Journalist’s Resource explains how the process of appointing federal judges and U.S. attorneys works

Posted on by Jeffrey L "Jeff" Salisbury

Because federal judges wield significant power, they are at the core of a president’s legacy. We explain how they are chosen and confirmed.

Source: Appointing federal judges and U.S. attorneys: An explainer with resources – Journalist’s Resource

Bullying and teen suicide: A collection of academic research 

Posted on by Jeffrey L "Jeff" Salisbury

This collection of academic research examines the issue of bullying and child suicide. We included research that looks specifically at suicide and bullying among sexual-minority youth, including gay and lesbian students.

Source: Bullying and teen suicide: A collection of academic research – Journalist’s Resource

Community Schools Need Strong Community Relationships 

Posted on by Jeffrey L "Jeff" Salisbury

BOULDER, CO (August 31, 2017) – Community schools have gained attention as an effective means of implementing reforms such as extended learning time, high-quality learning opportunities, and integrated student supports. A new NEPC Policy Memo argues that community school leaders should employ specific strategies and collaborative practices that help ensure that the benefits of such reforms are shared equitably.

In Strong Collaborative Relationships for Strong Community Schools, Julia Daniel of the University of Colorado Boulder examines research on educational leadership and the impact of strong collaborative relationships between community partners, teachers, and school leaders.

Collaborative relationships among teachers, parents, and other school stakeholders can lead to several positive outcomes such as improving the organization of the school, improving student learning, and increasing the commitment from and trust between people working at a school and living in the surrounding community. In a community school, collaboration between stakeholders can support the successful implementation of integrated student supports, expanded learning time, and meaningful family and community engagement. Successful collaborative leadership in schools is built on the following long-established but crucial strategies:

  • Creating time for collaboration so that stakeholders can assess issues, set common goals, make plans, reflect and build on practice, and deepen relationships.
  • Prioritizing processes that allow people to engage honestly and constructively in problem solving and creating shared ownership of the process by creating designated spaces for open dialogue, collective reflection and improved practices.
  • Creating structures and roles that provide meaningful ways for stakeholders to sustain participation and develop leadership, including regular meetings and supportive but challenging leadership.
  • Committing to collective leadership development that builds the capacity of community members and other stakeholders to participate in improving conditions for learning and growth both inside and outside of the school.

Although there is a basic common sense to each of these four recommendations, they are often not sufficiently prioritized or pursued. Julia Daniel’s Policy Memo calls attention to the foundational research that supports school leadership based on collaborative relationships and explains its particular importance for community schools.

Find Strong Collaborative Relationships for Strong Community Schools, by Julia Daniel, on the web at: http://nepc.colorado.edu/publication/leadership

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

Source: Community Schools Need Strong Community Relationships | National Education Policy Center

San Diego Union Editor Continues Spurious Attack on Teachers and Public Education

Posted on by Jeffrey L "Jeff" Salisbury

tultican

The editorial says in the Trump era Democrats see themselves as protecting the disadvantaged but that is not true when it comes to schools. The editor claims, “When it comes to public education, however, there’s fresh evidence that state Democratic leaders are the ones siding with the powerful forces over the disadvantaged.”

Those powerful forces – in an era when billionaires like Carrie Walton Penner, Reed Hastings and Eli Broad flex their financial muscle to privatize schools –  are teachers and their unions. The evidence presented is bogus and the conclusions reached are based on willful ignorance.

The Issue – California’s ESSA Evaluation Plan

The new Federal Education Law dubbed the Every Student Succeeds Act (ESSA) is an abomination. Diane Ravitch (education historian and former US Assistant Secretary of Education under Lamar Alexander) described (August 30th) a speech given by Professor Nicolas Tampio at Fordham University. She noted:

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Hate Groups, Hate Mapping and Grand Rapids

Posted on by Jeffrey L "Jeff" Salisbury

Grand Rapids Institute for Information Democracy

Two weeks ago, WOOD TV 8 provided airtime for a West Michigan white supremacist group and then failed to adequately question them on their philosophy and practice. 

The WOOD TV 8 story cited the Southern Poverty Law Center Hate Map, which listed the white supremacy group as one of three “hate groups” in the area.  The other two groups given the “hate” designation by the SPLC are Act for America and the Grand Rapids chapter of the Nation of Islam.

Act for America is a national group, but we could not find any solid evidence that the Grand Rapids chapter still exists. The hyperlink on the side-panel of the SPLC Hate Map is even a dead link. The only real piece of info we could find online about the GR chapter of Act for America is from 2008 and identifies Mark Lee as the contact person.

The…

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