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January 7, 2013
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Collaborating to advance literacy learning

  Transforming Literacy Learning 
  • Students research, publish profiles of Conn. city's African-Americans
    Students in Theresa Vara-Dannen's American Studies at University High School of Science and Engineering in Hartford, Conn., have written and published 30 profiles of local men and women for the African American National Biography, compiled by the W.E.B. Du Bois Institute for African and African American Research at Harvard University. Students research their subjects, such as abolitionist Selah Africanus, through libraries, historical societies and newspaper archives. The project is a reason Vara-Dannen was named 2012 Connecticut History Teacher of the Year by the Gilder Lehrman Institute of American History, said Steve Armstrong, president-elect of the National Council for the Social Studies. The Hartford Courant (Conn.) (1/4) LinkedInFacebookTwitterEmail this Story
  • Banker offers money-management lessons to high-school students
    Andover High School in Massachusetts recently welcomed Amy LaMoche to speak to three classes of high-school math students. LaMoche, who is the branch supervisor and business development officer for the Reading Cooperative Bank, explained the differences between credit and debit cards, the consequences of bad credit and offered some advice. "The message I try to put across is opening a checking account while you're still in high school, maybe junior or senior year. Figure out how to use it while under your parents' roof, and form good habits," LaMoche said. The Andover Townsman (Mass.) (1/3) LinkedInFacebookTwitterEmail this Story
  Literacy Everywhere 
  • Literacy program started by retired L.A. judge tutors 100 at-risk boys
    Retired Los Angeles Superior Court Judge James Reese started a literacy program that is now teaching 100 at-risk African-American boys in kindergarten through fourth grade through the University of California. Helping students read on grade level before they enter intermediate school will have a greater impact in their lives, said Reese, 93. "Literacy affects your entire life," he said. Los Angeles Wave (1/2) LinkedInFacebookTwitterEmail this Story
  • Library's "resolutions" program challenges readers in the new year
    The Marion Public Library in Marion, Ohio, is challenging children from infants to teens to complete a dozen tasks from a list of 34 "reading resolutions" as part of its Winter Reading Club. The resolutions include reading books from different genres to attending library activities. "There's always been a demand for it. People have asked for something like that to get them interested in reading and challenge themselves," said Barb Moore, youth services manager. The Marion Star (Ohio) (tiered subscription model) (1/5) LinkedInFacebookTwitterEmail this Story
  • Other News
  Education Policy 
  • Third-grade reading guarantee puts pressure on Ohio teachers, students
    Officials in Ohio elementary schools have hired reading specialists, engaged classroom teachers as one-on-one tutors and recruited high-school volunteers to respond to a law requiring all third-graders to read at grade level by the end of the year or face retention. Ohio, where 30% of its 40,000 third-graders don't read at grade-level, is among 14 states who have passed such retention policies. "We have got to buckle down and they have got to read. There is no ifs, ands or buts about it," elementary-school principal Ruthenia Jackson said. PBS/NewsHour (1/4) LinkedInFacebookTwitterEmail this Story
  • Other News
  Leadership and Capacity Building 
  • What are the benefits of competency-based grading?
    The competency-based grading and reporting model has been a part of one high school's improvement plan, writes principal Brian Stack. In this blog post, he notes five things that changed at his school in the three years since implementing the model. Among them are the formation of small learning communities for students and professional learning communities for teachers, the use of competency-based, common grading procedures and the reporting of student progress based on students' mastery of course-based competencies. Connected Principals blog (1/3) LinkedInFacebookTwitterEmail this Story
  Professional Learning 
  • Teachers collaborate to develop classroom practices through CoLab
    Helping teachers share best practices and work out classroom problems during summer workshops is one way CoLab helps teachers take risks and learn to fail in the process of becoming learning facilitators, Ralph Cordova, a CoLab teacher-leader, said in this interview with Bill Donius. An offshoot of the National Writing Project, CoLab offers a summer institute, local school-site support and school-level professional development. "Teachers learn how to study each other's local challenges and then develop design-centric approaches that lead to prototyping solutions to those problems, which they then test at small scales of resolution," Cordova said. The Huffington Post/The Blog (1/2) LinkedInFacebookTwitterEmail this Story
  NCLE Spotlight 
  • Partnering as a way to "deprivatize" your professional practice
    In this post, Carla Aranda writes, "Lately, I've been hearing and reading the term "deprivatizing practice" in reference to building capacity for teaching and learning. The term has elicited strong reactions for me. I wonder, whose practice needs deprivatizing? And who is deprivatizing it? It feels like someone is doing something to me, like another attempt to point the finger at teachers and demand change. Once I get beyond my initial reaction, I reflect on what it really means." Read on. LinkedInFacebookTwitterEmail this Story
  • How academic vocabulary impacted student learning
    Listen to a recording of a history and social science teacher discussing their reflections about how their work with Academic Vocabulary impacted the learning of their students. Read on. LinkedInFacebookTwitterEmail this Story
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If money be not thy servant, it will be thy master. The covetous man cannot so properly be said to possess wealth, as that may be said to possess him."
--Francis Bacon,
British author and statesman

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