Monday, December 5, 2011
Friday, December 2, 2011
Kimberly K. Parker: THE POWER OF ONE WORD
Time was of the essence this morning as I prepared for work. I knew that in order to make it out of the house chop-chop (quickly, right away), I had to pick up the pace. There was literally not a moment to spare because tardiness brings about a bit of anxiety (uneasiness, concern).
It took me a moment to accept my outfit. Although I was not convinced I chose the right two-piece for the day, I gave myself a big “high-five” and celebrated the final touches. I smiled, looked in the mirror, pointed to myself and said, “You’re not going to be late today, Queen!”
Just as I turned to exit the bathroom, there stood my baby boy, Kalonji. It was obvious he had just arisen (got up, awakened); he appeared to be a bit transfixed (motionless, awe struck). I could not tell if he was partially sleep, in a heavy day dream, or asking himself, “What is Momma wearing today?” Before I had an opportunity to inquire (ask, investigate) if he was well, he simply said “Wow!” as he took note of my jewelry matching my outfit.
What a nice way to enhance my day…especially since I had second thoughts about my attire just moments before. With just one word, Kalonji added a little bit more pep to my step. I gave him a tight hug, grabbed my purse, and made my way out of the house. Oh — did I mention I arrived to work on time? Sometimes, all it takes is just one word to put a smile on a persons face. If I may, I’d like to offer a list of words…from A to Z…that is laced with lots of power:
Awesome
Beautiful
Courageous
Dynamite
Excellent
Fabulous
Grand
Helpful
Ingenious
Jubilant
Kind
Lovable
Magnificent Nice
Outstanding
Pretty
Quintessential
Radiant
Sweet
Terrific
Unique
Vivacious
Wonderful
Xenodochial
Yes
Zestful
What one word will you choose to add a little pep to someone’s step? I’d really like to know. Let’s keep it moving and make their day!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Monday, November 21, 2011
2009-2010 Teacher of The Year Highlighted In Black Enterprise
Greetings Engaged Parents and Dedicated Educators,
“Education is the great equalizer” (I. McPhail, 2001).
Perhaps no greater words have been spoken with regards to the value, importance, and significance of education. However, the great equalizer that Dr. Irving McPhail reference is now facing a myriad of challenges. One looming challenge is the state of the teaching profession, more specifically the number of males entering teaching. There has been a major emphasis on the shortage of African American male teachers. As you know, Forest Of The Rain Productions has been a leading voice on the importance of increasing the number of African American male teachers. Thus the impetus for our national initiative Men Make A Difference Day, our radio discussions and our television interviews with seminal researchers in the area of male teacher recruitment.
The African American male teacher makes up less than 2% of the teaching profession. While increasing the African American male teachers will not end all that ails the educational systems across America, their presence can send a message to all young learners that teaching is profession worthy of your consideration.
There is a great article on the state of education and the need to create a new type of teaching workforce. The article features Mr. Will Thomas, PGCPS 2009-2010 “Teacher of the Year”. Mr. Thomas’ article appears in the November edition of Black Enterprise. Please read and enjoy.
If you are interesting in more information regarding the need for African American male teachers, please visit the links below.
Two Thinkers: The Importance of the African American Male Teacher
http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1
Dr. Ivory Toldson, Howard University
Dr. Roy Jones, Clemson University
The African American male teacher makes up less than 2% of the teaching profession. While increasing the African American male teachers will not end all that ails the educational systems across America, their presence can send a message to all young learners that teaching is profession worthy of your consideration.
There is a great article on the state of education and the need to create a new type of teaching workforce. The article features Mr. Will Thomas, PGCPS 2009-2010 “Teacher of the Year”. Mr. Thomas’ article appears in the November edition of Black Enterprise. Please read and enjoy.
If you are interesting in more information regarding the need for African American male teachers, please visit the links below.
Two Thinkers: The Importance of the African American Male Teacher
http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1
Dr. Ivory Toldson, Howard University
Dr. Roy Jones, Clemson University
African American Men in the Classroom
http://vimeo.com/29640207
http://vimeo.com/29640207
Is Fatherhood In the Gene(s): An Imaginary Tail About How Great Dads Are Made
By:
Dr. Michael A. Robinson
Over the years, I have been told by the elder men in my family as well as by the dads and uncles of some of my closest friends there is an art to being a father. These wise men, all of whom are married and appear to be happy and well adjusted or as my wife would say, they have been well versed on the inner processes of keeping a wife happy and a family strong and together. These men, these rock solid brothers, offered advice to young foolish souls such as me. If honesty is the best foundation for a great story based on real events, then I honestly must admit that at times I found little use for their pearls of wisdoms. The facts are less flattering; on numerous occasions I completely ignored their guidance. Fortunately my avoidance of these opportunities did not come back to haunt me, thus suggesting on some subconscious level, I must have some way, somehow absorb their messages.
Now, as father, I reminisce over the many conversations and the countless hours of sage advice presented by these unassuming, yet giant figures of our community. Then it hit me! These guys got it! They understood it! They had it! The question is what was is it and where did their gift to stand tall as men of faith; good husbands and loving fathers begin? The similarities in their descriptions of the multiple aspects of fatherhood and the commitment it took were uncanny. How they explored what it took to accept and maintain a strong and vibrant relationship with their spouses and children were not lessons delivered in an hour long dissertation, but over time. These great men led by example and spoke frankly, but not preachy. These pillars of my world and my community who walked and talked with the confidence of Gods, but loved and respected their families as mere men, appeared to have been passing on the secret to eternal wedded bliss and family cohesiveness from which kingdoms and nations were forged.
From my days of reminiscing, as coined by a great African American poet and singer, Mary J. Blige; I came to understand, there was something special within these men. This generation of men, these remarkable brothers, who were in some cases unrelated and not from the same community, but whose essences were parallel had to have a common thread. What was this strand that linked these men? Where is it now? Does it exist in our fathers, brothers, uncles, and the other significant males in our community?
Recently, I overheard a conversation between five graduate students at an well-known historical black university discussing their views on how men, but more specifically African American men become great fathers. Their discourse was fascinating, intriguing, mind boggling, intellectually stimulating and very funny. These future scholars were pursuing doctoral degrees from different academic fields. While all offered unique views to how African American men go from good men to great dads, it was perhaps the views of the medical student I found the most amusing. Her view was both funny and intriguing.
Medical experts assert there may be a cell within the male DNA that appears to represents the characteristics typically associated with the desire of men to become fathers. The DADDY gene or DDG for us non-clinician minded individuals is a tiny organism living inside every male. This DDG grows as the young man matures.
The great thing and the not so great thing about the DADDY gene it is a blank gene, with the exception of the limited coding for daddy responsiveness. The DADDY gene is without a bulk of the DNA coding that has been placed on every other form of genetic material in our body. Therefore, the DADDY gene is somewhat impressionable. This gene is like the proverbial lump of clay, unmolded and ready to be shaped into this great work of art. However, if the DADDY gene falls into the wrong hands, it could have a devastating impact on society.
This remarkable tiny cell has the potential to change the course of a world, a nation, a state, a community, a school, but more importantly a family. The DADDY gene if not nurtured in the best possible environment by those who respect and honor its power can become self-destructive. The DADDY gene determines the type of father all men who decide to take on fatherhood will become. There is no way around it; the DADDY gene guides the parental instincts of all men.
While the DADDY gene has slight hereditary features already encoded within, the volume of what this gene is to become is engraved by the many influential adults this young man will encounter in his life. The first and far most influential figures will be his parents. Typically this means mom and dad. However, there is a special place on the young man’s DADDY gene that has been set-a-side for his father. The father’s values, beliefs, and views on life that are embedded on the DADDY gene by fathers are typically permanent and become visible shortly after birth.
Given, the delicate nature of the DADDY gene and how it will and can impact the development of future fathers, it becomes imperative for all fathers to step up to their responsibilities as dads. This requires that fathers work tirelessly to ensure they are placing the right messages on their son’s DADDY gene. Their sons will take whatever they have learned from their fathers, they will internalize what their fathers have written or failed to write on their DADDY gene and enter society prepared or ill-prepared to fully accept their role as leaders of communities and families.
