National Board Professional Teaching Standards (NBPTS) Five Core Propositions, Where Are We In Public Rural Education?

           

National Board Professional Teaching Standards (NBPTS) Five Core Propositions, Where Are We In Public Rural Education?

          In reflection of the professional dispositions relative to professional practice known as National Board Standards we have five propositions. I would like to focus your attention towards the following action steps: teachers are committed to students and their learning, teachers know the subjects they teach and how to teach those subjects to students, teachers are responsible for managing and monitoring student learning, teachers think systematically about their practice and learn from experiences, and teachers are members of their learning communities. As I evaluate professional progress within teacher education I now use the above dispositions to guide my continuous improvement efforts. Teachers in America’s classrooms must continue to reflect, revisit, and improve current practices if we are to move our students closer to global readiness with a focus on STEM via Technical Education.

            One of the greater conversations that I continue to share with fellow educators is the preparation given within teacher readiness programs. Too often we see the same trends being implemented with a continuous level of failed practices and efficiency unmeasurable. Within my current administrative role as Educational Director for Career Technical Workforce Development I am finding that many educators who are entering the professional lack the traditional background needed in teacher education. For example, Methods Courses, Psychological Evaluation Classes, Special Education Classes, Classroom Management, etc.  With this, there are failed attempts in educating students towards their fullest learning potential because there are initial barriers on the front-end; the instructional readiness of the educator – teacher prep programs.

            The five-professional disposition/propositions are all tied to these areas that I have mentioned. Educators are trained, but the needs of our current students often require continued renewing of educational standards and practices. Recently I presented at a national conference among educators. I saw more new faces and younger faces but, yet I noticed the same trends and conversations. This reflects the valued placed on educator training. Nationally, we share the same concerns in regard to our students and wanting them to be successful. However, we are not making the steps in the better directions to improve our quality of professional practice. We often say what is the return on invest; well I see a need to require more on the front end in efforts of getting more on the back end.

            When I think of my personal strengths and weaknesses I think that I am fairly addressing my need to improve my practice. I hold a Bachelors’ Degree in Elementary, a Master of Education Degree in Educational Administration, an Educational Specialist Degree in Educational Administration and a Doctorate Degree in Educational Leadership. Post-doctoral I have a Master of Science Degree in Instructional Design and Technology as well as a Master of Science Degree in Higher Education. I am constantly preparing myself to be a better educator and leader by posturing my practices with relevance and recency. In my references to the dispositions I feel that I am planning, preparing, and improving my efforts personally but seeking additional and ongoing educational credentials. I often encourage my subordinates to do the same. We can not lead our students when our students have caught up with us educationally. The process is designed to lead and learn and in that fashion we as the educators must be able to direct and guide our students.

            As I give attention towards the technical (technology) side of teacher quality, student assessment, and achievement I focus again on the readiness of our educators. When I was assigned to my current position, I noticed that I did not have an academic credential in this area. My certification was general yet it allowed me to serve in this role as administrator of STEM Technical Education. However, I needed to do more. Therefore, I earned a degree in a STEM area which improved my technology proficiencies. In my advocacy I yet push my students and fellow educators to learn how to maximize the use of their technology at all cost. On this past week, I did something very simple, I had a conference call in place of a standard faculty/staff meeting. The concept was to allow everyone to be in their individual locations yet focusing on the business at hand. Some were eating, driving, watching television etc, but we were all joined to discuss our business matters and informational needs. The possibilities of improving teacher quality rests with professional learning. On tomorrow in my school district we are planning to have all educators take an assessment (WorkKeys) an assessment that all our students are required to take. This will give a very finite view as to what we expect of our students; can we also meet these expectations? Already, educators have called to see if they really must sit for this assessment. I am concluding this is how students feels when we issue assessment request to them. Are they prepared, do they know the content, did the educator provide ample learning opportunities, are just a few of the concerns?  

