Keep the Conversation Going

Last week I recieved a direct Twitter message from a member of my PLN. In it was this simple message, “Keep the conversation going.” Patricia Hudak, thank you for the push.

Patricia is correct, the positive impact that career development academic interventions have on students is great and the conversation must not slip away. With so much attention devoted to teacher accountability, high stakes testing, etc. our focus seems to be getting lost. We must focus on students and learning.

My role has changed this school year. The career development/personal discovery course that was once required of all students in my school district is no more. It is my assignment to recreate the experience as an elective. To see where we have been and are now in Pathways class visit my teacher website.

I’ve discovered three TEDx videos that have been particularly meaningful in my work this fall.

Do you know your students “sparks”? Do you encourage them to pursue them? Do you connect your classroom content to them? I sent this talk to a retired administrator and former mentor. She responded with this: “I need to change my conversations with my grandchildren. I need to honor their sparks.” Practicing educators must change their conversations too.

Peter Benson: Sparks-How Youth Thrive

In the “new” Pathways class, I am piloting Road Trip Nation. It’s an exciting, interactive curriculum that will eventually lead us to a road trip that my students will plan based on their sparks and passions. It requires that my students discover and  investigate their interests. The following TED talk is directed at high school students and fits in nicely with the RTN curriculum. I’m going to show this to my class on Wednesday and look forward to the discussion that follows.

 Jullien Gordon: Driving School for Life

And finally, one for the older/college aged student in your life.

Larry Smith: Why you will fail to have a great career

School Counts!

NEW PROJECT–A collaboration between local Chambers of Commerce and the School District!

I recently presented this project to the general membership of our local Chambers. The two Chambers executive boards, school administrators and I modeled this project from a similar program that was presented at the Integrated Learning Conference in 2011 at Penn State University.

Preparing students for success after graduation is a high priority for  Hatboro-Horsham School District. Whether  they attend a two- or four-year college, a technical, apprenticeship, military program or immediately enter the workforce, HH is committed to ensuring all students have the necessary skills and career maturity required to succeed. 

The Greater Horsham Chamber of Commerce and The Greater Hatboro Chamber of Commerce together with the high school have collaborated to develop an employability certificate called the “School Counts Employability Certificate.”

The certificate connects learning in school to success in our community.

*Thanks to my friend Betty Holmboe for the inspiration and to Mary Dare, Jo-Anne Zapata and Becky Felton of the Horsham Chamber for helping me get this off the ground.

 

A Career Portfolio or a Portfolio Career?

We teachers need a wake-up call. Do we really understand the world our students are entering? To answer that question, think about this question first: When was the last time you applied for a job?

If it hasn’t been in a few years, then you likely have no idea what it’s like “out there.” (Do you know what a two column cover letter is?) And if you don’t know what the latest trends in job acquisition are, how can you equip your students? I know what you are thinking, “What do I care? My students are going to college.”

College and career readiness is getting a lot of press. Our future college students will soon be looking for meaningful internships. Do they know how to find one? Students going to community college will likely be working and going to school. They needed a job yesterday. Students going directly into the workforce want to find work that is more fulfilling than flipping burgers.

NPR’s Morning Edition, May 11, 2012: only 50% of young adults in their 20s who are college grads are employed full-time and only 1 in 5 working twenty somethings say they are in a career track job. I  frequently tell my students that they are all career prep. Everyone one of them will have a career; it’s just a matter of when they begin their work life.

All students need strong job acquisition skills.

The new reality: a portfolio career. It’s different from a career portfolio. A portfolio career is about achieving balance in life and having meaningful and fulfilling work. People with a portfolio career have no jobs, they have projects. They enjoy autonomy and use the skills they enjoy using as they support themselves and their families. They are their own CEO; they are their own means of production.

In today’s difficult job market our students will need the skills necessary to create a portfolio career for themselves. Some workforce experts believe a portfolio career will become the norm.

Intrigued? Me too. It’s time to help our students prepare.

Katie Ledger TEDx: Your New Job (explains the portfolio career)  

PA Academic Standards: Career, Education and Work > Career Acquisition 13.2 b, c, d, e

Cultivating Awe: Tending to the mind fires of 21st century educators

I “met” Dave Rothacker last year as a result of our mutual concern about student success after high school-in other words, we’re both interested in career development. Dave recently wrote  about my work on his blog Cultivating Awe. Dave, I am humbled. And thank you for calling attention to this important work.