The DADDY gene is not impervious to misinformation and unfulfilled promises associated with childhood. However, what makes the DADDY gene one of the most resilient of all cells in the male body is its uncanny nature to decode itself once it realizes that unhealthy messages and misleading information has been implanted. Albeit the DADDY gene has the capability of throwing off facets of the common cold, it is not immune to the multitude of other forms of viruses and thus needs to be nurtured like all other genes in the body. Consistent attacks to the DADDY gene will eventually result in the permanent infection of the gene.
The Power of One Word
Time was of the essence this morning as I prepared for work. I knew that in order to make it out of the house chop-chop (quickly, right away), I had to pick up the pace. There was literally not a moment to spare because tardiness brings about a bit of anxiety (uneasiness, concern).
It took me a moment to accept my outfit. Although I was not convinced I chose the right two-piece for the day, I gave myself a big “high-five” and celebrated the final touches. I smiled, looked in the mirror, pointed to myself and said, “You’re not going to be late today, Queen!”
Just as I turned to exit the bathroom, there stood my baby boy, Kalonji. It was obvious he had just arisen (got up, awakened); he appeared to be a bit transfixed (motionless, awe struck). I could not tell if he was partially sleep, in a heavy day dream, or asking himself, “What is Momma wearing today?” Before I had an opportunity to inquire (ask, investigate) if he was well, he simply said “Wow!” as he took note of my jewelry matching my outfit.
What a nice way to enhance my day…especially since I had second thoughts about my attire just moments before. With just one word, Kalonji added a little bit more pep to my step. I gave him a tight hug, grabbed my purse, and made my way out of the house. Oh — did I mention I arrived to work on time? Sometimes, all it takes is just one word to put a smile on a persons face. If I may, I’d like to offer a list of words…from A to Z…that is laced with lots of power:
Awesome
Beautiful
Courageous
Dynamite
Excellent
Fabulous
Grand
Helpful
Ingenious
Jubilant
Kind
Lovable
Magnificent Nice
Outstanding
Pretty
Quintessential
Radiant
Sweet
Terrific
Unique
Vivacious
Wonderful
Xenodochial
Yes
Zestful
What one word will you choose to add a little pep to someone’s step? I’d really like to know. Let’s keep it moving and make their day!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Friday, September 30, 2011
Partnering with Public Schools and the Community
Posted by Dr. Charlene Dukes on September 29, 2011 at 06:15 PM EDT
Ed. Note: Champions of Change is a weekly initiative to highlight Americans who are making an impact in their communities and helping our country rise to meet the many challenges of the 21st century.
Charlene Dukes
Community colleges across the nation have catapulted into the limelight as a major sector of the higher education landscape. We share a common mission of access and a commitment to student success and completion. We, at Prince George’s Community College, are honored to have been chosen as a ‘Champion of Change’ because of our focus on our mission - to transform the lives of the more than 40,000 diverse students whom we serve.
We open our doors to thousands of students and recently have been acknowledged for our commitment to providing students with a quality education by welcoming 100 rising ninth graders to the Academy of Health Sciences at Prince George’s Community College, the first middle college high school in the state of Maryland. These students, who will be joined each year by another class of ninth graders in the creation of a full high school program of grades 9-12, will realize their dreams and graduate with a high school diploma and an associate’s degree simultaneously; the Class of 2015 will be the first!.
Through a strong partnership with the Prince George’s County Public Schools, the Academy of Health Sciences at Prince George’s Community College was born and unveiled earlier this year. Its opening is evidence that despite the economic challenges of today, our public school and college leaders are facilitating learning in transformational ways for tomorrow’s leaders as one solution to global competitiveness in the decades ahead.
There is another idea central to the creation of the Academy of Health Sciences at Prince George’s Community College – and that is if we believe in seamless learning and a true Pre-K through 20 system of providing access to support an educated citizenry with degrees and credentials, then institutions of learning can no longer exist in a vacuum in our society. We need students to be able to dream beyond the boundaries of their schools, beyond the limits of their neighborhoods, and beyond the shores of this country. They must view themselves and their learning as part of a much larger world. We live in an age of interconnectedness, where technology and the global village allows access to information at a rate faster than any time in human history. We must give students the tools to critically analyze that information, make judgments, draw conclusions and join the debate as informed and impassioned citizens of this country and our world. Our students in the Academy are understanding that learning is not limited by the walls of the school or the hours of the school day, but rather that it is a lifelong, 24/7/365 endeavor.
Prince George’s Community College is dedicated to education and committed to student success and completion. The college’s strategic plan is focused on increasing graduation rates in a rigorous, standards-based environment through a formal pledge of completion that reflects national and statewide efforts to boost the number of graduates and meet the goals issued by President Obama and his administration. To that end, the college has embarked on a completion agenda, known as Envision Success, which is geared toward ensuring students are successful and that they receive degrees, certificates, and certifications as part of their educational objectives.
A great example of how we prepare students to become leaders is evident in our national recognitions. Prince George’s Community College has been named a National Center of Academic Excellence in Information Assurance Two-year Education by the National Security Agency and the Department of Homeland Security for academic years 2010 through 2015, and Community College Week recently named Prince George’s Community College one of the 50 fastest-growing public two-year colleges in the nation.
The college's real strength rests in its people – faculty, staff, and administrators who dedicate themselves daily to responding to students’ intellectual and professional needs. All of what is accomplished here would not be possible without them. They are the real Champions!
Dr. Charlene M. Dukes is the eighth president, and first female president, of Prince George’s Community College and has more than thirty years of progressive leadership experience and administrative responsibility in higher education.
Ed. Note: Champions of Change is a weekly initiative to highlight Americans who are making an impact in their communities and helping our country rise to meet the many challenges of the 21st century.
Charlene Dukes
Community colleges across the nation have catapulted into the limelight as a major sector of the higher education landscape. We share a common mission of access and a commitment to student success and completion. We, at Prince George’s Community College, are honored to have been chosen as a ‘Champion of Change’ because of our focus on our mission - to transform the lives of the more than 40,000 diverse students whom we serve.
We open our doors to thousands of students and recently have been acknowledged for our commitment to providing students with a quality education by welcoming 100 rising ninth graders to the Academy of Health Sciences at Prince George’s Community College, the first middle college high school in the state of Maryland. These students, who will be joined each year by another class of ninth graders in the creation of a full high school program of grades 9-12, will realize their dreams and graduate with a high school diploma and an associate’s degree simultaneously; the Class of 2015 will be the first!.
Through a strong partnership with the Prince George’s County Public Schools, the Academy of Health Sciences at Prince George’s Community College was born and unveiled earlier this year. Its opening is evidence that despite the economic challenges of today, our public school and college leaders are facilitating learning in transformational ways for tomorrow’s leaders as one solution to global competitiveness in the decades ahead.
There is another idea central to the creation of the Academy of Health Sciences at Prince George’s Community College – and that is if we believe in seamless learning and a true Pre-K through 20 system of providing access to support an educated citizenry with degrees and credentials, then institutions of learning can no longer exist in a vacuum in our society. We need students to be able to dream beyond the boundaries of their schools, beyond the limits of their neighborhoods, and beyond the shores of this country. They must view themselves and their learning as part of a much larger world. We live in an age of interconnectedness, where technology and the global village allows access to information at a rate faster than any time in human history. We must give students the tools to critically analyze that information, make judgments, draw conclusions and join the debate as informed and impassioned citizens of this country and our world. Our students in the Academy are understanding that learning is not limited by the walls of the school or the hours of the school day, but rather that it is a lifelong, 24/7/365 endeavor.
Prince George’s Community College is dedicated to education and committed to student success and completion. The college’s strategic plan is focused on increasing graduation rates in a rigorous, standards-based environment through a formal pledge of completion that reflects national and statewide efforts to boost the number of graduates and meet the goals issued by President Obama and his administration. To that end, the college has embarked on a completion agenda, known as Envision Success, which is geared toward ensuring students are successful and that they receive degrees, certificates, and certifications as part of their educational objectives.
A great example of how we prepare students to become leaders is evident in our national recognitions. Prince George’s Community College has been named a National Center of Academic Excellence in Information Assurance Two-year Education by the National Security Agency and the Department of Homeland Security for academic years 2010 through 2015, and Community College Week recently named Prince George’s Community College one of the 50 fastest-growing public two-year colleges in the nation.
