Many of us working with young people have been there at one time or another: the frustrating search of multiple web sites to find information related to youth programming. What grants are available? What does the latest research tell us? What do evidence based programs look like? Where are the resources and programs in my community? You can now find the answers to these and other questions on the newly redesigned web site FindYouthInfo.gov.
Participate in the live webcast on Adult Career Pathways in Correctional Education and Re-entry Programs by tuning in online and submitting questions via social media. The event will be held July 1, 2013 from 2:15 – 3:15pm EDT. Host Laura Lanier, Division Director, Kratos Learning, will lead a panel featuring:
- John Linton, Director, Office of Correctional Education, U.S. Department of Education, OVAE;
- Renee Collins, Program Administrator, Jail Program, Elk Grove Adult and Community Education, CA; and
- Brian Walsh, Corrections Education Director, Peninsula College, WA
The discussion will be broadcast live from the Correctional Education Association Conference, being held in Cleveland, OH.
To view the webcast online, click here to register.
Johan Uvin, Deputy Assistant Secretary of Policy and Strategic Initiatives for OVAE, was a featured panelist at the 2013 U.S. News STEM Solutions Conference in Austin, TX on June 18. The session, which focused on “Transforming Career and Technical Education for the Global Economy,” was moderated by Mimi Lufkin, the CEO for the National Alliance for Partnerships in Equity (NAPE).
Did you know adult English language learners nationally make up 40 percent of the adult education population served? Which states have the highest percentage of English as a second language (ESL) students? Did you know the majority of adult ESL students are between 25 and 44 years old? See a new fact sheet providing details of the student demographics in adult ESL programs, the progress they are making, and the allocations that support their education.
Get more updates on the activities funded by the Adult Education and Family Literacy Act (AEFLA) national leadership funds here.
Cross-posted from the U.S. Department of Education blog.
The Department of Education is proud to announce that the first-ever Principal Ambassador Fellowship has officially launched!
The Principal Ambassador Fellowship has been modeled after the Teacher Ambassador Fellowship that the Department has offered since 2008. Secretary Arne Duncan unveiled the program to the public at a National Association of Secondary School Principals conference on February 28 this year. The Secretary noted that after Department staff spent a day shadowing principals across the DC area, one of the participants highlighted the lack of principals’ voices in dialogues surrounding education policy. The PAF program is meant to recognize the important impact that a principal has on instructional leadership, the school environment, and talent management.
Like the Department’s Teaching Ambassador Fellows, Principal Ambassador Fellows will spend a year gaining greater knowledge of the content of key federal programs and policies, in addition to the context and process by which they are designed and implemented. Fellows will share their expertise with federal staff members; provide outreach and communication about federal initiatives to other educators on behalf of the Department; and facilitate the involvement and understanding of educators in developing and implementing these efforts at the federal, state and local levels, to improve the likelihood of their success.
The U.S. Department of Education believes that principals should have meaningful opportunities to both contribute to and understand the policies that impact their students, faculty and staff, and school communities. In order to implement needed reforms, all stakeholders, especially principals, must understand the intent of policy and be engaged in the outcomes.
As the Principal Ambassador Fellowship is just getting underway, ED is only consideringCampus Principal Ambassador Fellows for 2013-2014. The Campus Principal Ambassador Fellowship enables principals to participate on a part-time basis from their home locations for the Department, in addition to their regular school responsibilities, working in collaboration with the Department’s Regional and Federal Offices.
We recognize that the two programs, the Principal Ambassador Fellowship and Teacher Ambassador Fellowship, will need to differ because of the different nature and responsibilities associated with each job. The first class of Fellows will therefore also be tasked with helping us design and shape the program for future years to be more beneficial for the role of principals.
We invite principals to apply for the 2013-2014 school year by July 16, 2013 at 11:59 PM EDT. To access the application and view eligibility requirements, please visitwww.usajobs.gov and apply for the Campus Principal Ambassador Fellowship.