Suburban Schools Study Council Meeting

The Suburban Schools Study Council membership includes current and retired school superintendents from Bucks and Montgomery (Pennsylvania) counties. My school district superintendent asked me to speak about community based learning at a recent council meeting. I was humbled and proud to have this invitation. My presentation and slide notes:

Slide 1:

• Self introduction.
• Having a mentor in my life and serving as a mentor to others has always been important to me. My first mentor in education was a man many of you may know. His name is Bill Leary. Dr. Leary was my first superintendent. He believed in me and encouraged me always. Knowing his high expectations set the bar for my work. If you know anything about Dr. Leary (and most in the room did know him) you know that Bill bleeds blue and white. He is a proud Penn Stater. Like Bill Leary, Joe Paterno was also a great mentor.
• At the recent Memorial for Joe Jimmy Cefalo spoke about the impact of Joe Paterno’s mentorship on his life. In Jimmy’s last term of his college career, he was finished playing football and his major requirements were complete. He planned to have some fun in that last semester in the “Happy Valley.” Paterno called Jimmy to his office. Waving Jimmy’s less-than-challenging schedule in his hand Joe told Jimmy that he was better than that schedule. You see, Joe’s challenge was always-”Today you are going to get better or you are going to get worse, but you are never going to stay the same.”  Jimmy had no additional value to provide the PSU football team. But he did have value to Joe Paterno. Joe cared and Jimmy knew it. Jimmy walked out of that office with a different schedule. Now that is mentorship.
• As educators, we are challenged with the same issue: keeping our students plugged in to learning until graduation day and making them believe they matter–that someone cares what they do and what they become. I believe that Hatboro-Horsham’s Community-Based Learning opportunities challenge our students to make a clear choice: to get better. “Today you are going to get better or you are going to get worse, but you are never going to stay the same.”

Slide 2:

• “What I learned in school today: How to sleep with my eyes open.” About 8 to 9 years ago I saw this T-shirt. It has haunted me ever since. The haunting has been the catalyst for all our Community-Based Learning activities.

Slide 3:

• Our first offering: Internship. We encouraged our seniors to use our community as their classroom. Why? For the student: To try on a profession before going to college to prepare for that profession.
• We have found that some of our students confirm their future plans through the internship experience while others find their chosen internship career possibility is not for them. We consider it a win-win either way.

Slide 4:

• A friend of mine was recently asked to give a TED talk. When I asked her what they told her concerning how to prepare she shared this directive: Be interested, be generous, be interesting, connect. That’s when I realized that our Community-Based Learning program made the same demand of our students.
• We began our Internship opportunity for students 7 years ago. We started with 14 students and since that time hundreds of students have participated in the program.

Slide 5:

• The Internship experience did a great job attracting our college-prep students. The students who elected this course were gaining many important transferable skills and developing career maturity* at a faster rate than our very capable Honors/AP students and our Academic students. The question then became: How do we attract all students to Community-Based learning experiences?
• In an effort to involve more students in Community-Based learning we expanded our offerings. Our honors and AP students can intern over the summer in a program we call Bridges. Academic students elect a new work-study program, Working Initiatives.  Our Life Skills students are also involved in work-based training opportunities. Additional supporting experiences such as Lunch & Learn and our Futures Fair are well received by our student body.

Slide 6:

• I would be remiss if I did not tell you how important our community partners are to our program. Hatboro and Horsham are vital communities.

Slide 7:

• Our champions include the Greater Horsham Chamber of Commerce, the Hatboro-Horsham Educational Foundation, Impact Thrift Stores, Horsham Township to name a few. Local post-secondary programs and the Montgomery County Workforce Investment Board also offer resources and support.

Slide 8:

• Each Community-Based learning opportunity I’ve mentioned and most you have seen during this presentation offer students two mentors-a community member committed to mentoring a young person and a teacher who has dedicated their professional life to mentoring students with the goals of developing a life-long love of learning and future success.
• The outcome? Students who elect Community-Based learning experiences do better in all academic classes during the CBL experience. They seek post secondary options, stay in post secondary programs and graduate from post secondary programs at a higher rate than their peers as well as graduate from these programs in a more timely manner.
• Seth Godin once said that “Caring is a competitive advantage…” Community-Based learning opportunities are the result of caring. At Hatboro-Horsham we care because “Today you are going to get better or you are going to get worse, but you are never going to stay the same.”  Is there really a choice? Caring is our competitive advantage.

