• The 2010 NJASCD Annual Conference



    Picture above are Friends of Education Award recipients.

    Presenter: Nancy Andersen to 2010 Award Recipient Mannington Mills Flooring Company Vince Guidice accepting for Dave Kitts VP Environment

    In fall 2008, Mannington Mills and educators, met to see how they could begin a partnership to help county schools take a step forward in improving their    environmental    performance.    Mannington’s    environmental department, led by Dave Kitts, brainstormed ideas on how to best help the wide diversity of Salem County Schools become more green. The partnership was named Going Green and the Logo “It is a Journey” was agreed upon. A secondary goal was developed. The committee would help teachers develop a Green Program for their own schools based on existing and effective business practices. Students would take part in activities much like the businesses they might be employed by in the future. These included metrics, audits, action plans and corrective action plans. Mannington Mills 􏰁Dave􏰂 presented the idea first to a Professional Development Academy kick off, held at Salem Community College in February 2009 of last year. Then the teachers were invited to the plant site to the kick off workshop in April 2009. Teachers where empowered to develop an action plan for their school. The teachers met again later in the spring and they presented activities they had already done and discussed hurtles they faced. Goals where set for the 2009‐ 2010 school year. Mannington again hosted a fall workshop on recycling in response to requests from teachers for help. Mannington Mills has also offered their team for support and mentoring in each school that is participating. To date there are 13 county schools participating. A school participated in a planting of a riparian buffer, including 1153, trees and bushes for local birds at the Mannington site with the NJ Audubon Society. A website has been designed to help the teachers share ideas. 􏰁www.goinggreensalem.com􏰂. The website include actions taken already by the schools, and shares resources and links. A spring meeting is scheduled to review school activities & progress plus to have a tour of the solar panels and other green initiatives at the plant site.

    Presenter: Tom Tramaglini to 2010 Award Recipient New Jersey Road Runners Youth Organization 􏰁Formerly the New Jersey Shore Marathon􏰂 ‐ Robert Castellano

    Art Castellano and the New Jersey Road Runners Youth Foundation has consistently been an active group donating to youth and educational organizations in New Jersey. Over time, many programs in school districts such as Freehold Borough and Long Branch, have benefitted from donations made by the organization.
    Most recently, NJRRYF has benefitted Long Branch’s Get on the Bus program, an effort to provide funding for high students to visit to colleges and universities. The hope is to expose children to these schools and increase opportunity for kids to go to school when many might not have been afforded the chance to do so.

    Presenter: Joseph Mazzarella to 2010 Award Recipient TD Bank ‐ Robert Stroeble, Manager ‐ Eatontown Branch

    Mr. Stroeble and his team worked with various grade level teachers to implement a series of lessons on financial literacy. He and his instructors gave lessons both at the elementary and middle grade levels on maintaining checking accounts. This endeavor entailed mission statements, budgeting and careers as well as writing checks, keeping a check register, types of accounts, currency and determining simple interest. The program offered by Mr. Stroeble showed students how the mastery of mathematics is relevant to their daily lives and how to make applications to real life situations.


    From 20th Century Classrooms to 21st Century Work Spaces: Educating Students in a Rapidly Changing World


    "As educators in the 21st century, we are charged with educating students to be successful in a complex, interconnected world. This responsibility requires schools to prepare students for technological, cultural, economic, informational, and demographic changes." (2008)
     
     
    Leadership Training
     
    The Foundation for Educational Administration (FEA) has expanded its NJ EXCEL (EXpedited Certification for Educational Leadership) Program, a state-approved non-traditional program leading to certification for supervisor, principal, school administrator, and director of school counseling services in lieu of traditional graduate studies in educational administration. Eligibility for NJ EXCEL includes a minimum of a master's degree in a field related to education and four years of full-time experience as a teacher and/or educational specialist.
     
     
    The Following are Current ASCD Positions:

    The Whole Child
     
    The current direction in educational practice and policy focuses overwhelmingly on academic achievement. However, academic achievement is but one element of student learning and development and only a part of any complete system of educational accountability. ASCD believes a comprehensive approach to learning recognizes that successful young people are knowledgeable, emotionally and physically healthy, motivated, civically inspired, engaged in the arts, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders.
    Together, these elements support the development of a child who is healthy, knowledgeable, motivated, and engaged. To develop a whole child requires the following contributions:
     
    Communities provide

    •A safe environment in which students can lean.
    •Family support and involvement.
    •Government, civic, and business support and resources.
     
    •Volunteers and advocates.

    •Support for their districts' coordinated school health councils or other collaborative structures.


    Schools provide


    •Access to challenging and engaging curriculum for all students.

    •High quality professional development with collaborative planning time embedded within the school day.
    •A safe, healthy, orderly, and trusting environment.
    •High-quality teachers and administrators.
    •A climate that supports strong relationships between adults and students.

    •Support for coordinated school health councils or other collaborative structures that are active in the school.

    Teachers provide


    •Evidence-based assessment and instructional practices.

    •Rich content and an engaging learning climate.

    •Student and family connectedness.

    •Effective classroom management.
    •Modeling of healthy behaviors.
    Closing the Achievement Gap
     
    For all students to excel academically and thrive as individuals, we must raise the bar and provide them with access to high-quality learning, curriculum, and instruction. Educators, policymakers, and the public must understand the consequences of persistent gaps in student achievement and they must demand that addressing these gaps becomes a policy and funding priority. ASCD believes that to close the achievement gap, all underserved populations—high-poverty students, students with special learning needs, students of different cultural backgrounds, nonnative speakers, and urban and rural students—must have access to

    •Innovative, engaging, and challenging coursework (with academic support) that builds on the strengths of each learner and enables students to develop to their full potential;

    •High-quality teachers supported by ongoing professional development; and

    •Additional resources for strengthening schools, families, and communities.
     
    Multiple Measures of Assessment
     
    Decision makers in education—students, parents, educators, community members, and policymakers—all need timely access to information from many sources if they are to make informed judgments about student learning and the success of education programs.
     
    Using a single achievement test as the sole measure of learning is inappropriate. Determining success of students, schools, districts, states/provinces, or nations should be based on multiple assessments of and for learning. ASCD supports the use of multiple measures in assessment systems that are:

    •Fair, balanced, and grounded in the art and science of learning and teaching;
    •Reflective of curricular and developmental goals and representative of content that students have had an opportunity to learn;
    •Used to inform and improve instruction;
    •Designed to accommodate nonnative speakers and special needs students; and
    •Valid, reliable, and supported by professional, scientific, and ethical standards designed to fairly assess the unique and diverse abilities and knowledge base of all students.
     
    Educating Students in a Changing World
     
    As educators in the 21st century, we are charged with educating students to be successful in a complex, interconnected world. This responsibility requires schools to prepare students for technological, cultural, economic, informational, and demographic changes.
     
    ASCD supports changes in teaching, learning, and leadership that adequately prepare students for the 21st century and graduate students who:

    •Acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age;
    •Demonstrate creativity, innovation, and flexibility when partnering with business and community members to advance common goals;
    •Make decisions and solve problems ethically and collaboratively;

    •Use technology to gather, analyze, and synthesize information for application in a global economy;

    •Exhibit positive interpersonal relationships that value multiple languages, cultures, and all persons;

    •Display leadership skills that inspire others to achieve, serve, and work together.