The college's real strength rests in its people – faculty, staff, and administrators who dedicate themselves daily to responding to students’ intellectual and professional needs. All of what is accomplished here would not be possible without them. They are the real Champions!
Dr. Charlene M. Dukes is the eighth president, and first female president, of Prince George’s Community College and has more than thirty years of progressive leadership experience and administrative responsibility in higher education.
Monday, September 26, 2011
Saturday, September 24, 2011
Kimberly K. Parker: YOU CAN DO IT
My commute to work this morning was as cool as a cucumber. Listening to the very insightful teachings of Joyce Meyers as I sipped green tea, I coasted with ease over the river and through the woods. There was no traffic as far as my four eyes could see and fellow drivers, at their most courteous best, allowed one another to segue with a smile. This, my friend, was mobile poetry in motion.
As I rounded a corner in a quiet residential neighborhood, I saw a plus size woman jogging with a look of “I can do it” on her face. She had earphones in her ears, weights on her legs and wrists, and a hand towel snuggly tucked in her waist belt. Her gait was slow, steady…which, by the way, wins the race. Victory was definitely in her future.
I became transfixed on that powerful sight. I tried to pull over, but the car behind me was trailing rather closely so my attempts were prevented. I anxiously felt my eyes widening and my smile broadening. My mouth was about to erupt as I struggled to capture what I felt would be appropriately encouraging words to scream out of my window. I could not contain myself any longer! I rolled down my window, gasped and swooned, and slowed down long enough to yell, “Go ‘head! You can do it!” The woman raised her fist in solidarity, smiled, and kept on moving.
Inspiration comes in the most unexpected form. That woman – who I may never see again – served as a reminder of my ability to be, to create, to live! Without speaking a word, she told me that I can do it…whatever “it” may be only if I pattern my actions around these five very simple yet profound thoughts:
Inspiration comes in the most unexpected form. That woman – who I may never see again – served as a reminder of my ability to be, to create, to live! Without speaking a word, she told me that I can do it…whatever “it” may be only if I pattern my actions around these five very simple yet profound thoughts:
1. Decide to take action. As I mentioned, the woman was plus sized. However, she made a decision to take exercise in an attempt to live a healthier life.
2. Determine that you must move forward. I can only imagine the defeating thoughts she internalized as well as heard from other. In spite of it all, she was determined to put one foot in front of the other.
3. Be driven. In case you did not know, you are already empowered. You have the wherewithal to accomplish your goals whether or not someone cheers you onward. Allow the powerful force of God on the inside to steer you in all of the right directions.
4. Just do it. Period.
5. Arrive at your destination. You have a goal in sight and it’s most attainable. As Michael Jackson said, “Keep on with the force…don’t stop! Don’t stop ‘til you get enough!” When you get to your expected end, do as that woman did: raise you fist in solidarity, smile, and keep it moving!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Funding Parental Engagement Services Is A Sound School District Policy
By:
Dr. Michael A. Robinson
It has been stated many times over that organizations fund what they believe is crucial to their mission. When a monetary importance is attached to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. The funding associated with a school district’s departments or units of family and community engagement allows stakeholders to potentially evaluate the significance school districts associate with the importance of parent and community involvement.
If school districts desire a robust and effective parental engagement program, one where families, communities, and schools become authentic partners in forming a high performing school system those departments must be sufficiently funded. A sense of priority is communicated to internal and external stakeholders when parent and community outreach programs are satisfactorily provided resources. Seminal researchers in the area of parental engagement do not suggest parent and community support programs and services be funded at the levels of academic and or student services. Albeit, research has shown effective parental engagement and community involvement policies and programs have a direct impact on student achievement while reducing strain on student service personnel who perform home visits, parent conferences, and or counseling sessions with students.
School districts which have elected to eliminate part or their entire parental engagement department in the name of budget reductions have a very limited understanding of the indispensable role parent involvement plays in relation to the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools and the school district overall will result in an eventual eroding of confidence from parents about the real mission of their public school system. Failure of school leadership to embrace the impact of parents supporting learning at home while working in concert with school based leadership can do damage to the educational community that possibly will take years to reverse.
A strong recommendation for school districts considering reducing or eliminating their family and community outreach departments would be not to do so, but to re-consider the benefits to actually adding more resources and what it would mean to overall school performance. Finally, for those school districts which have severely reduced or eliminated their parent and community outreach services restore them as soon as possible. Re-establish the relationship with your families and community by committing to ensure effective two-way unfettered communication. A sound and fully supported program of services in the area of parental engagement will help schools in achieving its schools in closing achievement gaps, increase in the number of students enrolled in advance classes, assist in preparing students to career and college ready.
Dr. Michael A. Robinson
It has been stated many times over that organizations fund what they believe is crucial to their mission. When a monetary importance is attached to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. The funding associated with a school district’s departments or units of family and community engagement allows stakeholders to potentially evaluate the significance school districts associate with the importance of parent and community involvement.
If school districts desire a robust and effective parental engagement program, one where families, communities, and schools become authentic partners in forming a high performing school system those departments must be sufficiently funded. A sense of priority is communicated to internal and external stakeholders when parent and community outreach programs are satisfactorily provided resources. Seminal researchers in the area of parental engagement do not suggest parent and community support programs and services be funded at the levels of academic and or student services. Albeit, research has shown effective parental engagement and community involvement policies and programs have a direct impact on student achievement while reducing strain on student service personnel who perform home visits, parent conferences, and or counseling sessions with students.
School districts which have elected to eliminate part or their entire parental engagement department in the name of budget reductions have a very limited understanding of the indispensable role parent involvement plays in relation to the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools and the school district overall will result in an eventual eroding of confidence from parents about the real mission of their public school system. Failure of school leadership to embrace the impact of parents supporting learning at home while working in concert with school based leadership can do damage to the educational community that possibly will take years to reverse.
A strong recommendation for school districts considering reducing or eliminating their family and community outreach departments would be not to do so, but to re-consider the benefits to actually adding more resources and what it would mean to overall school performance. Finally, for those school districts which have severely reduced or eliminated their parent and community outreach services restore them as soon as possible. Re-establish the relationship with your families and community by committing to ensure effective two-way unfettered communication. A sound and fully supported program of services in the area of parental engagement will help schools in achieving its schools in closing achievement gaps, increase in the number of students enrolled in advance classes, assist in preparing students to career and college ready.
Sunday, July 10, 2011
Mrs. Kimberly K. Parker, discusses Summer Time Fun
SUMMER TIME FUN
There are exactly six weeks left before school begins again. Wow! Where has the summer gone? Holding on to all the joys of summer for as long as they can, children everywhere are still looking forward to spending countless hours in the pool and attending a variety of summer camps specializing in culinary arts, horseback riding, and academic enrichment. After all the work they have done during the 2010-2011 school year, they really deserve a break.
As you may very well know and may even have experienced, the state of the economy has forced many households to forego tuition based activities. Realistically, the luxury is one many parents simply cannot afford. Yet, the need to actively engage children still remains.
Determined not to plant them in front of the television for hours on end, one question remains: What am I going to do to ensure my child has fun while learning for the remainder of the summer and not break the bank in the process?
I am so glad you asked! Here are a few suggestions to help you not only enrich your child’s summer academically, but socially as well…all while having a very cost effective great time:
1. Start with a schedule. Just like teachers during the school year, parents need to plan every moment of a child’s day. Be sure to incorporate a little rest and relaxation as well.
2. Visit your local museum. Here in the Washington, DC metropolitan area, the Smithsonian museums are plentiful. Also, the Newseum is offering free admission for children with a paid adult. Visit www.si.edu and www.newseum.org for more information.
3. Incorporate curriculum enrichment. Before you know it, science fair projects will be due. Why not get a jump start on them now? Since your child will more than likely read at least 30 minutes a day anyway (I hope), may I suggest you have them read a book centered around their upcoming science fair project? What a way to accomplish two goals with one task, huh?
4. Hang out at the local library. Story time, games and activities on the computer, and events are always funs to enjoy. Most importantly, it’s free! Visit www.publiclibraries.com to find a library near you.
