By: Wendy Grove
How well we get along with others can open or close doors for kids and adults alike. When we talk about human development, we know how well a child can get along with others matters for childhood, school and life. Social and emotional learning is the extent to which a child learns how to get along with peers and adults, can appropriately express emotions and develops empathy and skills like self-concept, self-regulation and self-competence. But what do these skills really mean? And, what do they look like?
- When people can appropriately express emotions, they can share feelings of anger, happiness and sadness in socially acceptable ways. Most children learn early on that pinching to express frustration won’t work in life. People do not like to be pinched. A child might think, “I can get in trouble if I pinch. I might get pinched back!” As they grow, kids replace these behaviors with more appropriate ways to express frustration, like telling an adult or moving on to another situation.
- When a person has developed empathy, he can envision or feel what it might be like for someone in a circumstance, even if he hasn’t been in that situation before.
- As someone develops her self-concept, she can see herself as part of a family, a neighborhood, a community, a racial or ethnic group and a nation. She sees how she is different from and like others. These are all skills that come with learning, practice and opportunities to compare oneself to others around them.
- When it comes to developing self-regulation, we often think about bad behavior. Simply put, being able to self-regulate means that a person can delay gratification, demonstrate self-control, identify consequences and take responsibility for his actions. Very young children develop this over time, which is why it is common to see a 2-year-old child crying in a grocery store because the parent denied him a toy. It is much less common to see a 13-year-old child acting out emotionally for being denied something he wants.
- A person with self-competence knows that she has skills and abilities to accomplish things. She understands that trying hard can result in learning new things.
The other part of social and emotional learning is relationships with others. Children learn about interactions with other children and adults, what to expect, who to trust, how to get along with others, how to cooperate, and how to both get what they need and give what they can to help others. Does your preschool-age child share well? Probably not. Not many do. But over time, and with opportunities to practice the skills needed to get along with others, children become able to build relationships with others. The first relationships we build are with our caregivers. The adults that take care of us have an important role in attending to our needs as small people because we cannot do things for ourselves. As children grow and develop independence, they also come to build relationships outside of their families. When children attend school, they must learn how to trust, communicate and interact with other non-family adults, as well as other children.
Social and emotional development and learning are the building blocks for life. These skills are built over time as we age. They are practiced and honed. These are as important as our academic skills for school success because very few of us will attend school alone or live without the need to interact with others. The state currently has standards in this area from for children from birth-grade 3 but does not yet have standards for grades 4-12. Stay tuned for updates from the Department about upcoming work to create standards for social and emotional learning in grades 4-12.
Dr. Wendy Grove is the director of the Office for Early Learning and School Readiness at the Ohio Department of Education, where she helps develop and implement policies for preschool special education and early childhood education. You can learn more about Wendy by clicking here.
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By: Stephanie Donofe Meeks
Any “This Is Us” fans out there? In a recent episode of the television drama series, Randall, one of the siblings, was talking about getting his first pair of glasses as a child. He shared his experience with the “better here machine.” Have you ever had a vision screening? They put a device over your head so that it aligns with your eyes to find the proper lens strength to help you see more clearly. As each new lens is tried, you're supposed to look through and decide if you see better with the current lens or former lens. The technician or doctor will ask, “Here or better here?” as he or she switches quickly between lens strengths (which can be sort of amusing when they do it fast).
The character Randall used the “better here machine” as a way to explain his perspective looking back on his childhood with his siblings. I thought that was a powerful metaphor for the way we bring our own unique perspectives to a common experience, including education. In a personalized learning environment, all staff and students have different perspectives. The key to successful transformation to personalized learning is aligning various perspectives and taking advantage of the best aspects of each unique lens.
In my last blog, I talked about using a team approach and the Future Ready Framework to help districts prepare for creating true personalized learning environments for students. An essential component to becoming Future Ready is making a systemic digital learning plan before purchasing the next round of technology. This process includes creating a leadership team and using the district self-assessment tool to determine how prepared the district is to support digital learning environments. Districts get feedback that shows both areas of readiness and areas for growth. Looking at the alignment of all the elements for success can assure districts that their planning will be effective.