Thank you Dr. Leary.

Thank you Mr. Paterno-Hail to the Lion

*Career maturity is demonstrated by teenagers of high school age when they:

1. Understand the importance of narrowing career interests as a basis for postsecondary planning;
2. Have, by the 10th grade, identified one or more career interests after an objective evaluation of their likes and dislikes, their aptitudes, and labor market projections;
3. Have, by the end of the twelfth grade, engaged in activities to verify these choices; and
4. Used these choices to make post-high school decisions.

Ken Gray-Getting Real: Helping Teens Find their Future

Sharing: The Moral Imperative (CEW Integration Inservice #1)

In my very first blog post (What Does It Take to Create a Movement?) I shared a video about sharing because sharing and collaboration help us all get better at what we do for our students. In these days of limited school funding my school district is taking steps to save money. One of those steps is to no longer require our students take our Pathways class as a graduation requirement.

Pathways is a stand alone career discovery/exploration class. To compensate for this loss (in a state that requires career development education via the Pennsylvania Career Education and Work Academic Standards) we are working to find ways to embed these learning and self discovery opportunities in core academic classes that all students are required to take. They say that necessity is the mother of invention. This change is forcing us to deliver CEW in an integrated fashion-this change will create new learning opportunities for our students. It is a good thing.

This is the first of a series of posts that I will publish as we work toward this integration. I expect that this transition will take several years and that, if it is any good at all, will be an organically grown product that works for our students as a result of who we are and our community of stakeholders (students, parents, teachers, community and post-secondary programs) desires. I expect to see many layers to this integrated 9-12 curriculum as it develops.

We start by thinking about what freshman and sophomores need. Here you will see all of my materials and resources as we begin this important discussion with our core teachers and school counselors. (Scroll to the bottom of this page to see participant feedback.)

CEW Integration Inservice #1

TED Talk Transcript-Sir Ken Robinson: Bring on the Learning

TED Talk video-Sir Ken Robinson: Bring on the Learning:

Agenda for the day:

PPT presentation used to facilitate the day:

Graphic Organizer:

Skills ID Ice Breaker Activity (conversation starters from Smith College Career Development Office)

Skills ID build Self Efficacy Resources:

The Girl Scouts and 21st Century Skills

The 6 21st Century Skills You Really Need (source: The Bamboo Project)

Essential Outcomes (given to freshmen at the University of Wisconsin)

10 Skills You’ll Need to Succeed at Almost Anything

What Skills Do Employers Want?

Five out of 14 teachers participating wrote to me after the inservice. Here is what they said:

Great Conference @ PSU!

The Integrated Learning Conference is now history. There were 76 great outbreak sessions & presenters! Keynote speaker Bill Symonds (Pathways to Prosperity) had a great message. PtP Video .

I learned about some very cool things happening in classrooms around the Commonwealth. In fact, I have some new ideas for my students! I’m going to highlight a few great things I learned while at the conference.

Topics included on this post: (1) PA Career Zone, (2) School Counts (teaching & learning employability skills), (3) Habits of Success: Skills for a Lifetime and (4) What’s It Worth? Georgetown University report (interactive) on the economic value of college majors.

1. Pennsylvania Career Zone (new and very improved!) Includes:

(1) Self-Assessments Self-Assessments can help students know themselves better. And students knowing themselves better can help students choose a satisfying job or occupational field to explore.

(2) Career Clusters Starting a search by looking at broad sectors can help students find related occupations within an area that they might enjoy.

(3) Budgeting  After High School students need to work to pay for housing, transportation, and clothes… They can find out how much money will be needed to pay for all their needs and research careers that will help meet those needs.

 

2. Bridging Education and the Workforce Through Community Certificates: School Counts!

A collaborative “community certificate” links students to employers and to valuable preparation for their future. “Employability” certification provides recognition to students who demonstrate responsibility and hard work in school. The document credentials identify potential candidates for jobs or internships based on predetermined criteria. Employers benefit from this initial screening process orchestrated by the school and earned by the student. People resources, not funding, are required, providing a cost-effective way to connect schools and business. I’m going to introduce this idea to my community partners as well as my students-this is a GREAT IDEA! Thanks to CDLN friends Betty Holmboe (Program Coordinator/Consultant) and Liz Biddle (K-12 Project Manager, Pennsylvania College of Technology) for this one.

