A : We work really hard on knowing every student by name. No one gets to fly under the radar. This approach is slowly turning the ship, making education more exciting. A : We utilize trauma-responsive practices. Arranging desks in tidy rows is one way to set up a classroom, but why not give your space a makeover?
Offering kids comfy, flexible seating options means they have some control over where they sit and how they learn.
Some teachers decide to overhaul the entire room, while others simply furnish a corner with soft, inviting sofas or chairs. Obviously, not all of your students are the same developmentally, so chances are you make minor adjustments to your teaching approach every day without even thinking about it. But personalized learning takes that concept and runs with it.
The latest educational technology allows you to customize lessons and even assessments for the diverse students in your classroom. A student stands in the ruins of his former classroom, which was destroyed in June at the Aal Okab school in Saada, Yemen. Only 50 per cent of refugee children are enrolled in primary school. Without education, they risk losing their futures.
The solution. Read more. School in a cave gives Syrian children a safe learning environment. These resources on education represent just a small selection of materials produced by UNICEF and its partners in the last three years. The list is regularly updated to include the latest information. Education Uprooted Report: For every migrant, refugee and displaced child, education This advocacy brief provides essential data and information on educational challenges faced by nearly 50 million children on the move and children uprooted by conflict.
A smaller percentage of Native Hawaiian students are proficient in statewide math tests than most other ethnic groups. Maya Chong, a K-5 curriculum coach at Kanu o Ka Aina, a Hawaiian-focused charter school in Waimea, says these test scores show Native Hawaiian students lack confidence in math. She says at her school in particular, students have trouble seeing why algebra or trigonometry are relevant.
This past summer, she and two other teachers at Hawaiian-focused charter schools on Kauai and in Hilo each developed 30 Hawaiian culture-based math lessons. Another unit focused on geometry, so students identified shapes on kapa. Once students have a firm understanding of the different shapes, another lesson will involve them creating their own kapa. Chong says students are better retaining the math concepts that are being taught. The next step, she adds, is to get more teachers involved. Eventually, the goal is to have teachers across all grade levels developing culturally relevant math lessons.
Providing support to students is another way to help them succeed in school. Kapolei High School opened its Hoola Leadership Academy in Fall as an alternative learning program to help struggling students.
Today, the program has about students in 9th through 12th grade. Students often work on hands-on projects, like developing climate-appropriate landscaping and produce, and offering solutions for consideration to issues like homelessness, waste management and bullying. The key, Lewis says, is providing students with support as well as opportunities for them to apply their learning and helping them to identify their personal strengths. More teachers are leaving Hawaii than retiring. And more than teaching positions continue to be unfilled at the beginning of the school year each August.
In November, Hawaii P convened a meeting with representatives of the Chamber of Commerce Hawaii, local teacher preparation programs, and public, private and charter schools to talk about ways to address the teacher shortage. In , the COE produced eligible teachers; in , Various programs exist to encourage keiki to become teachers. Several high schools have teacher academies or programs of study that give students exposure to the profession.
COE partners with academies at Waipahu, Farrington, Waianae and Campbell high schools to bring them to the UH Manoa campus, so high schoolers can observe COE classrooms and ask faculty questions, says Denise Nakaoka, director of student academic services for the COE, adding that the college wants to expand its outreach to more high schools. In addition, COE is starting to recruit in middle schools. In , UH launched its Be a Hero, Be a Teacher multimedia campaign to encourage working professionals and high school and college students to consider becoming teachers.
Murata says that campaign resulted from conversations among UH administrators about the need to reimagine the teaching profession and improve the perception of what it means to be a teacher. Many people are deterred by the low pay, he says. UH and the DOE are also looking at ways to help working professionals become teachers. Several years ago, state Sen. The program targets educational assistants, emergency hires and substitute teachers who are already working in public secondary school classrooms.
They work toward post-baccalaureate certificates in secondary education, which leads to teacher licensure, and their tuition is covered by funding from the state Legislature and the DOE. Neighbor Island candidates can also receive stipends to attend required face-to-face meetings, she adds. Once they complete the program, participants must commit to three years of full-time teaching in grades in charter or traditional public schools. The first cohort of 30 participants began taking courses in spring A second cohort of 17 participants began this January.
Leeward Community College and the Institute for Native Pacific Education and Culture launched a pilot program in Nanakuli in fall to help educational assistants become special education teachers. And in , Kamehameha Schools launched its Hookawowo Scholarship for Native Hawaiian students pursuing education degrees. Eighty-three students received scholarships for this school year. Those districts, Rosenlee says, compensate teachers based on years of experience, a practice not followed in Hawaii. Joan Lewis, an instructional coach at Kapolei High School and a former HSTA VP, says that means local teachers who have 10 years of experience could be making the same amount — or more, depending on the number of credits a teacher accumulates — as a teacher with 20 years of experience.
Lewis adds that annual step movements would also give teachers more confidence that their salaries will keep up with cost of living increases.hukusyuu-mobile.com/wp-content/software/486-mobile-phone.php
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Teacher and student voices will be included. In , HSTA advocated for a proposed constitutional amendment that, if approved by voters, would have allowed the state Legislature to use property taxes to help fund public education. The state Supreme Court invalidated the proposed amendment in October. Covell says of exit survey responses for the school year, 13 people indicated they were dissatisfied with salary. She adds there are also discussions about teacher housing — the department currently only has 59 units in various states of repair — and housing stipends.
Many of the 1, new teachers each year end up in rural areas, such as in Leeward and Central Oahu and on Hawaii Island. The town of Hana is nestled on the east side of Maui and a two- to three- hour drive from the main city of Kahului.