If a district uses the Future Ready Framework to help make strategic decisions regarding moving to environments that support personalized learning, the next step is implementation. Future Ready encourages specific roles, such as librarians and instructional coaches, to view the framework, strategies and connections through their specific lenses. Once a district team uses the districtwide lens to look at, reflect and assess its readiness in each element critical to success, the individuals on the team can see the specific ways they can implement the plan via their own unique lenses based on their roles in the district.
Each role’s customized framework helps implement personalized learning for the district based on the specific ways their work will support each gear. Let’s look at two role-specific examples through the lenses of principals and technology leaders that define the ways they can support personalized learning environments for students:
Future Ready Principals believe in:
- Modeling the type of professional learning by empowering staff to lead, learn, fail, and repeat.
- Making anytime, anywhere learning a reality.
- Developing a plan to ensure ubiquitous connectivity in and out of school.
- Advocating for the use of multiple strategies to meet the needs of diverse learners.
- Working to build partnerships to communicate and agree upon a shared vision for student learning in their community.
Future Ready Technology Leaders believe in:
- Making anytime, anywhere, anyhow learning a reality.
- Supporting an open, flexible, robust digital learning environment.
- Insuring data safety and privacy while promoting best practices in digital citizenship.
- Planning for future innovation and technology that supports learning.
- Creating a transparent environment that communicates to all stakeholders.
To see more information about the leadership roles within Future Ready, click here. As you can see, each role plays a unique part in helping the district as a whole move forward with transformation. By using the framework as its own “better here machine,” a district can create a clear vision and path forward by looking through the lens of the powerful gears and the educator-specific roles. For more information or questions regarding this framework, please contact Stephanie Meeks or follow #FutureReadyOH on Twitter. Future Ready also will be the topic of six sessions at the Ohio Educational Technology Conference Feb. 13-15.
Stephanie Donofe is director of integrated technology at the Ohio Department of Education, where she supports technology integration innovations and blended learning initiatives for districts and schools across the state. You can learn more about Stephanie by clicking here.
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By: Guest Blogger
I currently serve as a school administrator. Before entering education, I served as a military officer in the Armor Branch of the United States Army. I am extremely proud of my service to my country. And now I am extremely proud of my service to my community.
Thankfully, the roles of a military officer and a school administrator have many, many differences. But surprisingly, there are some similarities. For example, in both environments, being successful in meeting your goals is critical. My internal ongoing dialog in both worlds has been "How do I know that I am meeting my goal?"
As an educator, I often wonder how we know we are meeting our objectives in terms of teaching and learning. The classroom teacher has learning targets. These are informed by curriculum maps and formative and summative assessments. The building principal has evaluations of staff members and numerous tools for measuring student and teacher growth. District administrators have Ohio’s School Report Cards, the data used to create the report cards, parent input and state guidance to help them determine if they are making progress.
Even with these resources, how do the classroom teachers and building and district administrators know they are consistently setting the right goals each day? In education, there are so many efforts aimed at improving outcomes for students. You hear leaders talk about the importance of improving attendance rates, graduation rates, literacy rates, ACT scores, college placement rates, college readiness scores, increasing dual enrollment credits, improving Advanced Placement scores and improving state assessment scores — just to name a few. Meeting any one of these goals is challenging and rewarding work. But how do we decide exactly which one we should focus on? We cannot afford to miss our goals. How do we know precisely which adjustments to make to better serve our students and communities?
One indicator that educators are setting appropriate goals is that students are fulfilling their potential. In Marion City Schools, we have learned that simply asking students to graduate high school is a vague goal and a disservice to our students. To clarify that goal and do what is best for our students means that we must focus on students beyond the time they are in our classrooms and schools. There is a lot of evidence that shows students are not persisting in higher education. Our graduates are changing their majors two or three times before settling on where they finally want to focus. Not enough students are graduating with credentials and relevant ways to apply their knowledge.
