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An Unidentified Occupational Risk :

The next wave of substance use disorder

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EDU 708 Blog 2

I consider myself an accidental leader. Growing up I loved school and always wanted to be a teacher. My younger sister was born when I was seven years old and I was certain the sole purpose of her existence was to be the pupil in my imaginary school. It never occurred to me even after I secured my first teaching job many years later that I had the capacity to lead.

But I was fortunate early in my career to have someone believe in me, and champion my growth and advancement. Today I lead a dynamic, thriving school with over 1600 students from Pre-Kindergarten to 12^th grade.

So You Want To Lead?

However, the odds aren’t necessarily in your favor if you are a female educator aspiring to lead.

• Three women have held the role of United States Secretary of Education (Richmond, 2017)

• Around 33% of independent school heads are women (Pincus, 2016)

• Women serve as college presidents in about 30% of college and university (Seltzer, 2017)

• Women average 75% of all K-12 public school teaching positions, but only 30% of educational leadership roles (Lennon 2013)

It makes one wonder why, in a profession that has always been so heavily populated by women, do gender equity issues still exist? What prevents women from “shattering the glass ceiling?”

Learning From Those At the Top

The good news is that women who have attained roles at the top are sharing their stories, providing insight into their success, and helping pave the way for the next generation of educational leaders.

Interviews with educational trailblazers such as Shirley Hufstedler, Michelle Rhee and Wendy Kopp for a 2011 study revealed that in addition to personal qualities such as persistence and talent, being supported both by female mentors on the job and by spouses and family at home enabled the women to reach positions most often held by men. Further, those interviewed suggested that formal mentorship programs specifically designed for women, job sharing, child-care and flexible hours are ways to support women to balance family responsibilities with work demands (Litmanovitz 2011).

Mentors Make the Difference

“The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves.”                                                                                                                         Steven Spielberg

My path to leadership was born out of someone else’s belief in me, which gave me the courage to take a chance, and the support of several outstanding leaders who were there to help navigate the challenges. Having a mentor made all the difference. Each of us has a responsibility to our profession to give back, to encourage and to support the next generation of female educational leaders. Our schools, our students and our future will be so much better for it.

Lennon, T. (2013). Benchmarking Women’s Leadership in the United States. University of Denver – Colorado Women’s College. Denver, CO.

Litmanovitz, M. (2011). Beyond the classroom: Women in Education Leadership. Kennedy School Review, 11, 25-28.

Pincus, A. (2016). A Call for More Inclusive, Empathetic Leadership. NAIS. Retrieved from https://www.nais.org/learn/independent-ideas/november-2016/a-call-for-more-inclusive,-empathetic-leadership/

Richmond, E. (2017). The Education Secretaries Betsy DeVos Would Follow. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2017/01/betsy-devoss-predecessors/515139/

Seltzer, Rick. (2017). The Slowly Diversifying Presidency. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/06/20/college-presidents-diversifying-slowly-and-growing-older-study-finds

Whatever happened to music for music’s sake?