We hope you consider applying, and encourage you to share this information with your colleagues! You can also sign up to receive further updates, and call 1-800-USA-LEARN or email us at PrincipalFellowship@ed.gov with questions.
Note: Some schools may use different terminology than “principal.” A candidate is considered eligible despite titling differences, provided that s/he is the highest administrative official in the school building.
Joshua Klaris is the 2013- 2014 Resident Principal at the U.S. Department of Education
Cross-posted from the U.S. Department of Education blog.
“Tonight, I’m announcing a new challenge: to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy.”
- President Barack Obama, February 12. 2013When President Obama spoke those words in this year’s State of the Union address, I felt like cheering. As a science teacher, it’s my job to help students fall in love with learning and explore important questions about how the world works. I also know the principles and problem-solving skills they’re mastering will help them succeed in today’s competitive global economy, where science, technology, engineering and math (or “STEM”) careers are on the rise. And, through fellowships with the U.S. Department of Education, I’ve been paying even closer attention to how the Obama Administration’s proposals affect my work.
The President’s High School Redesign plan would invest in programs that re-invigorate the American high school experience for the 21st century. Strengthening Career and Technical Education (CTE) programs and collaborating more closely with postsecondary, business and community partners are two ways that high schools can re-think their current model. I recently had an opportunity to visit a school that’s using both of these strategies when I accompanied Dr. Brenda Dann-Messier, U.S. Assistant Secretary for Vocational and Adult Education, on a trip to Cleveland High School in Seattle, Wash.
As teachers and school leaders across the country think about implementing the President’s plan, there’s a lot we can learn from schools that have already started down this path. Cleveland High School was restructured as a STEM-themed school four years ago, and according to the principal, Princess Shareef, “There was no template set for us.” Instead, school leaders and staff had the freedom to innovate, meeting every week and including parents, employers and other partners in designing a new approach. The result? A high school in South Seattle that provides a college-and-career-ready curriculum through project-based learning, and connects students with mentors from the surrounding community.During classroom walk-throughs, we spent time in a computer engineering class and talked with students engaged in a reverse-engineering assignment. In this hands-on design project, students choose an everyday object like a toy car or a mechanical pencil, measure the object using calibration tools, design and draw blueprints, transform the blueprints into multi-view drawings, and create a mock assembly. The students we met clearly understand and excel in their subject. They’re also confident that what they’re learning will empower them in the future.
One student said, “It’s really nice to have experience with the computer-aided design, and this will help with job preparedness. Most [engineering] jobs are looking for experience in graphic design.” Another added, “I’m learning how to solve problems and to communicate with my team every day. This is important for my career in the future.”
These students realize that, in today’s marketplace, they need even more technical skills and experience. The days of working in isolation are over: problem-solving and teamwork skills are essential for success in the 21st century. At Cleveland High School, students learn to be effective collaborators through project-based learning.
As one student explained, “We get graded on work as a team. Communication is important and there are instances when the group doesn’t function and so you have to learn how to communicate in a better way. You also learn how to speak for yourself and develop a voice.” A business leader at the table drew an appreciative laugh from the group by noting, “Yes, just like in the real world.”
Equipped with a full range of academic, technical and employability skills, students at Cleveland High School will be ready for the demands of the world that awaits them after graduation. That’s good news for them and for the employers in their region. It’s also great news for the country.
As Dean of Students Catherine Brown told the assembled students, employers and civic leaders that, by coming together to re-engineer Cleveland High School, “You’re not just thinking of your industry—you’re thinking about the common good of society.” By focusing on relevant, real-world skills; by making STEM-themed learning, wrap-around services and broad-based partnerships a vital part of each school day; and by graduating college-and-career-ready students, this re-engineered high school is preparing the next generation of U.S. leaders in some of tomorrow’s most exciting professions.
Dr. Kareen Borders is a Regional Teaching Ambassador Fellow at the U.S. Department of Education
Cross-posted from the U.S. Department of Education blog.
The inspiration for Alma Miller to obtain her GED started with a simple statement from her youngest son: “Mom I challenge you to finish your GED.”