5. Spend a cool evening at The National Harbor in Fort Washington, MD (if you’re in the area). They have a free movie night on Friday and Sunday. Visit http://www.nationalharbor.com/consumer/entertainment.htm#movies.
6. Make the Community News section of your local newspaper the “go to” resource for other free events. You’d really be surprised at what you will find.
There you have it! I sure hope these will help you to enjoy the last few weeks of the summer with your children!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” in Clinton, MD for youth between the ages of nine and 18. Additionally, she is hosting “Write On!” an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
There are exactly six weeks left before school begins again. Wow! Where has the summer gone? Holding on to all the joys of summer for as long as they can, children everywhere are still looking forward to spending countless hours in the pool and attending a variety of summer camps specializing in culinary arts, horseback riding, and academic enrichment. After all the work they have done during the 2010-2011 school year, they really deserve a break.
As you may very well know and may even have experienced, the state of the economy has forced many households to forego tuition based activities. Realistically, the luxury is one many parents simply cannot afford. Yet, the need to actively engage children still remains.
Determined not to plant them in front of the television for hours on end, one question remains: What am I going to do to ensure my child has fun while learning for the remainder of the summer and not break the bank in the process?
I am so glad you asked! Here are a few suggestions to help you not only enrich your child’s summer academically, but socially as well…all while having a very cost effective great time:
1. Start with a schedule. Just like teachers during the school year, parents need to plan every moment of a child’s day. Be sure to incorporate a little rest and relaxation as well.
2. Visit your local museum. Here in the Washington, DC metropolitan area, the Smithsonian museums are plentiful. Also, the Newseum is offering free admission for children with a paid adult. Visit www.si.edu and www.newseum.org for more information.
3. Incorporate curriculum enrichment. Before you know it, science fair projects will be due. Why not get a jump start on them now? Since your child will more than likely read at least 30 minutes a day anyway (I hope), may I suggest you have them read a book centered around their upcoming science fair project? What a way to accomplish two goals with one task, huh?
4. Hang out at the local library. Story time, games and activities on the computer, and events are always funs to enjoy. Most importantly, it’s free! Visit www.publiclibraries.com to find a library near you.
5. Spend a cool evening at The National Harbor in Fort Washington, MD (if you’re in the area). They have a free movie night on Friday and Sunday. Visit http://www.nationalharbor.com/consumer/entertainment.htm#movies.
6. Make the Community News section of your local newspaper the “go to” resource for other free events. You’d really be surprised at what you will find.
There you have it! I sure hope these will help you to enjoy the last few weeks of the summer with your children!
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” in Clinton, MD for youth between the ages of nine and 18. Additionally, she is hosting “Write On!” an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
Saturday, July 2, 2011
Living Education eMagazine
Hello Engaged Parents, Dedicated Educators, and Business Leaders,
You are receiving this exciting press release because we value your contributions to expanding the conversation about the importance of education.
Forest Of The Rain Productions' mission is to serve as a conduit by which conversations regarding challenges confronting education today are presented unfiltered. Forest Of The Rain Productions prides itself on introducing leading researchers, scholars, engaged parents, dedicated educators, and involved civic leaders to those who are as equally passionate about education.
In an effort to bolster and expand the dialogue about the role education plays in the lives of all Americans we created Living Education eMagazine. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society.
In our inaugural edition, we examine a variety of educational topics we believe important to Americans and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that! Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversation.
Thanks for all you have done to expand the discussion about the value of education in our everyday lives. Below you will find the link to Living Education eMagazine. If you have any questions, please feel free to contact me at editor.forestoftherain@gmail.com
http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1
Also, please review our video discussion on bullying at http://education4and2parents.podbean.com/2011/04/15/living-education-magazine-discusses-bullying-video/
Sincerely,
Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813
www.forestoftherain.net
You are receiving this exciting press release because we value your contributions to expanding the conversation about the importance of education.
Forest Of The Rain Productions' mission is to serve as a conduit by which conversations regarding challenges confronting education today are presented unfiltered. Forest Of The Rain Productions prides itself on introducing leading researchers, scholars, engaged parents, dedicated educators, and involved civic leaders to those who are as equally passionate about education.
In an effort to bolster and expand the dialogue about the role education plays in the lives of all Americans we created Living Education eMagazine. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society.
In our inaugural edition, we examine a variety of educational topics we believe important to Americans and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that! Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversation.
Thanks for all you have done to expand the discussion about the value of education in our everyday lives. Below you will find the link to Living Education eMagazine. If you have any questions, please feel free to contact me at editor.forestoftherain@gmail.com
http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1
Also, please review our video discussion on bullying at http://education4and2parents.podbean.com/2011/04/15/living-education-magazine-discusses-bullying-video/
Sincerely,
Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813
www.forestoftherain.net
What is the value of African American Male Teachers in the Classroom?
QUESTION:
What is the value of African American Male Teachers in the Classroom?
Dr. Chance Lewis
Associate Professor
Urban Education
College of Education
Texas A&M University
Having an African American male in the classroom breaks the stereotype that classroom teaching is only for females. It presents an image that African American males and males in general are able to be classroom teachers. This is important because many students really aspire to be like those they see. So, they [students] may never see an African American male in the classroom and these results in a ripple effect of students’ aspirations to become a teacher. I am pushing through my research to have more African American male quality teachers in the classroom, as a means to present a strong image for all students, particularly African American males. This is very important for students. It really breaks the stereotype that teaching is only for females
Thursday, June 23, 2011
Living Education eMagazine
Hello Engaged Parents, Dedicated Educators, and Business Leaders,
You are receiving this exciting press release because we value your contributions to expanding the conversation about the importance of education.
Forest Of The Rain Productions' mission is to serve as a conduit by which conversations regarding challenges confronting education today are presented unfiltered. Forest Of The Rain Productions prides itself on introducing leading researchers, scholars, engaged parents, dedicated educators, and involved civic leaders to those who are as equally passionate about education.
In an effort to bolster and expand the dialogue about the role education plays in the lives of all Americans we created Living Education eMagazine. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society.
In our inaugural edition, we examine a variety of educational topics we believe important to Americans and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that! Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversation.
Thanks for all you have done to expand the discussion about the value of education in our everyday lives. Below you will find the link to Living Education eMagazine. If you have any questions, please feel free to contact me at editor.forestoftherain@gmail.com
Sincerely,
Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813
Thursday, June 2, 2011
Summer Learning Loss Can Be Prevented
Dr. Michael A. Robinson
I just reviewed data on the percentage of fourth grade students passing their 2008-2009 state reading exams, according to NBC’s Education Nation website. Click here to see the Maryland data for yourself. Below are a few Maryland public school systems and their percentages of fourth grade students passing state reading:
Anne Arundel County (91%)
Baltimore City (78%)
Baltimore County (87%)
Calvert County (94%)
Howard County (93%)
Montgomery County (91%)
Prince George's County (77%)
As engaged parents, we have to address the low percentage of students performing well in the classroom and on state exams. This is especially important during the summer when academically centered activities give way to summer fun and frolic.
Former CEO for the National Summer Learning Association Ron Fairchild stated that 65% of the achievement gap can be attributed to summer learning loss. If this is true, we as parents cannot sit idly by and watch all the gains our children have made during the previous school year fall back. In a report released by the National Summer Learning Association, summer learning loss has been linked to low academic achievement and extremely high dropout rates.
The research brief cites the work of Dr. Karl Alexander and his colleagues which suggested that students from low economic backgrounds tend to experience a greater degree of academic drops in skills during the summer. Their research also discovered that students from economic disadvantaged backgrounds typically enter the school year at a lower level than typically middle class students, however, the researchers’ suggested that by the end of the year students from the low income families have progressed at or about an equal rate of those from a more affluent economic background. According the writers, their struggles really pick up during the summer when they experience the summer slide. The summer slide was not a phenomenon their more well off peers encountered.
Dr. Alexander when asked to explain why income levels impacted summer learning and more specifically why higher income students performed better upon return from summer breaks, he posited there were “some definite differences (Alexander, 2010). He further explained,
I don’t want to break it down into a checklist, but some differences seemed relevant. For example, better-off children were more likely to go to the library over the summertime and take books home. They were more likely to engage in a variety of enrichment experiences such as attending museums, concerts and field trips. They were more likely to take out-of-town vacations, be involved in organized sports activities, or take lessons, such as swimming or gymnastics lessons. Overall, they had a more expansive realm of experiences.
