Archive for the ‘Teachers & Leaders’ Category

The Importance of Employability Skills

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Blog post by Jermaine Williams, cooperative employment coordinator at St. Georges Technical High School and Rodel Teacher Council member

As the cooperative employment coordinator at St. Georges Technical High School, my job, in conjunction with our career and technical instructors, is to usher our senior students out into the working world as employed adults.

It’s a tough job, especially considering that we have 254 seniors spread across 15 different career programs, which span from construction to automotive to business to early childhood to food service and nursing. We connect with local employers throughout Delaware to get our seniors placed in co-op jobs—real, in-the-field job experiences in their industry of interest.

The good news? Our students have the chops. St. Georges does an amazing job of arming our students with the technical skills needed for the jobs of today.

But what about the so-called “soft skills?” Often times, those special skills that bosses love but teenagers often lack—like communication, initiative, punctuality, attendance, attitude—can be a challenge.

Employability skills are a huge priority in our school. They can be the difference between gaining and maintaining a job; from simply getting a foot in the door to advancing through a career. And they translate to virtually every facet of professional life.

That’s why each marking period, I send out a rubric to our co-op employers. They are tasked with grading our students on a slate of 10 employability skills, which gets incorporated into their overall career program grade. For some students, this is a breeze. Others need a gentle push. That’s where the employer feedback helps.

I have noticed that a lot of students struggle with the concept of “initiative.” It’s tough convincing a 17-year-old that simply completing a task at the workplace shouldn’t be the end of your contribution. I try to encourage seniors to avoid complacency during their co-op and work 1-on-1 with them to seek out other ways to help and improve. I’m also developing an online module for Schoology that will allow students to improve their skills at home through videos, PowerPoints, readings, and quizzes.

At schools in the New Castle County Vo-Tech District, these employability skills are woven into our career programs. I firmly believe this is key in preparing our students to be career and college ready.

I’m also encouraged that these skills—often found under the umbrella of “social emotional skills”—are gaining more attention and traction throughout the educational ecosystem. Even the North Star, the centerpiece vision found in Student Success 2025, includes attributes like persistence, critical thinking, and problem-solving. These are exactly the types of skills that all students should have in spades by the time they graduate from high school, whether they are in a career and technical program or not.

I know this because our co-op employers tell me directly. They love our students because our students are ready to thrive in the workplace environment and jump in as valued colleagues. More often than not, it’s the soft skills that provide a firm footing in a given career.

How the “Whole Child” Approach is Transforming Education in Delaware

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As concerns about over-testing and overemphasizing test scores persist, the “whole child” approach to education is gaining ground. The non-academic attributes that prepare young people for success in the real world—think character, grit, and growth mindset—are beginning to take a more prominent place in the education reform conversation. A new focus on the whole child could be transformative to K-12 education.

Here are some of the main ideas behind the whole child approach and its connection to social and emotional learning. Then we’ll get you up to speed with what’s already taking place in Delaware.

 

Social and Emotional Learning 101

Experts agree that student success depends on more than grades. The whole child approach takes into account environmental factors in the classroom and at home, where children develop their social and emotional skills. But what exactly is social and emotional learning?

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social and emotional learning is defined as the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. In other words, it’s how students develop the skills and dispositions to be successful in school, work, and life.

CASEL. (2017). Social and Emotional Learning Diagram

 

Social and emotional skills are more influenced by environmental factors than we thought. Factors such as poverty, education level, food security, discrimination, and housing play a big role in the process through which students deal with stress, how they communicate, and social awareness. For example, students who face consistent turmoil in their home lives may have more difficulty focusing on schoolwork or building relationships with their peers. That in turn can influence how a student performs in school—both behaviorally and academically. There are evidence-based approaches to supporting students and helping them develop coping skills and other strategies for managing the stress and overcoming these obstacles.

 

Focusing on social and emotional learning pays off—for students and teachers. According to a meta-analysis of more than 200 studies involving more than 270,000 students, not only did students participating in evidence-based SEL programs show an 11 percent gain in academic achievement, but they also showed:

  • Improved classroom behavior
  • Better stress management
  • Higher self esteem
  • Improved attitude about others and school

 

Social emotional learning is already transforming K-12 education in Delaware

From policy recommendations and conferences to local research and school-level programs, Delaware is already taking the lead when it comes to implementing social and emotional learning as a whole child approach.

 

Student Success 2025

Social and emotional Learning is embedded in each of the six core areas of Student Success 2025. Student Success 2025 put forth more than 40 recommendations that take a whole child approach to education—including counseling supports for students, an equitable funding system that takes into account student characteristics and needs, wrap-around services, home visiting for early learners, and a more holistic approach to physical and mental health services.