Attaining the GED would be no easy feat for this mother of four who dropped out of school when she was sixteen. Fortunately for Alma, her children stepped up and volunteered to tutor her in preparation for the exam.
Today, Alma Miller is a proud GED recipient but most importantly, she’s an inspiration to her children, just as much as they are an inspiration to her.
Miller is one of eleven adult learners who recently met with Secretary Arne Duncan and Assistant Secretary for Vocational and Adult Education Brenda Dann-Messier at the Department of Education (ED) to share their stories and make recommendations on how ED can improve services offered to adult learners.
Dann-Messier acknowledged that these adults face many barriers to success in the labor market. Some of the barriers she cited were: a lack of a high school diploma, no postsecondary degree or training, and an inability to speak, read, and write English well.
Each of the adult learners at our recent meeting displayed a tremendous amount of courage in order to overcome the odds associated with returning to school as adults, but what is more laudable is the strength they found in their families and in support organizations.
“I was an honor roll student in high school, but I just kind of lost my way,” said Shamika Hall, the state vice-president for the Delaware Career Association.
Hall lost her sister to an act of senseless gun violence, a devastating tragedy that altered her life’s course. She credits her family and the James H. Grove Adult High School in Wilmington, Del., for helping her get back on track. Watch Hall tell her story below:
Click here for an alternate version of the video with an accessible player.
Secretary Duncan said that he was inspired by each of the adult learners resilience and tenacity. “It’s pretty remarkable to hear not just where you’ve been but how far you’ve come, and most importantly, where each of you are going,” he said.
Before the meeting concluded, Reuben Holguin, an ex-gang member and convicted felon, showed Secretary Duncan his inmate ID. He said that even though he acquired his GED, completed college courses and changed his life around, he will always carry his inmate ID with him to remind him just how far he’s come.
The adult learners who stopped by ED were in town to attend VALUEUSA’s National Adult Learner Leadership Institute, and Dann-Messier thanked VALUEUSA, the only national literacy organization governed and operated by current and former adult learners for helping to organize the meeting with Secretary Duncan.
This fall, the Organization for Economic Cooperation and Development will release the Program for the International Assessment of Adult Competencies (PIAAC). The goal ofPIAAC is to assess and compare the basic skills and the broad range of competencies of adults ages 16-65 around the world. PIAAC covers 23 countries, including the United States. OECD will also release a country report specific to the U.S. to accompany the data release. The report will identify policy implications for improving the skills of adults in the U.S.
De’Rell Bonner works in ED’s Office of Communications and Outreach
Participate in the the live webcast on Applying Lessons Learned from Career Technical Education to Adult Career Pathways by tuning in online and submitting questions via social media. The event will be held tomorrow, June 11, 2013 from 8:45 – 9:45 AM CDT. On the panel will be:
Albert Palacios, U.S. Department of Education, Office of Vocational and Adult Education
Blake Flanders, Vice President for Workforce Development, Kansas Board of Regents
Brian Durham, Senior Director for Academic Affairs and Career & Technical Education, Illinois Community College Board
Moderator, Hope Cotner, Vice President, U.S. Projects, Center for Occupational Research and Development
To view the webcast online, click on the following link to register: https://events.r20.constantcontact.com/register/eventReg?oeidk=a07e7jr6i6z4388cb0e&oseq=&c=&ch=
Join a week-long event on LINCS.ed.gov to explore Kentucky’s Strategic Initiative to implement Common Core standards in adult education. The event begins with a free webinar on Monday, June 24 from 2:00-3:00pm ET; click here to register. The webinar will be followed by discussion in the LINCS online community’s College and Career Standards topic group. To participate in the online discussion, join the LINCS Community.
OVAE will be sharing updates and information at the 2013 National Career Clusters Institute in Fort Worth, Texas next week. Hosted by the National Career Technical Foundation of the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the annual event brings together educators, counselors, state leaders, workforce development professionals, business and industry experts, and economic development partners to share insights and strategies for coordinating educational delivery in communities and states.