Name: “Creating Diversity In Our Parental Engagement Strategies”

Date: October 8, 2010

Time: 8am-4:30pm

Location: Comfort Suites Hotel, Laurel, Maryland

Registration Deadline: September 27, 2010

Cost: $65.00 per person

Who Should Attend: School Administrators, Parents, Teachers, Community Stakeholders, PTA members and all who support the partnership between homes and schools.

Register online at "Creating Diversity In Our Parental Engagement Strategies"

Contact Information: Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813
www.forestoftherain.net
forestoftherain@gmail.com

An exclusive interview with Mr. Michael Jackson candidate for County Executive in Prince George's County, Maryland

2010-07-31T01:00:00.003-04:00

An exclusive interview with Mr. Michael Jackson is a candidate for County Executive in Prince George's County, Maryland can heard at on Parents and PGCPS: An EduSocial Network for the engaged parent and dedicated educator. Mr. Michael Jackson will appear on the eCommunity Affairs. The show will air on August 2, 2010. To join the conversation visit Parents and PGCPS

Michael Jackson is currently serving his second consecutive four-year term as Sheriff of Prince George’s County.A former marine reservist, grounded in his religious faith as a life-long member of Mount Calvary Catholic Church, a leader who is determined to use his skills and executive leadership in service to the people, Michael Jackson, 45, is the man to take Prince George’s County from potential to abundant prosperity for all.

Michael Jackson started life on a farm in Upper Marlboro, moved to Maryland Gardens as a youngster, went to Marlboro Elementary School, and then top-tested into rigorous, academically-recognized Crossland High School.

At each stage of his career and motivated by purpose before self, he added to his educational credentials, graduating from The Johns Hopkins University with a Masters Degree in Management Science. Michael Jackson both possesses and demonstrates the management and leadership skills needed to serve Prince George’s County.

Michael knows that great work is not a solo activity. And, change begins with the “Man in the Mirror.”With your vote, Michael Jackson will make a change in Prince George’s County so that it can be all that it can be.

Michael resides in Brandywine, Maryland with his wife Kim, and they have one adult son, Aaron, and two grandchildren.

Ms. Patricia J. Fletcher of the Prince George's County Board of Education Talks About The Importance Of Parental Engagement

2010-07-14T10:44:00.004-04:00

An exclusive interview with Ms. Patricia J. Fletcher of the Prince George's County Board Education can heard on The Journey Begins Internet Radio for the engaged parent and dedicated educator. Ms. Fletcher will appear on the Educational Gateway, a weekly broadcast hosted by Michael Robinson. The show will air on July 21, 2o1o. To join the conversation, follow the link below.

The Journey Begins, Internet Radio for the Engage Parent and Dedicated Educator!

BIO

A 30-year resident of Prince George's County, Patricia J. Fletcher was elected on November 7, 2006, to a four-year term on the Prince George's County Board of Education to represent the residents of School Board District 3. She has two adult children who were educated in the Prince George's County Public Schools; one is a teacher in the public school system, and the other is a Cosmetology Instructor at a private school. Ms. Fletcher also has four grandchildren who are enrolled in the Prince George's County Public Schools.

A community activist for many years, Ms. Fletcher is President of the Kentland/Columbia Park Boy's and Girl's Club; Vice President of the G. James Gholson Middle School PTA; Past President of the Forestville High School and John Carroll Elementary School PTAs; Past-President of AFSCME Local 2095 and Village Green Mutual Homes, Inc.; Member of the Prince George's Multicultural Alliance; and serves on Youth and Political Committees.

Ms. Fletcher has worked for 26 years as a District of Columbia Mental Health Counselor and Forensic Psych Technician. She worked for 5 years as Staff Representative and Chief Negotiator for Arbitration, Mediation, and Grievances with the American Federation of State, County, and Municipal Employees - Council 67.

Ms. Fletcher currently serves as the Retired and Senior Volunteer Program (RSVP) Coordinator with the Prince George's County Department of Family Services (LTGF).