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That means schools in rural areas have to be creative in how they recruit and retain teachers. At one point, that meant taking a trip to South Dakota. In the years leading up to his retirement, however, most of his new teachers were starting out as substitutes or instructors at the school and enrolling in teacher preparation programs to become certified. Some of these commuters leave after three years — when their probationary periods are up — for jobs closer to home. Of her 30 teachers, anywhere from two to 11 are new each year, with larger numbers seen every third year.
This trend has caused her to shift her focus from retention to training.
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Training begins before the school year with a day new teacher academy. New teachers include those who are in their first or second year at the school and teachers who are switching grades. Follow-up training and mentoring are done throughout the year. She needs the best for her students, who she describes as struggling learners. The school is located in a remote, high poverty area, where students have limited resources and transportation and often start school without the advantages conferred by preschool and kindergarten.
In the school year, 28 percent of her students were English-language learners and 40 percent were chronically absent. This year, about mentors are advising 1, new teachers, according to the department. Today, the shortages have accelerated to the point where public schools are turning over 50 percent of their teachers in five years. She says that involves everything from talking about teacher housing, how educator preparation programs need to prepare teachers for the 21st century, whether the state would be willing to pay more money to increase teacher pay and, with the growing number of Millennials in the workforce, whether Hawaii has to shift its mindset to thinking about teaching as a five-year career instead of a year career.
For decades, the Waianae Coast has imported teachers who often ended up leaving after only a few years. Now, a pilot education program is turning motivated area residents into qualified teachers. Leeward Community College and the Institute for Native Pacific Education and Culture are running a new pilot program that brings a teacher preparation program to Nanakuli.
Classes are offered through LCC for the first three years, and the final year will be done online through Chaminade University, which will grant students their degrees. The pilot program began in fall , and LCC anticipates that a cohort of about 16 candidates will complete their degrees, Keaulana says. The Nanakuli-Waianae complex area is well-known for its high teacher turnover.
And teachers in this area are more likely to be unlicensed than in other complex areas. This school year, 16 percent of teacher positions in the Nanakuli-Waianae complex area are filled by teachers who are unlicensed and have not completed a state approved teacher preparation program.
For special education teacher positions, that number is 29 percent. Both figures are far above the statewide average.
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Participants meet at Nanakuli Elementary School and at the Waianae Moku LCC campus, and classes are accelerated — it takes eight weeks to complete a course instead of the traditional 16 weeks during the fall and spring semesters. The education academy provides wraparound services to help teacher candidates and current teachers succeed, including financial aid, textbook reimbursements, academic and career coaching, and connecting participants to support like housing and food.
The progression through the two pay steps, which would classify them as teaching assistants, and associated pay increases reflect the additional responsibilities the participants undertake as they develop their teaching skills. She adds that if participants do not become certified teachers, they return to their educational assistant class of work and pay. Why should they have to resign from the position just to become teachers? Teacher preparation programs, she says, typically lack cultural training. Special education teachers are needed across Hawaii but the greatest need tends to be in Leeward Oahu.
The Leeward district — home to the Nanakuli-Waianae, Campbell-Kapolei and Pearl City-Waipahu complex areas — often has the most new teachers, many of whom are for special education. Keaulana thinks the state has a shortage of special education teachers because of a misconception about special education students. She says people imagine either a medically fragile classroom with children who are nonverbal or have severe disabilities, or students who have behavioral issues and might bite or scream.
How do I serve a student who sees words differently on a page? She adds that special education has a reputation of being challenging and overwhelming for teachers. People tend to get nervous about the amount and importance of paperwork associated with the job, like individualized education programs, progress reports and data collection.
Diana Espanto, an educational assistant at Nanaikapono Elementary School, says the pilot program is a win-win for participating schools and educational assistants. They live and work it. They know what to expect.
Keaulana says other complex areas have expressed interest in replicating the Nanakuli pilot program. MPX is an interdisciplinary program for 9th- and 10th-graders that teaches literature, history, science, technology and math curriculum through projects. The participating schools were encouraged to pursue education in which teachers became facilitators of knowledge — instead of lecturers — and students became active learners.
Today, many of the participating schools are role models for transforming learning and teaching, while 21st century learning is being discussed across Hawaii and the nation. Hines says Schools of the Future, which is also the name of the annual conference that resulted from the initiative, has helped to bring together the public, private and charter school community to address the role education must play in preparing keiki for the future. The independent school association ran the initiative with the Hawaii Community Foundation. Conversations about 21st century learning were happening in pockets, says Piikea Miller, program director of strategies, initiatives and networks at the Hawaii Community Foundation; Schools of the Future made it a larger conversation.
From to , Schools of the Future helped a cohort of private schools innovate their learning environments so that instruction would be student-centered and would help keiki develop skills in communication, collaboration, critical thinking and problem-solving. Each school set its own goals for how it wanted to accomplish this, and the initiative helped by funding professional development and technology integration, organizing a group tour to Mainland schools already using these learning environments, and hosting quarterly meetings where educators could share lessons learned.
Bossert adds that the initiative aimed to break down barriers that otherwise would have prevented the schools from changing their teaching practices.
Fifteen years ago, teachers at Mid-Pacific primarily taught from textbooks, to a test and in isolation, says Hines, who has been with the school in various positions since The MPX program came about, Hines says, after finding no examples of schools that were fully doing project-based learning. Mid-Pacific wanted to create a pilot program so the school could explore and understand the principles of project-based learning and deeper learning. Today, some of these principles are part of the broader preschool to 12th grade campus.
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