To set the right goals for Marion, we created our Portrait of a Graduate. This process was collaborative and intentional. We invited 20 community leaders and 20 influential school leaders to develop our vision. The Marion City Schools’ Portrait of a Graduate identifies the key skills, beliefs and knowledge students must have to be successful and gain acceptance to 1) a two- or four-year college or university; 2) the United States Military; 3) a high-paying, in-demand job in our city or region; or 4) an adult apprenticeship program. We call this High School Diploma PLUS Acceptance, and it is the goal we ask our students to aim for. Diploma Plus Acceptance helps students be better prepared for life after high school and prevents some of the pitfalls that many high school graduates face.
Posters hang in the hallways of each elementary, middle and high school in Marion City Schools to remind students of the traits we outlined in our Portrait of a Graduate. The posters remind students to strive to be "responsibly engaged in the community," "taking initiative," having "civic awareness," "focusing on growth" and "persisting to overcome adversity." And yes, we remind students to be “proficient on required curriculum and assessments in the state of Ohio."
I am proud that our program has been featured as a SuccessBound program. You can watch the SuccessBound video about our accomplishments here. I am even prouder that identifying these traits and focusing on our students in these ways is one way our district ensures college success...if that is what our students desire. Emphasizing these traits and focusing on our students in these ways helps ensure career success! This is our most essential goal, and this is our greatest point of pride. This is #FutureReady. This is success in today’s world of education.
Stephen Fujii has a diverse background. He served in the military, taught in the classroom and currently is the superintendent of Marion City Schools. To contact him, click here.
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By: Steve Gratz
Nearly a year ago, Ohio’s efforts to strengthen and expand career pathways got a boost thanks to a $2 million grant from the Council of Chief State School Officers and JPMorgan Chase & Co. Ohio is one of 10 states to receive a New Skills for Youth grant, which directly aligns with many of Gov. John R. Kasich’s Executive Workforce Board’s initiatives. It also aligns with many Ohio Department of Education activities geared toward making sure Ohio’s students are ready for the workforce of the future. To help schools and families better understand the needs of future employers, Ohio launched the SuccessBound initiative. The SuccessBound webpage includes resources to help make students aware of the different career-focused opportunities available to them.
Students who are SuccessBound take active roles in planning their futures by exploring career interests early and considering how to align their interests to careers. They consider what education and training are needed to reach their goals. They respond to financial concerns by earning free college credits in high school. And, they follow pathways that allow them to work in related fields while continuing their education. These students dedicate themselves to long-term goals and commit to continuous lifelong learning.
Aligned to the SuccessBound initiative is the OhioMeansJobs-Readiness Seal. The seal was established as part of the sweeping workforce initiatives passed in House Bill 49 and outlined in Building Ohio’s Future Workforce. The OhioMeansJobs-Readiness Seal will be printed on students’ diplomas and transcripts once they meet certain requirements. The requirements include demonstration of work-readiness and work-ethic competencies. Students submit a form that records evidence of meeting the requirements. The form is validated by at least three individuals. These individuals are mentors to the students and can include employers, teachers, business mentors, community leaders, faith-based leaders, school leaders or coaches.
We know Ohio’s students must be ready to engage in a rapidly changing workplace. We also know that businesses are seeking talented workers who demonstrate professional skills, such as being reliable, drug free, personable and able to solve problems and handle conflict. To meet the needs of business, our current education system must identify and teach the professional knowledge and skills all Ohioans need to be job ready. The OhioMeansJobs-Readiness Seal will signify to employers that students have the professional skills valued by business and industry. These skills are essential in the 21st century workplace.
When this language was introduced in HB 49, I immediately thought about how I would approach helping my students earn this valuable credential if I was still in the classroom. The OhioMeansJobs-Readiness Seal requires students to demonstrate proficiency in the following professional skills to be deemed ready for work.
- Drug Free - The student commits to being drug free.
- Reliability - The student has integrity and responsibility in professional settings.
- Work Ethic - The student has effective work habits, personal accountability and a determination to succeed.
- Punctuality - The student arrives to commitments on time and ready to contribute.
- Discipline - The student abides by guidelines, demonstrates self-control and stays on task.
- Teamwork/Collaboration - The student builds collaborative relationships with others and can work as part of a team.