Prince George's County Administrators Focus on Student Achievement

2010-06-26T01:09:00.000-04:00

Administrators from Prince George’s County Public Schools will gather together June 28-30, 2010 at Northwestern High School for the annual Summer Leadership Conference. Focusing on the message of this year’s conference – Framing the Future: Committing to Results – principals and assistant principals will attend workshops on instructional strategies, interventions, and system initiatives.

The three-day conference will open on June 28 with greetings from the Board of Education Chair Verjeana M. Jacobs, Esq., and remarks from School Superintendent Dr. William R. Hite, Jr. who will unveil the school district’s five new goals for the upcoming school year. Charlotte Danielson will serve as this year’s guest speaker.

Danielson is the creator of the Framework for Teaching model which PGCPS currently uses for its work with teacher effectiveness.

An Interview with Dr. Ernest McNealy, President of Stillman College

2010-06-14T15:54:00.004-04:00

The Journey Begins, Internet Radio for the engaged parent and dedicated educator will air an exclusive interview with Dr. Ernest McNealy, President of Stillman College. Dr. McNealy sat down with Ms. Michel S. Davis-Robinson on the set of the iCollege Tour Series to discuss the role of small colleges and how they are remaining vital in the competitive world of postsecondary education.

Dr. Ernest McNealey, Stillman College’s fifth president, is an educational leader, artist, and advocate for the common good. Dr. McNealey’s academic appointments have been marked by increasing levels of responsibility. He began as an instructor of art at a four-year college and, prior to assuming the Stillman presidency, had advanced to a Deanship at a Carnegie I research institution.

Dr. McNealey has been at the forefront of educational initiatives, serving in key leadership roles. Among his professional activities has been the following: Member, APCURM Board of Directors (Presently); Member, NCAA D-II Presidents Council (Presently); Member, Board for the HBCU Capital Financing Program (2006 - 2009); Member, Southern Education Foundation HBCU Advisory Board (Presently); President, Association of Presbyterian Colleges and Universities (2003-2004); Treasurer, Association of Presbyterian Colleges and Universities (2004- 2005); Member, Educational Testing Service – HBCUs Advisory Board (2002 – Present); Chairman (Presently), Member of the Board, National Association for Equal Opportunity in Higher Education (2002-2008); Member, Honda Campus All-Star Challenge Program Advisory Committee (Presently); Member, Paul R. Jones Collection Advisory Board (Presently); Member of the Board, United Negro College Fund (2002-2004); Commissioner, Southern Association for Colleges and Schools (2001-2006); Executive Council, SACS/COC (2005 - 2006); Director, National Bank of Commerce, Tuscaloosa, Al. (1997-2005); Member, Board of Directors, Tuscaloosa Symphony Orchestra (1998-2003); Member, Governor’s Office of Employee Relations, SUNY Management Negotiating Team with the United University Professions Union (1995-97); and Executive Editor, The Journal of Undergraduate Research, The State University of New York at Stony Brook (1994-97). Presently, he is active in the areas of planning, assessment, and accreditation.

Dr. McNealey was also an award-winning artist, having garnered honors in juried exhibitions, including an award from Chicago’s Museum of Science and Industry. He has completed commissions from major corporations, including Anheuser-Busch and R.J. Reynolds, and rendered numerous designs for a variety of civic and social associations.

Dr. McNealey holds a Ph.D. from Ohio State University, a master’s from Indiana University, a Bachelor’s from Alabama State University, and a certificate on the Academic Presidency from Harvard University. He is a member and elder at Brown Memorial Presbyterian Church in Tuscaloosa, Alabama, a life member of Kappa Alpha Psi Fraternity, and a founding member of 100 Black Men of West Alabama.

An Exclusive Interview With Dr. Terrance E. Suarez, president of Mountain Empire Community College

2010-06-02T00:09:00.003-04:00

Dr. Terrance E. Suarez will appear on The Journey Begins Internet Radio for the engaged parent and dedicated educator to discuss the issue of Remedial Education and some of the innovative approaches Mountain Empire Community College has taken to support the academic achievement of students enrolled in remedial education courses.