Many of the activities outlined by Dr. Alexander could be out of the reach of lower income families and to an extent a growing number of middle class families. Thus families have to create alternative learning opportunities to for their children. Scholars and school administrators agree there are ways this can be accomplished.
Tuesday, May 31, 2011
Summer Learning
FACTS
“For many children in America, summer vacation means camp, trips to new or familiar destinations, visits to museums, parks and libraries, and a variety of enriching activities – either with families or as part of a summer learning program. But for millions of others, when schools close for the summer, safe and enriching learning environments are out of reach, replaced by boredom, lost opportunities and risk” (America After 3PM Special Report on Summer, 2010).
Part 1: National Facts about Summer Learning Loss
In the United States today, only 25 percent of school-age children (an estimated 14.3 million children) participate in summer learning programs.
- Based on parent interest in enrolling their child in a summer learning program, 56 percent of all non-participating children (an estimated 24 million children) would likely enroll in summer learning programs.
- Parents of only one-third of children show no interest in enrolling their children in summer learning programs.
- Low-income and ethnic minority children are more likely to attend summer learning programs than other children, but the unmet demand among low-income and minority families are also greatest.
- By an overwhelming margin, parents support public funding for summer learning programs, with the strongest level of support coming from low-income and ethnic minority parents (America After 3PM Special Report on Summer, 2010).
Part 2: Maryland Facts about Summer Learning
- Just 31 Percent of Maryland Children Attend Summer Learning Programs
- An Estimated 358,000 Maryland Kids Would Likely Participate in a Summer Learning Program, Based on Parent Interest
Part 3: Just The Facts and Nothing But The Facts
- All young people experience learning losses when they don't engage in educational activities during the summer.
- Students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of summer vacation (Reading Is Fundamental, 2011).
- Low-income children and youth experience greater summer learning losses than their higher-income peers (Reading Is Fundamental, 2011).
- On average, students lose approximately 2.6 months of grade level equivalency in mathematical computation skills over the summer months (Reading Is Fundamental, 2011).
- Low-income students experience an average summer learning loss in reading achievement of more than 2 months (Reading Is Fundamental, 2011).
- Studies show that out-of-school time is a dangerous time for unsupervised children and teens. They are more likely to:
- Use alcohol, drugs, and tobacco
- Engage in criminal and other high-risk behaviors
- Receive poor grades; and drop out of school than those who have the opportunity to benefit from constructive activities supervised by responsible adults.
- Without practice, students lose reading skills over the summer months and children from low-income families lose the most (The National Summer Learning Association’s Research website, 2011).
Part 4: An Interview with Dr. Kim James of Harvard University
- Here is a snippet of an interview between Dr. James and The National Summer Learning Association.
Q. So it’s not enough to just give a child a book and expect him or her to read it?
A. Access to reading materials is crucial, of course, but according to our research, that’s not enough, especially in the early elementary school years. Many people are aware that children lose reading skills over the summer and that low-income children fall behind, compared to their more advantaged classmates. We also know that kids who read a lot over the summertime sustain reading comprehension and vocabulary. Consequently, some people conclude that, in order to increase reading skills, we need to increase access to books—but the research indicates it’s not that simple. In fact, in one study, when we gave books to kids but did nothing else, they did no better than the kids who did nothing over the summer. There was no difference.
Part 5: Information, Tidbits, and Knowledge about Summer Learning Loss
- About two-thirds of the ninth-grade achievement gap between lower and higher income youth can be explained by unequal access to summer learning opportunities during the elementary school years. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al. 2007).
- Parents consistently cite summer as the most difficult time to ensure that their children have productive things to do (Duffett et al. 2004).
Guest Blogger: Kimberly Parker talks about her child the bully
MY CHILD IS A BULLY
Recent news headlines of how bullying is pervasive in schools all across the nation sounded the alarm in my heart and mind. What’s worse, such incidences have led to “bullycide.” Bullycide, according to Wikipedia, “refers to suicide attributable to the victim having been bullied.” I’m truly saddened that tragedy strikes our children in this manner. To think that a child feels such a sense of hopelessness should sadden us all.
While chatting with a parent not long ago, I began to share my thoughts and concerns on the subject. She, too, was concerned and thought that we should do something about it. After brainstorming for a moment, she suggested that we have a workshop in an attempt to bring awareness to other parents in the community. No longer, we felt, that the subject was taboo; the time was ripe to shed light on this not-so-often spoken of problem. Ironically, neither of us was aware that National Bullying Week was on the horizon.
I will be the first to admit that my expertise was not in “bullying prevention.” While I can speak about it from a victim perspective considering I was bullied from kindergarten through sixth grade, I was not equipped to impart information from the clinical vantage point. With that, I searched the internet and discovered tons of information. In the interest of time, I’ll merely highlight a few thoughts I pulled from a Power Point presentation entitled “Take a Stand Against Bullying”:
1. Bullying is an intentional written, verbal, or physical act that intimidates or subjects a person to hostility or ill treatment.
2. Bullying involves repeated actions which causes another to feel afraid, humiliated, embarrassed, threatened, or shamed.
3. There are four ways bullying happens: verbally, physically, sexually, or whereby property is extorted or vandalized.
4. There is typically an imbalance of power in the relationship whereby the culprit seeks control.
5. Bullying can lead to feelings of alienation, insecurity, anger, and fear. The victim can experience a drop in grades, weight loss or gain, headaches, and even suicide.
6. If you suspect your child is being bullied, talk to your child, contact the school, and/or notify the police. (NOTE: My mother never knew I was being bullied because I was afraid to tell her. I thought I was going to get in trouble and be blamed for what was happening to me. Please assure your child that it’s not their fault if this is taking place and that you are there to advocate and support them.
7. If you suspect your child is a bully, talk to your child, encourage empathy for others, review consequences of bullying behavior, and, if necessary, contact the school for help.
Two days after this presentation, I received this email from a parent:
While chatting with a parent not long ago, I began to share my thoughts and concerns on the subject. She, too, was concerned and thought that we should do something about it. After brainstorming for a moment, she suggested that we have a workshop in an attempt to bring awareness to other parents in the community. No longer, we felt, that the subject was taboo; the time was ripe to shed light on this not-so-often spoken of problem. Ironically, neither of us was aware that National Bullying Week was on the horizon.
I will be the first to admit that my expertise was not in “bullying prevention.” While I can speak about it from a victim perspective considering I was bullied from kindergarten through sixth grade, I was not equipped to impart information from the clinical vantage point. With that, I searched the internet and discovered tons of information. In the interest of time, I’ll merely highlight a few thoughts I pulled from a Power Point presentation entitled “Take a Stand Against Bullying”:
1. Bullying is an intentional written, verbal, or physical act that intimidates or subjects a person to hostility or ill treatment.
2. Bullying involves repeated actions which causes another to feel afraid, humiliated, embarrassed, threatened, or shamed.
3. There are four ways bullying happens: verbally, physically, sexually, or whereby property is extorted or vandalized.
4. There is typically an imbalance of power in the relationship whereby the culprit seeks control.
5. Bullying can lead to feelings of alienation, insecurity, anger, and fear. The victim can experience a drop in grades, weight loss or gain, headaches, and even suicide.
6. If you suspect your child is being bullied, talk to your child, contact the school, and/or notify the police. (NOTE: My mother never knew I was being bullied because I was afraid to tell her. I thought I was going to get in trouble and be blamed for what was happening to me. Please assure your child that it’s not their fault if this is taking place and that you are there to advocate and support them.
7. If you suspect your child is a bully, talk to your child, encourage empathy for others, review consequences of bullying behavior, and, if necessary, contact the school for help.
Two days after this presentation, I received this email from a parent:
Good Morning, Mrs. Parker. I was planning to not come to the meeting the other night because I was very tired from working all day. However, I am very glad that I did. The information you shared helped me to realize that my child is a bully. Up until the meeting, I dismissed what he was doing as “kids being kids.” But, when you started sharing those bullying traits and said, “It can lead to the death of another person” I knew I could no longer be in denial.