 

3. Skills for a Lifetime: Teaching Students the Habits of Success

I attended a couple sessions by the High Schools that Work folks (Teaching Students the Habits of Success & Teaching Students Organization, Time Management and Study Skills: A Habit of Success). I have their book titled “Skills for a Lifetime: Teaching Students the Habits of Success”. Great sessions and great book provided to attendees by PDE. They promote 6 habits. They also have 3 “jobs” for school districts.

The jobs:

1. Helping students learn to make good decisions, set and achieve goals and become independent learners
2. Encouraging students to work harder
3. Giving employers what they expect from the graduates they hire

The six habits:

1. Build and maintain productive relationships with peers and adults
2. Organize, manage time and develop study skills
3. Develop strong reading and writing skills
4. Develop strong mathematics skills
5. Set goals and make plans to reach them
6. Access the resources needed to achieve goals

These habits are consistent with the 7 Habits of Highly Effective People (Covey). The first section of the book builds the case for teaching the habits. The second section provides approaches for teaching the habits (including What Freshman Need!). And the final section of the book provides model lessons and activities for teaching the habits. I’ll be happy to share more if you’d like.

My SD is already talking about expanding and deepening our students understanding of 7 Habits. This will be a great resource. Can’t wait to read this book more carefully.

 

4. What’s It Worth? The Economic Value of College Majors by Georgetown University Center on Education and the Workforce (interactive links below)

We’ve always been able to say how much a Bachelor’s degree is worth in general. Now, we show what each Bachelor’s degree major is worth. 

The report finds that different undergraduate majors result in very different earnings. At the low end, median earnings for Counseling Psychology majors are $29,000, while Petroleum Engineering majors see median earnings of $120,000.

What’s It Worth? has been cited by the New York Times, Wall Street Journal, Washington Post, Chicago Tribune, Time Magazine, Associated Press, NBC, U.S. News and World Report, Huffington Post, Washington Times, and the Chronicle of Higher Education.

Read the Press Release (PDF)

Download the Selected Findings (PDF)

Read the Full Report (PDF)*

Check out the presentation from the release webinar (PDF) 

Interactive summary tables

Thanks to my CDLN friend Kate Lomax (Educational Services Director, Community Education Council of Elk and Cameron Counties) for this resource!

Presentations I gave at the ILC can be seen here. Topics: e-portfolios & Futures Fair (hybrid career & post-secondary fair connecting students to high priority professions in our region)

Conference on Integrated Learning: The School-To-Career Connection

The Integrated Learning Conference  (ILC) is the best conference the Pennsylvania Department of Education (PDE) puts on all year. It is my favorite event because all the best teachers bring their best practices (from around the Commonwealth) and share their work. I always return to school with renewed energy and thinking.

I will be presenting on two topics this year: (1) E-Portfolios and (2) Hatboro-Horsham’s Futures Fair. I’m going to post my presentations and handouts so attendees can easily refer to the links and resources provided.

1. Portfolios

BRIEF DESCRIPTION

A Career Portfolio is the tool your students need—whether they are looking for a job or seeking admission to college. This session will guide you through a step-by-step process of building a targeted collection of documents that provides employers and admissions offices with concrete evidence of what a student has done and presents their potential for the future. Learn how a carefully considered and well-presented portfolio can best validate a student’s skills and accomplishments and be the most effective self-marketing device for a great job and/or college admission. Includes electronic portfolios.

Online Portfolios

View another webinar from Michele Martin

Student E-Portfolio example: Meet Hannah Hatboro *

*Hannah Hatboro is a fictional character. Her portfolio was designed to model similar portfolios created by students in our school.

Hannah Hatboro Resource Handout

Hannah hatborohandout

View more documents from Sue Fox

2. Futures Fair

BRIEF DESCRIPTION “Making It Here” was the theme of Hatboro-Horsham’s 2011 Futures Fair and reflects the hope of the community that if students are made aware of local educational and career opportunities they’ll stay in the area or return after college to pursue their life paths. A Futures Fair is a hybrid event that connects high priority professions, post-secondary programs and 21^st Century Skills to employment opportunity in our region. Learn how our community, school, business stakeholders, education foundation and post-secondary institutions partnered to teach students that they really can “make it here” (prepare for interesting professions that offer opportunity and family sustaining wages in our region).         