Dr. Terrance E. Suarez became president of Mountain Empire Community College on January 2, 2002.

Dr. Suarez has 37 years of experience in the Virginia Community College System, beginning as a founding faculty member at J. Sargeant Reynolds Community College where he taught chemistry. In 1979, Dr. Suarez moved to Wytheville Community College and served as Division Chair of Allied Health and Science Programs. Later he served as Dean of Instruction and Student Services. He also served as Acting President during the fall term of 1999.

Dr. Suarez holds a doctorate in chemistry from the University of Kansas and a bachelor’s degree from Florida Presbyterian College (now Eckerd College) in St. Petersburg, Florida.

Since moving to Big Stone Gap, Virginia and Mountain Empire Community College, he has been active in economic development efforts and civic groups in the region. In addition to serving on the Board of the Virginia Economic Bridge, he serves on the Board of Directors for the Wise County Chamber of Commerce, the Virginia Workforce Network, the Cove Ridge Center Foundation, Pro-Art, Lonesome Pine Arts & Crafts, the Southwest Virginia MTC, Wellmont Lonesome Pine Hospital, Southwest Virginia Workforce Investment Board and the National Accrediting Agency for Clinical Laboratory Science.

He is also active in the Kiwanis Club of Big Stone Gap, the Lee County Chamber of Commerce, the Virginia Coalfield Coalition, and many other local and regional organizations. Dr. Suarez was also presented the Distinguished Service Award from the Wytheville Kiwanis Club.

As president of Mountain Empire Community College, one of Dr. Suarez’s priorities has been to work with area school systems to improve existing partnerships and develop joint projects that address the changing needs of students in the region.

He plans to retire on June 30, 2010.

Budget Woes Impact Higher Education

2010-05-22T12:16:00.001-04:00

America’s financial climate has resulted in many community colleges exploring new ways to perform the business of education. The fiscal challenges confronting 2-year colleges have required them to examine their financial structure. As a result of their assessment, community colleges have discovered revenue challenges exist. These challenges are significant areas of concern for community college leadership. For many these fiscal challenges’ represent a threat to the quality of services to students. To prevent major service reductions and changes, institutions have considered implementing cost saving strategies aimed at sustaining high level programs designed to continue student engagement while offering affordable services.

Many of the actions and recommendations suggested by community colleges to reduce expenditures have met with support from State legislature, primarily because states are expecting a serve budget shortfall (Gregg 2009). For example, according to Dulper (2009) the Washington State policymakers will cut the education budget by $500 million, a $158 million over the first proposal released in December. The revised budget has caused community colleges to scramble in an effort to find ways to make reductions and ensuring access.

An Educational Info Byte: The Underprepared Workforce

2010-05-22T12:01:00.001-04:00

Deficits in basic skills cost businesses, colleges and underprepared high school graduates up to $16 billion annually in lost productivity and remedial costs (Capriccioso, 2005). Without authentic open access to an education that is ensured through affordable tuitions, adequate financial aid and flexible course scheduling and delivery, the dream of millions of Americans will never be realized and the competitiveness of America in the market place will continue to erode.

Community College and The For-Profit Sector

2010-05-22T11:27:00.000-04:00

Have community colleges been oblivious to the impact and threat presented by the presence of the for-profit sector of higher education, despite their continued success, popularity and profit making abilities? Lee and Merisotis (1990) and Armstrong (2001) asserted that proprietary schools have been overlooked by traditional education researchers. While Kinser (2006) claims literature on postsecondary student affairs has ignored the student services aspects of the for-profit sector. Simply stated there is not much still known about this segment of postsecondary education in America.

An Education Info Byte: The African American Male Student

2010-05-22T10:45:00.002-04:00

According to Maxwell (2004), “nationally, a mere quarter of the 1.9-million black men between 18 and 24 attended college in 2000, the last year the American Council on Education reported such statistics.” Over the past 33 years, black women have enrolled in four-year colleges at higher rates than have black men, according to the results of a new study conducted by the Higher Education Research Institute at UCLA's Graduate School of Education & Information Studies.