There is an imbalance in today’s educational climate that emphasizes and prioritizes reading, mathematics, and the sciences over all other disciplines. As we advocate for more music in our schools we become ever increasingly occupied, even obsessed, with looking for its non-musical benefits in order to justify its existence. Whatever happened to music for music’s sake?  This situation is compounded by the need to continually assess and measure everything a child learns. Subject matter and knowledge is often not deemed important enough unless its benefits are quantified, measured, and tested ad nauseam. The inherent value of an art form, such as music, as a discipline, as a creative form of self-expression, is marginalized unless its outcomes are reduced to a bunch of numbers. Additionally, participation in the arts, in all its forms, is too often seen as a distraction, even a threat, to successful outcomes in math, reading, and science.
We have grown complacent, even resigned to this sad state of affairs. For example, string instruments should be started early in a child’s life in order to maximize future success. There are physical and cognitive reasons for this. The same could be said for the piano. Brass and woodwind instruments, as well as vocal training benefit from waiting for an older degree of physical maturity. String instrument pedagogy has developed and refined itself for the very young child. Smaller sized violins, violas, cellos, and basses are readily available. The Suzuki method of string pedagogy is widely used and respected worldwide. The combination of appropriately sized inexpensive instruments along with a viable pedagogy for the little ones means that “no child should be left behind” from being introduced to and learning to play a string instrument at the earliest age possible. There are only two qualifiers: Will they have the opportunity to do so? And…Will they have good instruction?
In the book “Arts with the Brain in Mind” by Eric Jensen, he divides the arts onto three disciplines: the musical arts, the visual arts, and the kinesthetic arts. He cites a variety of research studies that support the “long-term neuro-sociological” benefits of involvement in the arts. He believes that the arts ”develop and support the multiple brain systems that are needed for learning in all types of disciplines”. With that as a justification for the naysayers that see the arts as getting in the way of math, reading and science, we need to circle back to the real reason we ever wanted to play an instrument. Music, along with all the arts, promote creativity, self-expression, and social harmony just to name a few benefits. Whatever happened to music for music’s sake? The beauty of a melody, a harmony, a song? My message is the same as Eric Jensen’s: “the message with music education is, start early, make it mandatory, provide instruction, add choices, and support it throughout a student’s education”. I leave you with a link to short video of esteemed cellist Yo-Yo Ma, who is a passionate advocate of music education…

https://www.facebook.com/chicagosymphony/videos/yo-yo-ma-on-music-and-arts-education/2205444846390405/

References:

Jensen, Eric (2001). Arts with the Brain in Mind. Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714

Of the many quotes, Sean Combs, a.k.a. P.Diddy, has known to say is that, “in good and bad times, we’ll always make it through”(Taj, 2012). The key word in this quote is the word “we”.  As educators many times, we tend to isolate ourselves in our own classrooms, and because of this, these places have almost become our “own world.” However, isolation can be fatal when it comes to improving ones own practice, as well as student achievement, which is the cornerstone of education. Further, according to John Hattie (2016), collective efficacy, which is the belief that through collective actions, educators can influence student outcomes and improve student learning, ranks as the greatest factor impacting student achievement (Hattie, 2016). So, let’s take heed to some of P.Diddy’s greatest rules for success; rules that have made him one of the greatest business and entertainment moguls of all time. Because in actuality, don’t we want to be the very best educational gurus for our own students and communities?

Rule number 1: Collaborate. Some of P.Diddy’s greatest hits came from his collaborative experiences with different people. Although it probably took a lot of trust and extra time to do this, it is one of the reasons he has become so successful. And, aren’t we happy he collaborated; there would have been no Notorious BIG if he hadn’t! Moreover, if teachers are going to truly improve their practice, then they need to create strong relationships with each other, and take the time to collaborate. What lessons or activities are your “neighbor teachers” incorporating that are getting student learning gains? What strategies are being used in your “neighbor’s” class that has all of their students pumped, engaged, and ready to think critically? Living and working in isolation won’t make you better; collaborating with peers will.  So, find your Notorious BIG and get to work!

Rule number 2: Shared decision-making. You think that P.Diddy made the decisions on what beat to use or even what lyrics would sound best, all on his own? Heck no! He worked with his artists and record companies and together, they decided on what would be best for the brand. In education, why don’t we feel comfortable doing the same? Advancing teacher influence involves teachers assuming specific leadership roles on school-wide issues (Donohoo, 2017). By getting teachers to become involved and invested in what is happening at their school, a true sense of trust and collective efficacy will be created. So lead learners, if you’re reading this, start inviting your teachers to take part of some shared-decision making in your buildings. It’s the only way your school culture will become one where all parties will feel like they can make a difference!