Futures Fair

View more presentations from Sue Fox

Futures fair handout ilc

View more documents from Sue Fox

Download my PPT presentation to view slide notes.

Is the Future of Traditional College ‘Dim’?

Update: (Related to this posting) Philadelphia Inquirer 09/18/2011  Debt soaring with tuition

Lebanon, NH – The former surgeon general (of the United States), C. Everett Koop, gave $50,000 to Lebanon College, but the donation itself is almost less important than why he made it.

 ”I think there’s a great future for places like Lebanon College, and a dim future for traditional liberal arts colleges,” Koop said in a brief interview at a reception in his honor at the school last night.

 The economy makes a pricey liberal arts education a difficult proposition, and “colleges are getting out of control” with their spending, Koop said.

As written by Alex Hanson Valley News Staff Writer, July 21, 2011

Dr. Koop was our Surgeon General under the Reagan administration. Dr. Koop’s academic and professional experience prior to his service as Surgeon General include, a Dartmouth College undergraduate education, Cornell Medical School and 40 years as a pioneering surgeon at Children’s Hospital of Philadelphia. He’s still interesting, current and (some might say) controversial as a 95 year old. He lives in Hanover, NH.

Shortly after I read the Valley News article, my daughter tweeted a Forbes article titled Turn Your Kids into Millionaires. The very first suggestion the article offered was “Beat College Debt.” Here is the argument: The average grad gets out of school with $20,000 of debt. That’s a crushing burden for someone getting—or just hoping to get—an entry-level job. If you can lead your kids to a cheaper university degree you give them a healthy push forward in their financial lives. One strategy: Have your child start at a community college, then transfer to the more prestigious state university. To read the entire Forbes article go here.

As we return to school, I want to remind teachers and school counselors that students do have choices when they leave high school. It’s important to begin this dialogue when high school begins and continue the discussion all four years. As Dr. Ken Gray (Penn State University) says, there are “other ways to win.”

Here are the Gateways students can use as they transition from high school to continued learning experiences after high school:

Post-Secondary Education Community College  Business/Technical College 4 Year College or University

Military Air Force Army Coast Guard Marines Navy

Workforce Full time permanent jobs Combination of two or more part-time jobs Contract services on short term basis

Apprenticeship & Internship On-the-job training in trades and skilled occupations Carefully monitored work experiences with intentional learning goals

Self-Employment & Entrepreneurship Start a business  Buy a business  Take on a franchise  Consult or freelance

The suggested discussion with students should not be restricted to Gateways but also include goal setting (based on skills, ability, interests), and connecting goals for the future to a plan that has a high probability of success.

Continued from the Valley News article:

Still sharp at 95, Koop told the crowd of around 50 people, “I think Lebanon College has a bright future.  I’d like to be involved with you because I think what I do here … is a lot more important than a lot of the other things I can do,” he said. “When you’re 95, you can’t make a lot of plans very far into the future. So use me while you have me.”

When surgeon general under President Reagan, Koop made a similar donation and has served as honorary chairman of a capital campaign for the college. He pledged continued support.

Science Leadership Academy

This winter/early spring I watched this video about Philadelphia’s Science Leadership Academy. I was intrigued. I’m all about inquiry based learning, learning by doing, leadership development, etc. One of my PLC’s at school was studying the idea of a freshman academy so I lobbied for the opportunity to take this PLC to the SLA for a visit. The visit was arranged and hosted by Jon Amsterdam from SLA. This place is amazing. It is my dream of what a school in the 21st Century should be.

One thing I want you to know that was unique about this visit was that after we were orientated to the school we were set free to roam the halls, talk with kids and teachers at will. The remarkable and exciting thing was that every kid we (randomly) spoke to knew exactly what they were studying and attempting to learn and why it mattered. WOW! (No red T shirts at SLA)

The following is a report I prepared for my SD administrators after our visit:

Interesting videos about SLA:

Science Teacher we met yesterday and others discuss working at SLA and students discussing learning at SLA- http://youtu.be/B1p22QWEJNI

Diana Laufenberg http://youtu.be/oxtqXtPEcLc

Site visit report:

On Thursday, Christy Matik, Ed Doran, Mary Ellen Frey, Tracey DeRosier, Vanessa DeLuca, Jen Bryan and I went to the Science Leadership Academy to learn about their academy model as we research for our freshman academy. (We met briefly with Ralph Rapino yesterday and plan to have an extended meeting to discuss our reflections and what they might mean to the HH freshman academy within the next 10 working days.)