Initially, I was at a lost for words. I never expected an email like this. In short, I told the parent I was glad to assist and encouraged her to reach out if I could do more.
There is so much more helpful information I gleaned from this presentation. Unfortunately, I can not capture it all here. If you would like a copy, feel free to contact me directly. I will gladly share it with you.
Bullying is very serious. It is neither a normal childhood activity of rite of passage. Please take a moment to share this information with your child. In fact, let them read some of the news articles for themselves, if age appropriate. We can no longer afford to ignore this very serious problem. It’s time to take a stand against bullying.
Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” for youth between the ages of nine and 18. Additionally, she is hosting “Write On!”, an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.
UPCOMING INTERVIEWS
UPCOMING INTERVIEWS
“PARENT TALK LIVE”
HOSTED BY:
Dr. Michael A. Robinson
“PARENT TALK LIVE”
HOSTED BY:
Dr. Michael A. Robinson
Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk Live is hosted by Dr. Michael A. Robinson.
Felecia Hatcher
Author
The “C” Students Guide to Scholarships
Topic: “The “C” Students Guide to Scholarships”
Date: June 5, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents
Felecia Hatcher was recently named one of the Top 10 Superstar Entrepreneurs under the age of 30 by Allbusiness.com and she has been featured in Essence Magazine, Black Enterprise Magazine, ABC News, Inc.com, Entrepreneur and the Food Network. As an entrepreneur, motivational speaker and author Hatcher has dedicated her life to motivating young people to look past their circumstances and get creative!
Hatcher has recently published her first book titled The 'C' Students Guide To Scholarships, to help students with less then stellar grades beat the odds and put themselves in the running for scholarship funds. As an average high school student - with a GPA that fluctuated between 2.1 and 2.7 - Hatcher beat the odds and managed to pull down over $100,000 in scholarship money to attend Lynn University. At 19, she started her first college coaching business called Urban Excellence. Hatcher has since traveled around the country conducting workshops and building successful college prep programs for companies like DeVry, the YMCA, Texas A&M, TED and the Urban League.
Hatcher has also spearheaded a number of successful experiential marketing campaigns while working for Nintendo, Sony and the WNBA, and in 2008 she embraced her inner foodie and took to the Miami streets with her now wildly successful Feverish Ice Cream Truck and boutique ice cream catering company. In her free time, Felecia Hatcher works with the NFTE (National Foundation for Teaching Entrepreneurship), consults with start-ups, and travels the country speaking to parents and students about scholarships and youth empowerment.
Dr. Jonathan Cohen
Cofounder and President
National School Climate Center
(Formerly the Center for Social and Emotional Education)
Topic: The Importance of a Positive School Climate
Date: June 12, 2011
Time: 8:00pm-8:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents
Dr. Cohen is an adjunct professor in psychology and education at Columbia University, adjunct professor in education at City University of New York and a practicing clinical psychologist and psychoanalyst. Dr. Cohen has worked in and with K–12 schools for over 30 years in a variety of roles: as a teacher, program developer, school psychologist, consultant, psycho-educational diagnostician and mental health provider.
Dr. William R. Hite
Superintendent
Prince George's County Public Schools
Topic: Leading A Large Urban School System in Times of Fiscal Challenges
Date: June 17, 2011
Time: 2:00pm-2:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents
Dr. William R. Hite, Jr. was named Superintendent of Prince George’s County Public Schools (PGCPS) on April 3, 2009, by the Prince George’s County Board of Education, after serving as Interim Superintendent since December 1, 2008.
In June 2006, Dr. Hite was hired as Deputy Superintendent of PGCPS, Maryland’s second largest school system and the 18th largest system in the nation. During his tenure, he focused on student access and educational equity to ensure that all students graduate college-and work-ready. This work continues at a rapid pace and without interruption.
Among his many leadership responsibilities, Dr. Hite has led major efforts resulting in increased student achievement, significant improvements in teaching and learning, and school improvement status. This included work on the Intensive Support and Intervention Schools (ISIS) that provided significant support to schools most in need based on student and school performance indicators, as well as work in partnership with the Institute for Learning at the University of Pittsburgh, which focused on improving the capacity of teachers and administrators to strengthen the teaching and learning process. Most recently, he oversaw a major reorganization of the district’s regions into zones to reduce cost and provide greater support to schools.
Sunday, May 22, 2011
DC Public Schools Launches Hopes and Dreams Campaign
Students, families, staff and community members called on to pen a shared vision for the next phase of reform
WASHINGTON – Today, Acting Chancellor Kaya Henderson kicked-off the Hopes and Dreams Campaign, an initiative to foster open dialogue on the City’s hopes and dreams for its children and their schools.
DCPS stakeholders across the District are asked to participate in facilitated discussions about what’s possible for the school system, or to record their hopes on the Hopes and Dreams questionnaire, available online and at neighborhood schools. The results will be used to draft a shared DCPS vision statement to guide the next phase of work for the district.
“While we have accomplished a lot in DCPS, and we have a lot to be proud of, we still have a long way to go,” said Henderson. “We have learned that we simply can’t do it alone. So, we’re excited to answer the Mayor’s call for ‘One City’ by beginning a conversation we rarely have, but where we have so much in common.”
There are three ways DC residents can share their Hopes and Dreams:
Host a meeting or add visioning to your already scheduled meeting agenda: Add a 30-minute visioning session to your parent, school or community meeting. Download a free facilitation guide and high-resolution fliers from the DCPS website to get started in your community.
Share your Hopes and Dreams online via the DCPS website: Watch a short video message from Chancellor Henderson about the campaign at http://www.youtube.com/watch?v=0tbRPFnTVk0 and fill out an online survey on the Hopes and Dreams webpage.
Fill out a response card at any school or DCPS event and drop it in the mail or at any school. Translations will be available in Spanish, Vietnamese, Amharic and Chinese.
Mayor Vincent Gray applauded DCPS’ newest campaign as a commitment to finding innovative new ways to move the City’s schools forward together.
“It has always been important to me that our students, parents and community work with our public school employees to guarantee that we are all a part of the solutions for our schools,” said Mayor Gray. “The Hopes and Dreams initiative ensures that we continue collaboratively to reform our schools and guarantees that all stakeholders in our education system have a seat at the table.”
The Hopes and Dreams campaign will run until July 1. For more information, visit the DCPS website or the campaign homepage at http://dcps.dc.gov/DCPS/hopes.
WASHINGTON – Today, Acting Chancellor Kaya Henderson kicked-off the Hopes and Dreams Campaign, an initiative to foster open dialogue on the City’s hopes and dreams for its children and their schools.
DCPS stakeholders across the District are asked to participate in facilitated discussions about what’s possible for the school system, or to record their hopes on the Hopes and Dreams questionnaire, available online and at neighborhood schools. The results will be used to draft a shared DCPS vision statement to guide the next phase of work for the district.
“While we have accomplished a lot in DCPS, and we have a lot to be proud of, we still have a long way to go,” said Henderson. “We have learned that we simply can’t do it alone. So, we’re excited to answer the Mayor’s call for ‘One City’ by beginning a conversation we rarely have, but where we have so much in common.”
There are three ways DC residents can share their Hopes and Dreams:
Host a meeting or add visioning to your already scheduled meeting agenda: Add a 30-minute visioning session to your parent, school or community meeting. Download a free facilitation guide and high-resolution fliers from the DCPS website to get started in your community.
Share your Hopes and Dreams online via the DCPS website: Watch a short video message from Chancellor Henderson about the campaign at http://www.youtube.com/watch?v=0tbRPFnTVk0 and fill out an online survey on the Hopes and Dreams webpage.
Fill out a response card at any school or DCPS event and drop it in the mail or at any school. Translations will be available in Spanish, Vietnamese, Amharic and Chinese.
Mayor Vincent Gray applauded DCPS’ newest campaign as a commitment to finding innovative new ways to move the City’s schools forward together.
“It has always been important to me that our students, parents and community work with our public school employees to guarantee that we are all a part of the solutions for our schools,” said Mayor Gray. “The Hopes and Dreams initiative ensures that we continue collaboratively to reform our schools and guarantees that all stakeholders in our education system have a seat at the table.”