Role of Student Affairs in the Learning College

2010-05-22T10:20:00.002-04:00

A transformation is taking place in student affairs divisions in contemporary community colleges across the nation. Increased accountability demands for student learning outcomes and growing competition from for-profit educational institutions are prompting many colleges to redefine their missions. Many are choosing to progress towards learning colleges, which are outlined in the works of Barr and Tagg; Boggs; Myran, Zeiss, and Howdyshell: Colby; Toy; and O’Banion (as cited in O’Banion, 1997). As a result, student affairs professionals are clarifying their roles in the context of the learning college paradigm.

The evolution of student affairs as a construct is relatively new in higher education. However, Harvey-Smith (2005) points out that although some writers suggest student affairs has antecedents in Athenian education and European universities of the middle-ages, it is primarily an American higher education invention.

Historical Perspective

In January, 1925, the Intercollegiate Council on Personnel Methods (ICPM) was established to assist higher education institutions support students as individuals. In 1926, the ICPM solicited the American Council on Education (ACE) to sponsor a study of personnel practices in higher education. The outcome was the Hopkins Report, which reviewed student development practices at a select number of institutions. Within a decade, the Committee on Personnel Methods (CPM) had created the following set of tools which were being used to address individual student needs: (a) cumulative record cards, (b) personality rating scales, and (c) comparable achievement tests, which have had a lasting impact on the practices of student personnel methods.

In 1936, the Committee on Measurement and Guidance (CMG) was established to coordinate measurement activities for the organization. In 1937, the Committee on Problems and Plans in Education of the American Council on Education (CPPEACE) met in Washington, D.C. to formally recommended that the Committee on Student Personnel Work (CSPW) be established.

The philosophy and purpose of the CSPW was “to assist the student in developing to the limits of his potential and in making his contribution to the betterment of society” (National Association of Student Personnel Administrators in Higher Education (NASPA), 1937, p. 39). By 1949, new goals and objectives were added to the CSPW philosophy that emphasized the importance of education on societal growth and positive influence on the education and development of each individual student (NASPA, 1949, p. 17). The major focus of the new objectives was the student’s full and balanced maturity as a major necessary means of development for each citizen. The recognition of differences in backgrounds, abilities, interests and goals were seen as necessary for optimal development of the individual. Specialists’ efforts were supplemented with preventative advising and counseling by trained faculty members. Mores and policies were recommended that supported favorable conditions of friendly, informal working relationships between teachers and students (p. 34).

More recently, in 1986, student affairs has been challenged to advance individual student learning supported in the learning college movement, including (a) assessing the educational and social experiences of students to improve programming, (b) facilitating faculty-student interaction in programs and activities to develop learning communities, (c) helping students clarify career objectives, explore options for further study, and secure employment, to ensure appropriate career planning and job placement and, (d) continuing to champion students’ rights to promote a highly involved student body interactive in all aspects of college life (as cited in McPhail, 2005). The Student Learning Imperative: Implications for Student Affairs (American College Personnel Association, 1996) was designed to stimulate discussion and debate on how student affairs professionals could intentionally create conditions that enhance student learning and personal development. Major assumptions highlighted in the report are that (a) learning and personal development of students are inextricably intertwined, (b) learning is influenced by a myriad of factors to include the cultures of both the institution and students, and (c) positive in-class and out-of-class settings both on- and off-campus contribute to student learning.

Modern Theories

Modern student development theories are categorized into four distinct areas, psychosocial, cognitive-structural development, social development, and developmental synthesis models (Komives, Woodward, Jr. & Associates, 2003). Psychosocial development theories are structured around what students think about; what their issues are. These theories suggest that the college experience helps students to evolve into mature individuals over time. Cognitive-structural development theories focus on how students think about their issues. “These theories propose cognitive structures, which might be thought of as filters or lenses, of increasing complexity through which one takes in information, perceives experiences, and constructs meanings” (p. 162). As the name implies, social identity theories examine how students see themselves in the world. Finally, the developmental synthesis models take a more holistic approach, viewing the students’ psychosocial and cognitive development as interconnected. Other relevant theories based on typologies, such as the Myers-Briggs theory of personality type, or theories that explore the environment, such as organizational theories, are also important.