We were met by Jon Amsterdam, assistant principal. He described the essential questions they use to frame learning for each grade as the “through-line.” It is the common theme that runs through all learning, all content areas and connects that learning beyond high school. The core values at the academy are:

Inquiry

Research

Collaboration

Presentation

Reflection

SLA essential questions:

9th grade	10th grade	`11th grade	12th grade
Identity	Systems	Change	Creation
Who Am I?How do I interact with my environment?How does the environment affect me?	How are systems created and defined?How do systems shape the world?What is the role of individual systems?	What causes change?What is the role of the individual in creating and sustaining change?What is the relationship between the self and a changing world?	Sorry, didn’t see these and in interest of getting this report out in a timely fashion, I’ll research this at another time.

Note: Each classroom had the grade level EQ posted on a very large poster. Interesting ways this is displayed in classrooms. Ask any of us to explain.

The only rules at the school:

1. Respect yourself
2. Respect others
3. Respect the learning environment

All curriculum is designed in UbD (Understanding by Design; Wiggins and McTighe).

All curriculum is framed around a common language (“so kids don’t get lost between the adults”) 

1. Common language concerns systems, structure, pathways and process
2. Example of common language (and common assessment) use: all rubrics are formatted this way (subject teacher will fill in expectation blanks depending on learning goals)

SLA Common Rubric	DESIGN 20	KNOWLEDGE 20	APPLICATION 20	PRESENTATION 20	PROCESS 20
Exceeds Expectations20-19
Meets Expectations18-15
Approaches Expectations14-13
Does not meet Expectations12-0

1. Students plug into learning through their own passion for a given topic. Example: Why should we learn about the American Civil War? Students research the civil war from their interest inquiry (personal passion*). I might want to know about the role of women during the civil war, another student may want to understand how the geography of Gettysburg may have determined the outcome, etc. Units of inquiry run between 6-7 weeks. All learning is presented.
2. SLA takes kids from micro to macro when learning by hooking them with their personal interests first. Another example from SS: What is the study of history? Who writes it? Teachers are concerned with students expressing understanding, not the content.
3. There are no survey courses-all curriculum is a mile deep, not an inch deep and a mile wide. Students are charges with this: “you are a learner in the world-ask questions”
4. They use few books b/c inquiry based.

We also met Chris Lehman, school principal, during our visit and other teachers. Interesting notes about the adults we met:

1. Always talked about the students and their learning in answering our questions
2. Always talked about being learners themselves

Teachers share common time to discuss students, projects across the curriculum (about 3 hours a week).

1. Teachers lead about 20 kids (same kids) in a four year long advisory system.
2. Teachers practice and teach students
3. Distributive leadership
4. For kids: kids become school leaders. We met a senior being a very capable and effective learning assistant in a freshman science class. We also saw kids who are Apple certified computer techs fixing tech troubles. All SLA kids intern during grades 10 and 11.
5. For teachers: advisory boards, sports team leadership, curriculum development, student clubs, etc.
6. Internal discipline
7. For teachers: this keeps everyone in step via collaboration, process, etc. It allows teachers to understand their students from peers experience with the students and encourages teachers be “school teachers vs. classroom teachers.”
8. For kids: as learners and collaborators
9. Lead a week long 9^th grade summer camp for transition to SLA

Their freshman core:

1. Lang Arts: biography and auto biography
2. SS: early civilizations
3. Science: 9 & 10 bio/chem (two year study)
4. Lang: Spanish and Computer programming
5. Math: didn’t write this down, sorry-probably varies by student experience
6. Enrichment: tech class, fine arts, performing arts, pe

No HR: Students can find all info online (one on one laptop school)

Many thanks to our host, Jon Amsterdam and all the students and professionals at SLA for a truly great day!

And as for our PLC and freshman academy? We are moving ahead-September 2011, our first Freshman Academy! If anyone has experience and/or suggestions I’d love to hear from you.

*Personal passion and learning is a topic I’ve been learning about this year via my PLN! I’m currently involved in a book study focusing on the book The Passion Driven Classroom by Angela Maiers and Amy Sandvold. More on this topic soon!