Rule number 3: Have high expectations. Always! In an interview with P. Diddy, he shared that, “you have to be somewhat crazy, if you want to be successful” (Taj, 2012). Diddy didn’t start as the mogul of Bad Boy. He worked in an internship at Uptown Records that later led him down the path to success. He believed that he would be great and made up his mind that he would outwork everyone. As educators, we need to do the same. We need to believe that we can be successful, and that we can make an impact on all students, and more so, we need to be relentless in this belief. What’s more powerful than this mindset, is also believing that your “neighbor teacher” is ALSO making a difference. Because together, groups can accomplish so much more! By having high expectations, students will benefit exponentially. By believing and trusting that your “neighbor teacher” is doing their best, it will only improve your school’s culture, and ultimately collective efficacy on your campus. And, isn’t that the ultimate goal in all schools- to improve the culture to make a positive impact on student achievement?

Rule number 4: Provide feedback and Interpret Results. According to an interview with Forbes, P. Diddy was quoted saying that, “information is king” (Dillon, 2014). When teachers examine evidence of student learning, and are able to do so in collaboration with each other, student achievement increases. So rather than meeting because “you are supposed to” or because “it was in the schedule” make your professional learning communities meaningful, purposeful, and student-data driven! The aim is to, “shift conversations from generalized talk to more in-depth conversations” (Donohoo, 2017). And if you’ve been following Rules 1-4, then you know that these meetings won’t be “meetings” rather they’ll become a collaborative experience where you get to bounce ideas back and forth with your Notorious BIG “neighbor teachers”. And to be honest, what’s better than learning and working from and with them?

Following Rules 1-4 won’t just make you the best “P. Diddy” educator and lead learner out there, but by building a solid and true sense of collective trust and working relationship with others on your campus, you will be unstoppable; and most importantly, your students will benefit. So, as P. Diddy would say, “can’t stop, won’t stop!”

References

Dillon, Sebastian. (2014). P. Diddy: Top 5 Lessons Crucial for Success. Retrieved   from                               www.nextshark.com

Donohoo, Jenni (2017). Collective Efficay. How Educators’  Beliefs Impact  Student Learning.

Hattie, J. (2016, July). Keynote speech. Third Annual Visible Learning Conference:                                  Mindframes And Maximizers. Washington, DC.

Taj (December 2012). Make me Successful: Top 7 P. Diddy Quotes. Retrieved  from                                    www.make-me-successful.com

It is no secret that over that districts across the country are struggling to recruit and retain teachers. According to an article in the Washington Post of teachers leave the profession within five years (Heim, 2016). The number one reason cited by those who leave, is a lack of support, even though school districts across the country have some form of a beginning teacher support program.

It is important that school districts and school centers seek solutions to the high turnovers that plague the profession. It has been reported that on average, school districts spend $2.2 billion each year due to teacher turnover (Ingersoll, 2015). Addressing teacher concerns directly, will impact the high cost factor related to high teacher turnover.

The problem with many of the new teacher support programs is that they are designed to serve all new teachers throughout the district, in the same manner. This does not allow for intentional, personalized support for new teachers.  This leaves teachers to feel unsupported in a new job that requires an in-depth skill-set in curriculum and instruction, as well as managing student behavior.

The New Teacher Support Program is designed with the needs of new teachers in mind. This program allows school centers and new teachers alike, to customize support for the teacher based on the teacher’s needs. The plan can be adjusted to support a teacher who is brand new to the profession or it can be adjusted to support a teacher who may have teaching experience but is transitioning from one level to another or from one specific demographic to another.

This innovative program gives school leaders as well as teachers the flexibility to customize teacher support based on the need of teacher. For example, a teacher who is brand new to the profession, may receive their keys and sent to their room, without any direction on what to do to establish leadership in their classroom.

This plan allows school centers to provide support for new teachers by allowing them to plan with a veteran teacher, as well as observe one or more established teachers with in their field with specific “look fors” such as classroom procedures, board configuration, and small group instruction.