Western Sussex Summit

With a focus on meeting the social and emotional needs of all students, the annual Western Sussex Summit is a collaborative professional development conference hosted at Woodbridge High School and attended by educators and specialists, as well as mental health organizations and state agencies. Check out their website for post-summit materials and additional social and emotional resources.

Compassionate Schools Learning Collaborative

With support from a Casey Family Programs grant, over 1,500 educators in Delaware have received training on trauma and its impact on brain development, learning, and behavior. The Compassionate Schools Learning Collaborative meets quarterly to share effective trauma-responsive practices, including self-care strategies for educators from multiple schools across the state. Check out their page on the Delaware Department of Education website to access additional resources.

Delaware Positive Behavior Support Project (PBS)

PBS is coordinated, data-based decision making and instructional programming that focuses on teaching adaptive behaviors and discouraging disruptive behaviors. Currently, 147 public schools across the state are implementing PBS, with substantial implementation support and technical assistance from UD’s Center for Disabilities Studies.

Delaware “Whole Child” Surveys

There are a number of surveys in Delaware that measure various aspects of students’ physical, mental health, as well as the school climate, which also have effects on student’s social and emotional wellbeing.

 

How Can You Get Involved?

Remember ESSA? Work Still Underway on State Plan

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The confirmation of Betsy DeVos (and surrounding controversies) as U.S. Secretary of Education dominated news headlines and social media over the last few weeks. However, this national headline may be drowning out what’s happening locally, as Delaware continues to develop its state plan for implementing the Every Student Succeeds Act (ESSA)—a plan that will shape the framework of our school system for years to come.

Here are six things you should know about work underway in Delaware to affect education policy:

1. State-level policy decisions matter since states have autonomy and a great deal of latitude to decide how to implement federal education law, and Delaware is in the process of developing a plan. In December 2015, the education policy landscape shifted. Congress passed the Every Student Succeeds Act—the largest piece of federal legislating governing federal dollars that support K-12 public education. The new federal law increased local autonomy, giving states more flexibility and control over the use of federal funds. States were immediately charged with developing local state plans for the implementation of the new legislation.

2. Delaware’s planning and stakeholder engagement process began last year. Starting in the summer of 2016, the Delaware Department of Education launched a stakeholder engagement process to solicit input and feedback on Delaware’s state ESSA plan, with the intent to submit to the U.S. Department of Education in the spring of 2017. The process has involved: consultation meetings with selected stakeholder groups, community conversations, public surveys, technical discussion groups, and an ESSA Advisory Committee (created through Executive Order 62).

3. Delaware has a solid foundation to build on. The Rodel Foundation is a member of the Vision Coalition of Delaware, which produced Student Success 2025, a plan developed with input from over 4,000 Delawareans. Student Success 2015 is aligned with the ESSA provisions and requirements. It helped plant a seed about thinking more holistically about measuring student success, and we’ve seen that reflected in both the draft state plan and stakeholder feedback about how we could improve our system accountability and supports.

4. People across the state recognize the opportunity to leverage ESSA to accelerate progress in Delaware schools and are seizing opportunities to engage, and the Delaware Department of Education has incorporated feedback from the Advisory Council and other groups into the latest draft plan. For example:

  • Expanded accountability metrics to include more holistic measures of student success like chronic absenteeism, and continuing to elicit additional feedback about which proposed measures should impact accountability versus public reporting
  • Decreased the proposed n-count (the minimum number of students required for the purposes of accountability and student privacy) from 30 to 15
  • Considering ALL SCHOOLS when identifying Comprehensive Support and Improvement Schools (CSI), not just Title I schools
  • Exploring EL growth and attainment targets based on sound research

However, there are still details that need to be worked out. Just last week, The 74 published an article about the concerns of some critics (Read: In Delaware, Critics Worry That ESSA Plans Will Give Low-Performing Schools Too Much Wiggle Room).

5. Rodel has taken action to develop informational resources and partner with business, community, and teacher groups to provide meaningful feedback on draft plans.

  • Supporting stakeholder engagement efforts by publishing informational briefs and resources on the meaningful ESSA requirements that Delaware education leaders, parents, and community members should know about and discuss as the state develops is plan to implement the new law.
  • Partnering with 24 business and community organizations to collectively publish a letter providing feedback and recommendations on the first draft plan, such as holding districts accountable for the overall portfolio of schools within their management and oversight.
  • Elevating teacher voices. Six teacher leaders—members of the Rodel Teacher Council developed recommendations for policymakers and published an opinion letter encouraging fellow teachers to shape state education policy.

6. The deadline for submitting the state plan is April. It’s not too late to weigh-in. Unless new leadership at the federal and state level upset the existing timeline, the Delaware Department of Education will present a draft of the state at the March 16th State Board of Education Meeting, and submit a final draft to the U.S. Department of Education in early April.

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