We, teachers, change the mindsets of self-doubters, instill a lifelong love of learning for many, care for the children of others as if they’re our own, and play a major role in creating all other professions. Yet, despite those superpowers, many of us have heard or uttered the phrase ourselves, “But I’m just a teacher,” when we’ve been encouraged to pursue leadership opportunities beyond our classrooms, schools or districts.
I’ll confess that I’ve used that phrase at various points during my career as an educator. While it might be difficult to determine why educators are often less confident in the value of their input, the self-doubt is real.
Perhaps it’s the perception that major policy decisions impacting students and schools often occur with minimum input from teachers. Maybe it’s the manner in which social media has a way of amplifying the most critical voices in any topic, including education. Or, perhaps teachers are feeling overwhelmed and fatigued from being frequent targets of criticism for issues beyond their control.
Regardless of the reasons, the voices of dedicated, creative, and solution-focused educators are often overlooked on issues that impact how they do their jobs and serve children.
Special Opportunity for Educator Input
As I’ve gained opportunities over the years to interact with individuals at the state and federal level concerning education issues, I’ve seen the importance of being in the position to share the stories of those who might not have the ability or opportunity to speak out concerning their interests. The Department of Education values and needs the input of those who interact with students on a daily basis. The School Ambassador Fellowship Program is unique because it gives teachers, counselors, librarians and other school leaders the opportunity to provide input and feedback on policy matters that impact their schools and communities.
Although Fellows will have differing goals and interests, the opportunity to hone leadership skills is a universal aspect of the program. I’ve been fortunate to work in numerous contexts as an educator – from preschool to teaching university students. Those experiences have been gratifying. Nevertheless, I’ve always questioned the lack of diversity in our teacher corps. Simply stated, there aren’t enough Black men leading our classrooms.
James Ford, Nathan Gibbs-Bowling, Abdul Wright & Kevin Dua – State Teachers of the Year for NC, WA, MN and MA – discuss their journeys as Black male educators.
Although I’ve had numerous wonderful experiences thus far as a Fellow, it has been extremely rewarding to do work supporting others who also have a desire to increase our percentage of Black male educators. Whether through work as a Teach to Lead critical friend, or as a presenter at the inaugural convening of Black Male Educators for Social Justice, the ability to develop my leadership skills while addressing that topic (and others) has been extremely rewarding. Other Fellows have addressed areas that represent their interests in education, like special education and career readiness.
Elephant in the Room
Let’s be honest. For any number of reasons you might feel that applying to represent teachers on behalf of the Department of Education is just something you don’t feel you can do. And, if your primary reason for applying to the Fellowship is based exclusively on how you feel about issues, it might be best to pursue other opportunities where you can impact our field. However, if you desire to be a voice for the students and families you support at the national level, consider applying. For me, the best time to be a true advocate for my students and my families is, always, right now.
There were 6 Fellows selected for the 2017-2018 cohort. Does that mean you have to be the BEST at something in order to be selected? Not necessarily.
Must you be creative, passionate and eager to contribute to conversations around improving the outcomes of all students? Absolutely!
Most teachers have those skills and many more to spare. They’re our local heroes. What’s your superpower? More importantly, are you willing to share it?
LOS ANGELES WAVE — It’s pretty cool to have an international star athlete pay a visit to your school. It’s downright awesome if you can get more than one world-class athlete to show up and hang out with you while you’re getting your exercise in.
The students at Trinity Street Elementary School looked like they were having the times of their young lives when Olympic star Rosalyn Bryant (now Rosalyn Clark) and Paralympic gold medal winner Breanna Clark made their way to the playground on a brisk December morning to help them participate in some physical fitness activity.
The goal, like all the visits that the mother and daughter engage in, is to bring more awareness of the importance of moving, eating right and enduring physical activity. Bryant and Clark are just two of the vessels that bring that message from the Ready, Set, Gold! program, which is in 55 schools around the city of Los Angeles. The mother and daughter tandem worked in sports.
Bryant competed and won a silver medal in the 4 by 400 meter relay at the 1976 Olympics. For four straight years, Bryant (1976, 1977, 1978, 1979) was the top U.S. 400 meter female runner in the country. She was also America’s No.1 in that race in 1983, according to Track & Field News.
Forty years after her mother found Olympic glory in Montreal, Clark stamped her own name on the international scene when she became the 2016 Paralympics 400-meter champion.
Trinity Street Elementary School Principal Jorge Villalobos said Ready, Set, Gold! has been instrumental in helping increase the rates of student participation.
“The Ready, Set, Gold! program … I wasn’t here when it was established; the principal prior was the one that established the program, but we’ve noticed the increase in the participation,” Villalobos said. “We have a runner’s club in the afternoon. We have about 150 kids that stay after school in the runner’s club and do that Monday through Friday.
“A lot of that has to do with the motivation that the Olympians give the kids.”
Villalobos seemed to get motivated himself on this particular day as he jumped rope, ran through cones and did other drills that his students participated in. Bryant and Clark are hoping their stature as world-class track and field athletes will have some kind of positive affect on the students they visit with through Ready, Set, Gold!
For Bryant, this sort of thing is old hat for her. She has been a longtime advocate for youth wellness and has been a part of Ready, Set, Gold! for quite some time.