A more established teacher may need support with navigating and maximizing their use of specific technology that might be required in the district or at the specific school center. The design of the program is solely for support, teachers should feel comfortable seeking assistance in areas that they need support.

Providing support in this manner, allows the teacher and the designated mentor to work together to structure the needed support, without concern for reprimand. The teacher gets to work along side their mentor, giving them ownership of their professional growth, in a supportive environment.

References

Heim, J. (2016, September 14). Washington Post. Retrieved from Washington Post: https://www.washingtonpost.com/local/education/america-has-a-teacher-shortage-and-a-new-study-says-its-getting-worse/2016/09/14/d5de1cee-79e8-11e6-beac-57a4a41

Ingersoll, R. (2007, October). Scholarly Commons. Retrieved June 13, 2018, from Penn Libraries: https://repository.upenn.edu/gse_pubs/133/

iMindMatters #BePartOfTheChange

Do you mind that “Culture has CHANGED?” iMind!

Adolescents spend more than 6.5 hours per day engaging in screen time. More use of technology is linked to later increases in attention, behavior and self-regulation problems for adolescents already at risk for mental health issues, a new study from Duke University finds.

Do you mind that “Generations have CHANGED?” iMind!

In 2016, college students were found to spend 7 hours less engaging in activities involving in-person social interaction than college students in the 1980s (Twenge, 2017, p. 72).

Do you mind that “Minds are CHANGING?” iMind!

The mental health of America’s youth is predicted to be getting worse. Research shows that suicide rates for children and adolescents in the United States has doubled from 2008-2015 (American Academy of Pediatrics, 2017).

High levels of stress and anxiety in addition to the excessive use of technology are altering the way the social and emotional bodies of the brain are developing and functioning. The rapid increase in mental health issues amongst today’s adolescent students indicates that cultural influences are impacting their abilities to regulate emotions, inhibit thoughts, and control their actions in an effort to accomplish a task or achieve goals. Thus, current cultural practices are affecting the development of self-regulation skills for this generation of adolescents. “Mental health includes our emotional, psychological, and social well being. It affects how we think, feel and act” (U.S. Department of Health and Human Services, 2017).

It is, therefore, crucial to find a medium where psychological wellness and technology can coexist. Mindfulness can help CHANGE the evolving brains of this generation of adolescents by promoting positive self-regulation skills. Mindfulness emphasizes being in the present and cautiously observing ones thoughts and feelings. Aside from the obvious benefits of being in the present, mindfulness can improve physical health and alleviate stress. This generation must begin the process of being present in the here and now.

As a professor in higher education for more than ten years and a ‘mommy’ of two young children, it frightens me to think of the current statistics. I cannot fathom what it will be like to raise my now little ones in their teenage years in this present-day, failed system. We must make a conscious effort to make a CHANGE for this generation. We must #BePartOfTheChange and inform educators on this new generational cohort. It is time to raise awareness and understanding of the CHANGES in culture, generations, and minds.

Take a stance and understand the significance of Mind Matters.

#BePartOfTheChange with #iMindAcademy.

References:

American Academy of Pediatrics. (2017, December 13). Children’s hospitals admissions for          suicidal thoughts, actions double during past decade. Retrieved January 07, 2018,                   from http://www.aappublications.org/news/2017/05/04/PASSuicide050417

Twenge, J. M. (2017). iGen: Why Today’s Super-Connected Kids Are Growing Up Less                         Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood.               New York: Atria Books.

U.S. Department of Health and Human Services. (2017, August 29). What is Mental Health?        Retrieved January 07, 2018 from https://www.mentalhealth.gov/basics/what-is-                       mental-health

High School Suspensions – The Need for Responsive Services

Karen Corcoran

Lynn University;  EDU 708;  Fall I – 2018

https://www.youtube.com/watch?v=5c_RuJ2JHBo

The root cause for behaviors of high school students who are suspended for drug related incidents is overlooked.  Quite often, drug use is a self-medicating behavior, induced by life experiences for which an adolescent is unprepared to process.  School suspension or an alternative to school suspension is merely a means to issue consequences for drug-related behaviors without assessing the needs of the student, so as to prevent reoccurring behaviors, continued school suspensions, and the possibility of a student dropping out of school.