The Hopes and Dreams campaign will run until July 1. For more information, visit the DCPS website or the campaign homepage at http://dcps.dc.gov/DCPS/hopes.
Sunday, May 15, 2011
Parent Talk Live will speak with Kim Carrington About Creating an After Prom Safe-Haven for Students
Parent Talk Live
Hosted
By
Dr. Michael A. Robinson
Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk is hosted by Dr. Michael A. Robinson
This week’s Parent Talk Live will speak with Kim Carrington, a mother of six who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening in an environment that is safe and free of drugs and alcohol.
Mrs. Kim Carrington
President
United Health Heroes
Topic: Creating an After Prom Safe-Haven for Students
Date: May 15, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Online: Chat Live
Kim Carrington is a mother in Maryland who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening an opportunity to do so in an environment that is safe and free of drugs and alcohol.
Proms and graduations are a time for celebration in the lives of students. Teens all over America will be celebrating their prom and graduation with friends and families. All engaged parents and dedicated educators must encourage teens to celebrate responsibly and to arrive home safe and sound from prom and graduation. Underage drinking is real and it cost thousands of lives each year. A large percentage of fatal car crashes involving teens occur during prom and graduation season
This week’s Parent Talk Live will speak with Kim Carrington, a mother of six who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening in an environment that is safe and free of drugs and alcohol.
Mrs. Kim Carrington
President
United Health Heroes
Topic: Creating an After Prom Safe-Haven for Students
Date: May 15, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Online: Chat Live
Kim Carrington is a mother in Maryland who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening an opportunity to do so in an environment that is safe and free of drugs and alcohol.
Proms and graduations are a time for celebration in the lives of students. Teens all over America will be celebrating their prom and graduation with friends and families. All engaged parents and dedicated educators must encourage teens to celebrate responsibly and to arrive home safe and sound from prom and graduation. Underage drinking is real and it cost thousands of lives each year. A large percentage of fatal car crashes involving teens occur during prom and graduation season
Sunday, April 24, 2011
Dr. Judith White, Receives Distinguished Educational Leadership Award
COLLEGE PARK, MD (April, 2011) – College of Education alumna and Dodge Park Elementary School principal Dr. Judith White (MA '94) will receive The Washington Post Distinguished Educational Leadership Award during a ceremony and reception at The Washington Post on April 28 at 5 p.m.
White was nominated by her school community and selected by a committee of her peers in Prince George's County Public Schools (PGCPS) as the school system’s nominee for this annual award.
"Dr. White is an outstanding principal, and we are proud to add this to her list of achievements," said Dr. William R. Hite, Jr., Superintendent of Schools. "Strong leadership in schools is critical to ensuring all students have effective teachers in the classroom and all students graduate with the skills they need to be successful, productive citizens."
Dr. White was born and raised in Prince George's County and is a graduate of the school system. She went on to earn a bachelor's degree from Salisbury State University, a Masters of Arts in Education from the University of Maryland, and a doctorate in Educational Leadership from Bowie State University. She began her 14–year career as a high school special education teacher at Frederick Douglass High School, and after taking part in the PGCPS Pre-Leadership Program and Aspiring Principals Academy, went on to serve as assistant principal at Cooper Lane Elementary School, and was appointed principal of Dodge Park in 2004.
When she first arrived at Dodge Park, a Title 1 school, Dr. White as faced with many challenges. With a large population of students living in poverty and students who are English language learners, less than 20 percent were identified as proficient on the Maryland School Assessments (MSA). Over her six-year tenure, student achievement has steadily grown – now more than 80 percent of her students are performing at proficient or advanced levels.
"Under her leadership, Dodge Park has moved from one of our lowest performing schools to our highest, gaining an astonishing 60 percentage points in student achievement in both reading and math," said Andrew Zuckerman, Area 2 Assistant Superintendent and White's supervisor. "She inspires teachers, students, and parents to be the very best they can be, and her school community supports her vision for success."
Dr. White uses creative and innovative methods to inspire students and staff, including using cutting–edge technology, hosting weekly cross grade–level planning sessions, scheduling learning walks to observe and share instructional strategies, and providing staff with the latest information in the field of education.
Dedicated to her school community, Dr. White increases parent involvement through frequent communication provided in both English and Spanish, invites parents to visit classrooms and participate in special events, and encourages teachers to make weekly direct communications with parents a high priority.
"Dr. White exemplifies the qualities of a phenomenal principal, and possesses personal integrity and an intuitive leadership style," states a colleague in her letter recommending Dr. White for the award. "I am a fervent admirer of her giving spirit, creative talents, and extraordinary leadership ability. The enthusiasm she portrays as principal inspires her staff and students to someday be great leaders."
The Washington Post Distinguished Educational Leadership Awards seek to recognize those principals who go beyond the day–to–day demands of their position to create an exceptional educational environment.
From Prince George’s County Public Schools Press Release dated April 7, 2011.
Saturday, April 23, 2011
“PARENT TALK LIVE”
“PARENT TALK LIVE”
HOSTED BY:
Dr. Michael A. Robinson
Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk is hosted by Dr. Michael A. Robinson.
Rochelle Wilson,
Director School Culture and Student Behavior
District of Columbia Public Schools
Topic: Positive School Culture and Student Achievement
Date: May 1, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Positive school cultures have been linked to a positive classroom culture, which according to experts increases student achievement. What are your thoughts? Share your opinion and join me in an open discussion on the value of positive school culture and student achievement. If you miss the show, you can catch a re-broadcast online at our Podcast Resource Center www.education4and2parents.podbean.com
Call in number: 914. 803.4591. You can listen on the internet at http://www.blogtalkradio.com/educationaljournal/2011/05/02/parent-talk-live-the-value-of-positive-school-culture or follow us on Twitter at www. http://twitter.com/anaturalbridge
HOSTED BY:
Dr. Michael A. Robinson
Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk is hosted by Dr. Michael A. Robinson.
Rochelle Wilson,
Director School Culture and Student Behavior
District of Columbia Public Schools
Topic: Positive School Culture and Student Achievement
Date: May 1, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Positive school cultures have been linked to a positive classroom culture, which according to experts increases student achievement. What are your thoughts? Share your opinion and join me in an open discussion on the value of positive school culture and student achievement. If you miss the show, you can catch a re-broadcast online at our Podcast Resource Center www.education4and2parents.podbean.com
Call in number: 914. 803.4591. You can listen on the internet at http://www.blogtalkradio.com/educationaljournal/2011/05/02/parent-talk-live-the-value-of-positive-school-culture or follow us on Twitter at www. http://twitter.com/anaturalbridge
Wednesday, April 20, 2011
Forest Of The Rain Productions Discusses The Value of Education with an Educator and a Civic Leader
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.
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).
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.
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.
Saturday, April 16, 2011
Wednesday, February 23, 2011
"Your Money, Your Future", Carmen Johnson, Financial Educator
Today's Reality on Student Loans
This is it! The day you have been waiting for. Your eighteen year old has graduated from high school and is headed to college. You couldn’t be more proud. Sure, you and your spouse have saved a few dollars here and there just for this occasion only to learn that what you had been holding on to isn’t nearly enough to even cover books.
Still excited and determined your child runs home with a FAFSA form. The Free Application for Federal Student Aid. This form, for some, can be the beginning of the end. Basically, after completing the application and submitting it back to your child’s school of choice your information is shopped around to different banks until funding is approved. Note! I said YOUR information.
What most parents don’t know or even expect is that they may have to co-sign or become the primary signer for their child’s student loan. Reason, the economy has changed and the days of bank lending money to persons with no or limited credit history is over.
So what’s the solution? That’s something that you have to decide. Are you and your spouse in a financial position where you can take on more debt? What are the long term effects that this can have on your credit? Is your credit even up to par to act as a co-signer on a student loan? What other loan or funding options are available for your child? These are all questions that you can consider. I know we love our children but going in to debt for them may not be the answer.
Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation.
Please check us out at Katieablefoundation.org and remember, Do something to justify your Existence, TOGETHER we can create the future!
Sunday, February 13, 2011
"Your Money, Your Future" with Financial Educator, Carmen Johnson
What are your financial Goals ?