- Professionalism - The student demonstrates honesty. He or she dresses and acts appropriately and responsibly. He or she learns from mistakes.
- Learning Agility - The student desires to continuously learn new information and skills.
- Critical Thinking/Problem-Solving - The student exercises strong decision-making skills, analyzes issues effectively and thinks creatively to overcome problems.
- Leadership - The student leverages the strengths of others to achieve common goals. He or she coaches and motivates peers and can prioritize and delegate work.
- Creativity/Innovation - The student is original and inventive. He or she communicates new ideas to others, drawing on knowledge from different fields to find solutions.
- Oral and Written Communications - The student articulates thoughts and ideas clearly and effectively in written and oral forms.
- Digital Technology - The student has an understanding of emerging technology and leverages technology to solve problems, complete tasks and accomplish goals.
- Global/Intercultural Fluency - The student values, respects and learns from diverse groups of people.
- Career Management - The student is a self-advocate. He or she articulates strengths, knowledge and experiences relevant to success in a job or postsecondary education.
As a teacher of agriculture, I had the fortune of teaching students throughout their high school careers. I reviewed the list of professional skills, I reflected on how I, as their teacher, could integrate these skills into the classroom experience for students.
For example, to be in the program, all students were required to have supervised agricultural experiences. During these experiences, students apply what they learn in the classroom in real-world settings. Today, supervised agricultural experience programs include entrepreneurship, placement, research, exploratory, school-based enterprise and service learning. Successful supervised agricultural experiences require students to demonstrate reliability, work ethic, punctuality, discipline, learning agility, critical thinking and problem-solving, professionalism and more.
During my time as a teacher, I made sure all my students were members of the Future Farmers of America (FFA). For those of you not familiar, FFA is the youth development organization for agricultural education students. It provides life-changing experiences for its members. FFA programs and activities allow students to further demonstrate the professional skills listed above. This is evident in the FFA’s Code of Ethics.
FFA members conduct themselves at all times to be a credit to their organization, chapter, school, community and family. FFA members pledge to:
- Develop my potential for premier leadership, personal growth and career success.
- Make a positive difference in the lives of others.
- Dress neatly and appropriately for the occasion.
- Respect the rights of others and their property.
- Be courteous, honest and fair with others.
- Communicate in an appropriate, purposeful and positive manner.
- Demonstrate good sportsmanship by being modest in winning and generous in defeat.
- Make myself aware of FFA programs and activities and be an active participant.
- Conduct and value a supervised agricultural experience program.
- Strive to establish and enhance my skills through agricultural education in order to enter a successful career.
- Appreciate and promote diversity in our organization.
This blog is not intended to focus on the FFA — it’s merely my point of reference based on my personal experience as a teacher. There are numerous other programs and activities in schools and communities (band, choir, drama club, faith-based clubs and activities, 4-H, Invention Convention, science fair, robotics competitions, etc.) that can help students learn and demonstrate these professional skills. The key takeaway is to realize that many, if not all, of the professional skills required to earn the OhioMeansJobs-Readiness Seal can be learned and demonstrated as part of a student’s total school experience and should not be considered additional work.
Supporting this initiative is the Business Advisory Council Operating Standards that the Department will be posting guidance on later this week. Strong relationships between education and industry are essential. The Business Advisory Council Operating Standards guidance document includes examples of how education and industry can partner together. The Department plans on sharing examples from districts that have successfully implemented business advisory councils.
Finally, here’s a great article I read on LinkedIn that speaks on Industry’s Role in a New Education System. The article addresses what is needed from the next generation of employees, including the following:
- Innovation and the ability think for oneself;
- Passion to design and create;
- Collaborative team members;
- Good communication and presentation skills
- Individuals who successfully can transition from school to the workplace.
Of course, these should sound familiar as they align with the OhioMeansJobs-Readiness Seal, which should help all Ohio’s students be SuccessBound.
Dr. Steve Gratz is senior executive director of the Center for Student Support and Education Options at the Ohio Department of Education, where he oversees creative ways to help students in Ohio achieve success in school. You can learn more about Steve by clicking here.
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