There is a vast array of issues occurring in any student’s life.  Yet the more obvious issue is seldom considered.  Commonly, a parent, sibling or a close family member is struggling with addiction.  A child’s friend or group of friends could be using or experimenting with drugs.  The emotional turmoil surrounding either family or friends behaviors with drug use may cause drastic reactions or behaviors to manage emotions characterized as drug use.  Grief and trauma present as behaviors in individuals attempting to understand and survive addictive behaviors of loved ones.

When hearing the term or word “grief,” one may instinctively connect it to the act of feeling a deep emotional sorrow, connected to a specific loss in one’s life most notably death.  Yet, grief and the grieving process occurs in life and the living as well.  The stages of grief for adolescents surrounded by behaviors associated with drug use or addiction is a form of grief not often discussed.  Similarly, an adolescent who has experienced the death of a loved one due to drug-overdose transitions through stages of grief.  Typically, grieving for a loved one begins long before a drug related death occurs.  An adolescent will typically experience some or all of the five stages of grief described in the Kübler-Ross model. The five stages of grief are denial, anger, bargaining, depression, and acceptance.  The stages are known to be a part of the cycle that makes up the grieving process.  Children and families experience grief over the loss of the relationship and the loss of life as they once knew it.  For a child, the grieving process is often overlooked in the therapeutic cycle and in addressing behavioral concerns that arise in school.

Grieving also occurs simultaneously as trauma.  Children experiencing addiction within a family or with a friend, will endure trauma for which children are unprepared and unequipped to handle.  Trauma associated with the uncertainty and fear surrounding addictive behaviors of loved ones, has a profound impact on daily behaviors and academic achievement.  Traumatic events begin to have a negative impact on one’s day-to-day activities, such as missing school, isolating, detaching emotionally and physically, or even experiencing physical changes such as weight loss and other notable deterioration. Coping mechanisms are required to intervene on this cause-and-effect relationship.

High school students are among the adolescents most likely to participate in illicit drug use Drug Abuse Diverging Paths according to the National Youth Risk Behavior Survey (Centers for Disease Control and Prevention, 2015).  Statistically, in 2002, the National Institutes of Health has the number of overdose deaths at under 25,000, but by 2015, that number doubled to over 50,000.  Drug overdose deaths in 2016 exceeded 59,000, the largest annual jump ever recorded in the United States, according to preliminary data compiled by The New York Times (McCall Jones, Baldwin, & Compton, 2017).  Given this data, it is quite apparent that our national drug problem is an epidemic.

Examining high school student suspensions, focusing on drug-related suspensions with the intention of creating a responsive service for students such as an assessment, counseling, and mentoring, will provide additional support, protective, and preventive measures for reducing continued maladaptive behaviors.  Maladaptive behaviors can include anger and other emotionally destructive behaviors, drug use as a self-medicating behavior or a response to grief and trauma, a reaction to peer pressure, or a reaction to a loved one’s addiction.  High school suspensions need responsive services to assist in the well-being of students.

Centers for Disease Control and Prevention. (2016, June 10). Youth risk behavior surveillance, United States, 2015. Morbidity and Mortality Weekly Report. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2015/ss6506_updated.pdf

Kübler-Ross, E., & Kessler, D. (2005). On grief and grieving: Finding the meaning of grief            through the five stages of loss. New York: Scribner.

Morrisey, B. (2017, September 25). How grief affects relationships. Retrieved September 29,       2017, from http://www.facingbereavement.co.uk/griefandrelationships.html