This week’s financial tip is putting together your financial goals.
At this point you have your monthly budget and you have a pretty good idea what your net worth is. By having your budget and your net worth, you have the tools needed to set your financial goals. Your financial goals can be whatever you want them to be. Perhaps it’s a new car or vacation. It could be repairs on your house or it could be catching up on all your bills. In order to develop good sound goals you must be disciplined and be ready to set and implement your goals. This will make you feel very empowered and in control of your life with your finances. A change in behavior can go a long way in reshaping one’s finances through a sound budget and financial goals. Writing down your financial goals and make them achievable and ways to reach them. Commit to a sound plan and follow through with it. Next you need to prioritize your goals and if they are short term or long term.
Next create a Financial Goal action plan. This action plan identifies the steps needed to make these goals reality. Make sure in your action plan you think about what is needed to accomplish your financial goals. The more detailed and refined your action plan the more successful you will be accomplishing your financial goals. Make sure your goals are realistic and achievable. Financial goal setting allows you to actively work toward achieving your goals you want, to manifest them through action. By learning to calculate your budget, net worth and you financial goals you will have created a solid knowledge base and a foundation for financial health.
Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation. Please check us out at Katieablefoundation.org and remember, Do something to justify your Existence, TOGETHER we can create the future!
Thursday, February 3, 2011
Athletes Drop Out Rate a Crisis in the Making
Dr. Stephen Jones
Springfield, Pa. According to Dr. Stephen Jones each year more than 50 percent of African American students drop out of high school and college. This has a significant impact on athletes who play sports. The drop out rate is greatly affected by poor college preparation and study skills. The lack of academic preparation is evident in middle school and high school. Too often athletes are accepted to college without the preparation they need to graduate. The student athletes’ athletic prowess is valued more than their intellectual abilities. Some athletes are also blindsided when they uncover the huge academic deficits when they start college classes. This crisis will continue because of the abundance of athletes who can replace the athlete who is in academic difficulty.
This problem must be attacked head on. Athletes deserve to be prepared to succeed at all levels. The NCAA requires colleges to have an academic support center. Unfortunately often the academic gap is too large even for the tutors that are assigned to students. Although these students have graduated from high school these students arrive to college academically three and four years behind their peers. Middle schools and high school students must get academically caught up prior to enrolling in the college. Many of these students are coming from schools that are not making Adequate Yearly Progress according to the standards set by No Child Left Behind. There are some very basic elements of the education process that are critical for students to succeed in college and they include the ability to read and compute.
This crisis is not one that we can ignore. Too many extremely bright African Americans are ending up in prison. This includes former college athletes who do not have a degree. Every so many weeks it seems that there is an article about some athlete who is escorted into a court room and sent to jail. This is especially detrimental when they leave a stable wife and children to make it by themselves. This foretells a disastrous educational outcome for their children who cannot afford to attend the better schools.
Some organizations and colleges are tracking the exceptional student athlete as early as ten and twelve year old. Yet attention and devotion to ensuring that they maintain high levels of academic performance is given little attention. It seems that there is a viscous cycle of poor study skills and academic preparation that’s repeated in inner city communities throughout the country. A fundamental academic requirement must be established for athletes early in their K 12 experience. Colleges and school districts must make a greater commitment to these students. There must be a break in the pattern of the deepening despair that has become a viscous cycle for so many athletes who do not graduate. Too many families can point to athletes in their family who have never competed a high school diploma or college degree.
Dr. Stephen Jones is a nationally recognized author who has written the “Seven Secrets of How to Study and the “Parent’s Ultimate Education Guide.” You can contact him at 610-842-3843 and at stephenjoness@rcn.com or visit http://sevenbooks.net.
Sunday, January 30, 2011
Kimberly Parker Presents: The Resolve to Volunteer
Resolve to Volunteer
Here we are nearing the end of January 2011. Like many of you, I stepped into the New Year determined to make changes, implement plans, and amp up my “game” in one area of life or another. Some call these bulleted items resolutions. For the sake of being aligned, I concur. More than a cute story laced with anecdotes from my children, herein lays a heartfelt plea. My sincere request to all who read is to make one more resolution for 2011: resolve to volunteer!
I know and proudly boast that Prince George’s County parents are the cream of the crop! We are homemakers, entrepreneurs, CEO's, educators, military personnel, activist...and the list goes on! Oh yes, we are simply the best! By no means is my perspective portrayed to slight parents from other parts of the world. It’s merely to highlight the greatness right here in our own backyards.
There is a universal principle called the "vital few and trivial many." In short, it's equivalent to the 80/20 rule where we find that just a little bit of people do a large amount of work. As a parent volunteer at my children’s school, I’ve witnessed parents who sign up to participate at events, yet do not show up. Or, they show up and do not do what they signed up to do. Or even still, they begin doing such marvelous work, find "something wrong" with the assignment, but instead of providing solutions they step down from their position.
Now, I am not soliciting any argumentative replies and by no means am I trying to make anyone feel guilty. I’ve dropped the ball a time or two as well. But what I am hoping to do is inspire you to take self-inventory to see where you stand in this equation. The operative word here is “volunteer”. As one parent told me, "Nobody forced your hand to work with the PTSA!" True. However, the same vital few can not be the only one's serving on the board or heading committees that provide services to thousands of parents, teachers, and students year after year. And let's not forget about our partners and stakeholders!
I know you have 2.5 children -- so do we (four, in my case). I know you work 10, 12, and even 14 hours a day -- so do we. I know you live your share of miles away from the school -- so do we. I know you have a child in elementary school, one in middle school, and one about to graduate from high school -- again I say, so do we! As Michael Jackson so poignantly stated, “You are not alone!”
Madame, Sir, please resolve to volunteer. I know a few of you have been considering the possibility of increasing your service and I truly appreciate that! It all starts with a thought. I ask you to consider this as well: the phenomenal difference you can make as a volunteer!
Kimberly K. Parker is the owner of Writing Momma Publishing (www.writingmomma.com). She is hosting “Isn’t She Lovely!”, an elegant father and daughter event in March 2011 in hopes of promoting the importance of the relationship between little girls and their fathers. Visit www.isntshelovely.eventbrite.com to purchase tickets and for more information. Kimberly is an author and blogger living in Maryland with her husband and three children.
"Your Money, Your Future" with Financial Educator, Carmen Johnson
Welcome to Your Money, Your Future. I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation. Today on Your Money, Your Future... Bring back the family.
This week’s financial tip is about the importance of family. Let's go back in our minds to when we were kids. Think back we ate as a family, we gathered around the TV to watch our favorite shows as a family, we even had household meetings as a family. Somehow we've gotten away from all of that. Your challenge this week is to take your family back to that time.
This week’s financial tip is about the importance of family. Let's go back in our minds to when we were kids. Think back we ate as a family, we gathered around the TV to watch our favorite shows as a family, we even had household meetings as a family. Somehow we've gotten away from all of that. Your challenge this week is to take your family back to that time.
Let’s start with family financial meetings twice a month where you sit down and go over all the bills and create a household budget. Involve your children. Let them place the bills in alphabetical order and then write them in a spreadsheet.
Explain to them what type of bills they are one by one and how to read them and what bills your family may be able to cut back on. Ask them what they can do to make your family financially stronger. Ask your kids what they are will to cut back on in this hard times. Don't be surprised if they already know how to do some of these things.
Keep it fun by assigning roles. Make one of your children the light captain - in charge of making sure that the lights are turned off in unoccupied rooms. Another child can be the coupon captain- in charge of clipping coupons in the paper and searching for them online, finding the best grocery store deals.
Together, the children can monitor the household budget and make sure that we as a family stay on track. Bring back the kids, bring back the parents, bring back together our families.
Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation.
Please check us out at Katieablefoundation.org and remember,
Do something to justify your Existence, TOGETHER we can create the future!
Ms. Carmen Johnson
Katie Able Foundation
Founder/CEO
www.katieablefoundation.org
301-352-5855 work
Do something to justify your Existence, TOGETHER we can create the future!
Ms. Carmen Johnson
Katie Able Foundation
Founder/CEO
www.katieablefoundation.org
301-352-5855 work
Do something to justify your Existence, TOGETHER we can create the future!
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