            In closing, I am very appreciative for the learning outcomes that I have been able to provide myself. They have prepared me to be a leader in education at best. I often self-assess to determine if I can meet the needs of my students and learning community. To do this without fail, requires that I work to improve my skills and dispositions addressed in the five-propositions for National Board Standards. Education does work but it works best when it is re-tooled towards meeting a shared outcome; student achievement.

Resources:

            Nieto, S. (Ed.). (2014). Why we teach now. New York, NY: Teachers College Press.

Rotherham, A. & Willingham, Dr. (2009). 21^st century skills: The challenges ahead. Educational Leadership, 67 [1], 16-21.

            Retrieved from the Walden Library databases. 

Posted by:

Dr. Melvin Alonza Lowe, III, EdD

Educational Director - Macon County Public Schools

lowema@maconk12.org 

Improvement Practices For Post Secondary Institutions; Dual Enrollment, Promotion, Retention, and Continuance.

Concept/Topic:

“Improvement Practices For Post Secondary Institutions; Dual Enrollment, Promotion, Retention, and Continuance”. 

The nature of this capstone project is to develop viable methods and means to further expand the concept of dual enrollment. My internal benefits are to impact my (LEA) local education agency and the perceptions towards advanced education in rural communities. My external goals are to widen the total initiative via outreach to college and universities outside of the State of Alabama, which would begin to lead into global pathways for this program’s impact on educational advancements and outcomes (i.e.) exposure, resources available, and application of skills and services. 

My recent conversation with a four-year college administrator (Chief of Staff) indicated to me that there is yet a greater need for this concept to be developed. Thus, it indicated that the impact is felt when there is no retention of students from high school to both 2-year and then 4-year colleges and universities. Our conversation also led into the impact on scholarships offered for students in various programs. In my personal experiences, I have seen students who participate in dual enrollment with an ACT Score  of 16-19 earn scholarships based on their performance in dual enrollment. Moreover, these students completed their associates’ degree and transitioned to a 4-year college in pursuit of their bachelors’ degree yet earning college scholarships. In short, ACT is only one indicator. I suggest that dual enrollment be considered to determine students’ success. The modest GPA requirement of 2.5 in the State of Alabama has opened many educational opportunities for students coming from rural and affluently challenging backgrounds. 

Later in my conversation with school leaders, I had a chance to discuss the issue with a local and current Superintendent of Education. We both shared a continued interest in dual enrollment programs, specifically for students in rural communities. The nature of this approach was to ensure more policy provisions for students entering dual enrollment and how the benefits need to align with their future career goals. Our discussion lead into developing programs in the early learning programs in P-12 educational settings which will impact future decisions made by students in the secondary settings. A implementation phase of this project (capstone) will focus on the early-elementary-middle grades readiness exposure. 

This will take a unique level of planning; however from this project and my direct interface with the concept I am certain we will produce favorable outcomes. Furthermore, I plan to revisit my initial presentation to the four-year university and to the two-year college in efforts of better managing a pipeline that will impact students from my school district and their entering post-secondary institutions. The outcomes are: increased enrollment, more retention of students in STEM programs, and mostly a more improved, diversified, and educated workforce. 

Resources:

          Blending high school and college can sharpen the focus of each: dual enrollment and early college experiences help students make smooth and successful transitions from high school to higher education. By Vargas, Joel; Hooker, Sarah; Gerwin, Carol. In: Phi Delta Kappan. Nov 2017, Vol 99 Issue 3, 13; Phi Delta Kappa, Inc. Language: English, Database: Expanded Academic ASAP

            Understanding College-Student Role: Perspectives of Participants in a High School/Community College Dual-Enrollment Program. By Lile, Joy R.; Ottusch, Timothy, M.; Jones, Terese; Richards, Leslie N.. Community College Journal of Research & Practice, February 2018 Vol. 42 Issue: 2 p95-111, 17p., Database: Supplemental Index

            More high school students could take college classes with dual enrollment. By: Mitchell, Alex. Grand Rapids Business Journal. 10/24/2011, Vol. 29 Issue 43, p17-17. 1/3p., Database; Regional Business News. 

            Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11. First Look. NCES 2013-002. By: Marken, Stephanie; Gray, Lucindda; Lewis, Laurie. National Center for Educational Statistics. 2013 58 pp. (ED540156).
Posted by: 
Melvin Alonza Lowe, III, EdD
(Walden University) 
M.S. - Higher Education w/ Adult Education

Suggested Resources; Improving Adult Communication as 21st Century Learners.

           Suggested Resources; Improving Adult Communication as 21st Century Learners.

             In addressing the topic of Digital Citizenship in Adult Learning, I would like to share two resources that may be helpful in this professional exchange. To being this conversation I would like to share the following resource: Common Sense Education - https://www.commonsense.org/education/.  This is a user friendly application that helps address issues in communicating online from an education disposition (the student). Often students have very good information to share and contribute; however the delivery of their thought is often not in the best professional like; meaning the delivery is unacceptable. Short statements, grammar, usage, mechanics, etc and language tone tend to guild the wrong message.

            As I continue to look for readiness applications to support the learning of a modern day adult student, I continue in my quest to share meaningful applications which may be of benefit. Please allow me to share another resources; Digital Citizenship – Digital Assessment - https://digitalcitizenship.digitaljourney.nz/. Too often we think of just placing an adult learner in a traditional setting without any knowledge of their technical skills and ability to communicate in a post-secondary setting. The assessment data from a digital assessment on an adult learner gives the college or university a needs assessment of where to begin with the student. This information can be used to target growth with the leaner over a period of time to include graduation which supports the need for an effective growth and retention pattern.

            Now as we reflect on the matter of digital citizenship within adult education, I would like to move our thought processes to a specific position. From the development of these skills the learner will be able to better and more effectively communicate with instructors and peers via their online and face-to-face skills and resources. Moreover, so many of our students in higher education settings have the skills but lack the finesse of using these acquisitions in a more approved, acceptable, and applied manner. For example, online applications, chat sessions, blogs, and in general written communications to include e-mails are of great necessity in the development of a progressed adult learner. Most recently I spoke with a fellow employee per their tone and disposition in the work place. As I began to research the matter and resources to assist the situation I learned that these skill sets were not possessed by the individual. Therefore I began to see from an oversight perceptive that there is a dire need for these critical conversations and resources to be available in post-secondary programs; as a means of producing well educated and capable individuals.

The two resources that I have provided can be used in post-secondary settings as part of the orientation process for adult learners to include professional learning opportunities in the workplace. In the 21^st century we must work as educators to building better support structures for current and returning students. The resources mentioned are just a few that can be of greater good if used to improve the learner and their professional outcomes.

Resources:

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Posted by: 

Dr. Melvin Alonza Lowe, III, EdD 

Educational Director - 

Macon County Public Schools

lowema@maconk12.org 

SREB (Southern Regional Education Board)

National Presenter -

Summer Conference 2017

Preparing Adult Education Students For Success Using Online Learning Resources.

          

Preparing Adult Education Students For Success Using Online Learning Resources.

             In reviewing programs that can be used to support adult learners in professional learning environments, I have identified the following platforms which are currently used in post-secondary settings: blackboard -http://www.blackboard.com/index.html and

webct - https://www.elearninglearning.com/webct/.  Having worked with both of these software programs within my academic career, I strongly suggest their use and with non-traditional adult learners. In learning environments to include high school settings through college there needs to be a integration of resources so that students will be familiar with various means of applied instruction before entering college at best.

            These programs can be used via IVC, web-based, and blended methods of instructional design. Students returning to a learning environment may find these programs difficult, which is the reason I suggest building the students’ confidence as adult educators first. Next and with strong considerations there should be a protocol to allow these programs to be used towards the end of students’ first year of college studies. To make this a fair reality a program of work must be supported to benefit the students’ learning outcomes. Learning labs, tutorials and other forms of support should be part of the post-secondary education experiences for adult learning.