Theories are useful to student affairs professionals because they can help the professional interpret what students are saying and can help them analyze the context in which the student speaks. For example, the professional who understands the Myers-Briggs personality types is better prepared to advise students on suitable careers. The application of theories in a learning-centered college environment takes on an even higher level of significance because professionals are better equipped to provide appropriate climates that optimize learning. In this context, student affairs professionals play an intricate role in facilitating learning because of their insight about student development and the stages students must go through to reach their academic, social, and personal potential, thus helping them to evolve into mature, self-confident individuals.

Future Trends and Challenges

Moneta (2003) provides guidelines for future practices in student affairs. He suggests that local campus politics drive the functions of student development and says that student affairs officials should focus on improving relationships with stakeholders to compliment academic programming. In addition, he posits that student affairs professionals should clearly define their role so that all stakeholders understand their vital contribution towards the transformation to a learning-centered college. It is also suggested that assessment methods and quality assurance measures will have to be developed in order to meet the needs of nontraditional and distance learning students.

The author contends that the concept of students as consumers and learners will force institutions to specialize services for the needs of the millennial student. He cited that increases in online and Internet classes and services are important to this generation of students. Further, the author predicts that student affairs professionals will have to serve as life managers, assisting students in a variety of ways, such as (a) facilitating character, self-esteem and fundamental human development, (b) counseling on mental and physical health, spirituality and moral issues, as well as (c) increasing their role in student advocacy.

Conclusion

In conclusion, new roles for educators are emerging as the shift to the learning paradigm occurs. As facilitators of student learning, student affairs professionals will be challenged to become more intentional, integrated, and inclusive with practices and processes. Student affairs will need to closely examine how its operations actually promote student learning, rather than merely provide services to students (Harvey-Smith, 2005).

A News Byte: The History of The American Community College

2010-05-22T08:59:00.001-04:00

The history of community colleges varies state by state, including their characterization as a public or private institution. The variations also have a critical impact on how these institutions are funded and build an operating budget. According to the 50 State Survey, there are two primary methods for allocating appropriated funds to community colleges. Many states use a funding formula developed through a legislative process or by the state higher education board. Other states determine appropriations through legislative hearings and/or deliberations while considering state higher education board recommendations (State Funding for Community Colleges, 2000, p. 3).

ACCESS TO HIGHER EDUCATION: IT’S ROLE IN THE AMERICAN ECONOMY

2010-05-18T16:25:00.005-04:00

“Globalization is upon us and universities need to prepare their students accordingly. Colleges and universities must be focused on improving our students’ global competency, providing our next generation of leaders with
the ability to think critically – to think globally – in all situations and competing with people from various cultures” (Todd, 2005).

The American economy is an intricate system of multiple components. This delicate, but complex set of systems must work in tandem to ensure America remains viable in a changing global environment. America’s economic structure is designed to provide its citizens with security, wealth, opportunity, independence, freedom, personal and professional enrichment, religious expression, and free public and assessable education. But today a once reliable component of the system is hemorrhaging and if not treated soon the impact on America’s international position as a major economic force in today’s global marketplace will be in peril.

Over the centuries our American educational systems with multifaceted components has been the difference that separated the America economy from all others around the world. America’s educational systems represented America’s most valuable assets and resource. Our educational system is the one aspect in our society all American have come to rely on in times of war, peace, recessions and prosperity. This tireless, yet unheralded component serves as the linchpin that secures America’s place among the elite nations.

However, one aspect of America’s complex set of elements, the American workforce is falling behind other nations. More specifically, the American workforce is sorely lacking in the basic academic and technological skills needed to maintain a competitive edge in the market place, an edge which is eroding daily. The American workforce, a once unbounded strength, capable of amazing achievements is now slowly becoming a liability and threatens the economic health and well being of the United States.