            I encourage students currently in college and those seeking to enroll to support online learning resources both pre-enrollment and post-graduation. The outcomes will build confidence in your applied skills and professional acquisitions when entering the workplace. Professional demands on college educated professional requires a strong level of preparation.

Resources:

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Posted by:

Dr. Melvin Alonza Lowe, III, EdD

Educational Director -

Career & Technical Education / Workforce Development

Macon County Public Schools - Tuskegee, AL

Adult Learning in Secondary and Post Secondary Settings; Best Practices - Retention of Rural and Adult Students.

Adult Learning in Secondary and Post Secondary Settings; 

Best Practices - Retention of Rural and Adult Students.

Focus Concept:
Developing a relationship with P-12 and Post-Secondary via dual enrollment programs; helping students transition from P-12 to Post Secondary. 

The development of a successful student begins with the educational programs from their Pre K - 3rd (early childhood learning), 4th - 6th (intermediate-elementary learning), 7th - 9th (junior high/middle grades), and 10th - 12th (high school) education. Too often we as educators and stakeholders do not balance the students' need verses what has always been done in the educating of students. Most of my education practice has been in rural and urban communities. In my practice I see so many similar circumstances regardless of the school system and post-secondary institution. What I see is a lack of proven effective practices in student engagement, reliable connections towards college and careers, and a stable feeder pattern from elementary to secondary to post-secondary. These are areas that I think with some adjustments will yield better practices towards increasing student enrollment and retention in post-secondary settings. Thus district accountability will be more reliable and measurable without continued failed practices. 

As I am focusing on adult learning in rural communities I make mention of dual enrollment. Dual enrollment has a great impact on retention at the post-secondary level. The contributions we are introducing are: students to college while they are yet in high school. Studies are being developed to measure the graduation rate of post-secondary students who entered college via dual enrollment. In the Macon County Public School System - Tuskegee, AL, we graduated 21 seniors on last year FY: 2017 who were in dual enrollment with Trenholm State Community College. Of those students 12 of them are currently enrolled at Trenholm yet building retention within the community college system. In a year prior dual enrollment students from our high schools graduated and are now attending a 4-year university having earned their associates degree from Trenholm. These outcomes can also hold true for adult learners returning to the educational setting (non-traditional adult students). From this we are offering best practices in adult learning in our existing programs and site location.

Moving forward we are working to build this relationship by offering Automotive Manufacturing and Health Science classes for adult learners seeking to further their professional outcomes. The goal; earn your certification and then continue working towards an associate or related degree. Fostering these outcomes is done by also offering GED classes and support services to those needed this provision via our Career and Technical Education Center. Additional authentic relationships are being established as a means of meeting the needs of adult learners in rural and depressed areas to include Veteran Affairs. We are developing best practices that will provide the workforce of America a qualified applicant pool. Adult education is taking on a new face. It is no longer a program or concept designed for those who did meet their program goals in twelve years. In transition it is a redesigned program for adults who seek to advance their current educational level in efforts of living their lives productively; seeking equitable employment opportunities. The Macon County Public School System and Trenholm State Community College are in partnership seeking to make these outcomes a reality for rural America. 

Resources:

Bonk,C.S. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Lease, A.J., & Brown, T.A. (2009). Distance learning past, present, and future. International Journal of Instructional Media, 36 (4), 415-426.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd.ed.). Thousand Oaks, CA: Corwin Press. 

Sweet, M., & Pelton-Sweet, L.M. (2008). The social foundation of team-based learning; Students accountable to students. New Directions for Teaching and Learning, 2008 (116), 29-40.


Post by: 
Dr. Melvin Alonza Lowe, III, EdD, EdS, M.Ed., M.S., B.S.
Educational Director - 
Career Technical and Workforce Development
lowema@maconk12.org 
lowemelvin724@gmail.com 
https://lowemelvin724.blogspot.com