The 21st Century brings with it exciting opportunities, a new world of discoveries and possibilities and at the thrust of this amazing time is technology, rapidly changing and innovative technology. The new economy in the 21st Century will rely more on knowledge power and intellectual capabilities in the areas of critical thinking and Innovative Solution Management (ISM) skills. This new world with its changing technology has the capabilities of turning giants into mortals and mortals into kings. The once clear lead that developed countries such as the United States had in the educational arena is quickly shrinking, as developing countries are rapidly increasing their number and quality of college graduates, while equalizing the access rates to education for those attending secondary and primary schools. The actions of the developing countries have been characterized by Kaplan-Leiserson, (2006) as a “sea change” in the relative education advantage that advanced countries have enjoyed for literally hundreds of years.

The continue change among these developing countries will continue to chip away at the core of America’s economic foundation unless authentic access to higher education for every American who so desires remains a vital and re-newed component in the system of the American economy. An opinion shared by the former U.S. Secretary of Education Margaret Spellings who stated while speaking at the University of North Carolina in Charlotte. "It is time to examine how we can get the most out of our national investment in higher education. We have a responsibility to make sure our higher education system continues to meet our nation's needs for an educated and competitive workforce in the 21st century." (U.S. Department of Education, 2005)

Access to Education = Economic Opportunities

2010-05-18T15:52:00.002-04:00

Unemployment rates for workers who have a high school diploma are 50 percent higher than for holders of an associate’s degree and twice that of those who have a bachelor’s degree or higher. Over a lifetime the added economic value of a college education is reflected in earning differences among workers based on their level of education. Those with higher levels of academic attainment have tended to increase their earnings. Individuals with a baccalaureate degree earn on average 40% more –the equivalent of $900,000 – over a lifetime than those who hold only a high school credential (Ruppert, 2003). Human capital theorist holds that colleges and universities contribute to economic growth through the creation of new knowledge and increasing the stock of citizens who are able to implement new processes and technologies into the economy. Researchers estimate that increases in education levels account for 15 to 20 percent of the annual growth in output for the United States.

Mortenson (2003) in his report based on data collected in 2000 indicates that households headed by persons with a least a bachelor’s degree paid 51 percent of all federal income taxes, despite accounting for only 27 percent of all households and 42 percent of all household income. Given these factors the question facing political leaders is not a simple one, but one that impacts the future of society. Can America continue to remain the world’s largest economy with an educational system where access for the vast portion of its population is slowly being eroded? And those impacted the most and can afford it the least are consistently finding it more challenging to pay for an education? The closing off of access to higher education will have a serve and negative impact on minority and women and thereby limit their economic viability. This process is antithetical to the purpose of community colleges and the historical role it has played in the development of the nation’s workforce.

Higher Education and the American Economy

2010-05-18T15:04:00.002-04:00

The expansion of opportunities for education beyond high school has to once again serve as the catalyst for the growth of the American economy as it has during much of the past sixty years. The expansion of opportunities can be traced to two major factors. The first is the Truman Act of 1947 and the second the establishment of the G.I. Bill. Through these two congressional acts expanded opportunities for an education beyond high school were made available for every American and the country experienced an economic boom.

America needs this type of landmark legislation today. If America ever dreams of re-capturing its role as a global leader, education has to be a priority. Colleges and universities have a critical role to play in regional, statewide and national economic development efforts. Clearly, higher education and economic development are inextricably linked to one another (Gigerich, 2006) Implications for higher education in the new technological driven flat world are both exciting and challenging. This new horizon of technological advancement combined with increase demands for postsecondary education offers leaders of institutions of higher education, particularly community colleges the opportunity to impact the landscape of higher education.

Montgomery College of Rockville, Maryland Hires New President

2010-05-18T14:56:00.004-04:00

According to the Washington Post, Montgomery College located in Rockville, Maryland has completed its five month search for a President with the hiring of Dr. DeRionne P. Pollard. To read more about this story click here