“I started when it first started,” Bryant said. “I’ve been with the program since it first started 10 years ago.”
Bryant, who now works for the Los Angeles Police Department, said that extra push for students to be more wellness-conscious is essential.
“It’s amazing because these kids need it, especially these days,” Bryant said. “They need people talking to them about health, about good nutrition, about staying in shape, because all of it goes hand-in-hand to become a healthy adult, and to keep it going as life continues.”
Clark, who is autistic, said the mission for what she and her mother are working to achieve is pretty straight forward.
“My experience is brand new and wonderful,” Clark said. “The joy I get is telling them about nutrition, about health, also about staying in shape.”
Bryant, who served as Clark’s coach up to the Paralympics, has a special of her own in that she is certainly proud of what her daughter has been able to achieve, despite the hurdles that laid in front of her.
“It’s very exciting to have my daughter be an Olympian, especially seeing that she has autism,” Bryant said. “This is something I could never have dreamed of, I could never imagine it. So, for it to be taking place, it’s just super.”
TED MEDIA CONTACT: DAVE MURRAY
517-243-7530 | MURRAYD5@MICHIGAN.GOV Monday, Jan. 11, 2018
LANSING, Mich. – Michigan leads the nation in FIRST Robotics teams, and $2.5 million in state grants will help even more students benefit from the experiences of working with professionals and being inspired by seeing real-world applications of STEAM subjects, said Roger Curtis, director of the Michigan Department of Talent and Economic Development.
The grants, awarded by the Michigan Department of Education, are part of Gov. Rick Snyder’s continued investment in FIRST Robotics, which has students learning about applications of science, technology, engineering, arts and math through building robots for competitions – with the World Championships headed to Detroit in April.
“FIRST teaches students the skills that prepare them to be successful in the economy of our future,” Gov. Rick Snyder said. “Michigan is already first in FIRST, and these grants will go a long way in ensuring that advanced talent development continues.”
FIRST — For Inspiration and Recognition of Science and Technology — was formed in 1989 to inspire young people to be science and technology leaders and innovators, by engaging them in exciting mentor-based programs that build science, engineering, and technology skills that inspire innovation, and foster well-rounded life capabilities, including self-confidence, communication, and leadership.
“We want as many students as possible to have access to great programs like FIRST that will build their interest in STEAM careers,” said Curtis, who serves as co-chair of the FIRST Robotics World Championships Detroit Steering Committee.
“Michigan already has more than 500 FIRST high school teams. When you watch a competition and see the excitement and the partnerships with experts working in the fields, you know you are watching the next generations of our state’s engineers and leaders.”
The $2.5 million was divided between public and non-public schools, with nearly $2.3 million awarded to 423 public schools and $157,700 to 39 non-public schools across the state. Programs received grants ranging from $100 to $9,000 to help grow programs. The list of schools awarded the grants is available on the Education Department’s website.
Michigan has invested $12 million helping schools start and strengthen FIRST teams since 2014.
“FIRST Robotics provides a perfect partnership to bring industry and education together to help students understand and learn the skills needed to land one of the many 21st Century jobs here in Michigan,” State Superintendent Brian Whiston said. “Beyond that, FIRST exposes students to multiple career pathways, something critical to creating a Top 10 education system and helps build a robust talent pipeline for the thousands of jobs being created.”
FIRST has been a transformational program for many students and continues to be a leading catalyst for growing student interest in good-paying and high-demand careers currently going unfilled.
Students participating in FIRST programs across the state are two times as likely to major in science or engineering in college, and more than 75 percent of FIRST alumni are currently in a STEM field as a student or professional.
Michigan also has invested in the Square One Education Network and Skills USA, other programs that encourage students to work with mentors and apply real-world skills in competitions.
“We want to lead the world in talent development,” Curtis said. “This investment by the Michigan Department of Education is just another way Michigan is working toward that goal. The grants are a smart investment in Michigan’s continued economic growth.”
Curtis co-chairs the World Championships Detroit Steering Committee with Consumers Energy CEO Patti Poppe and Gail Alpert, president of FIRST Robotics in Michigan.
The World Championships, planned for April 25 through 28, are expected to include nearly 60,000 students and 700 teams to Ford Field and Cobo Center with four levels of competition. Last year, two Michigan teams were part of the winning alliance at the World Championships in St. Louis.
Submitted by Jesse Williams, Rep. Marvin Pendarvis & Dr. Carol Tempel
THE CHARLESTON CHRONICLE — When voting to build a new Center for Advanced Studies at North Charleston High School, instead of Garrett Academy of Technology, board members added that they would continue to invest in improving the quality of education at Garrett. In order to hold the school board accountable, the Quality Education Project (QEP) encourages the board and stakeholders to consider solutions that are outlined below since a thorough revision of the academic and vocational curriculum at Garrett is urgent and necessary.
In order to ensure greater and more diverse student attendance, the Garrett campus should be open to a growing middle school population in North Charleston. The prospects of building a middle school building to cater to area students and to build a strong pipeline into the trades programs should be considered, given the fact that two standalone high schools already exist.
Key questions about the vocational curriculum must also be addressed. Garrett is poised to offer a new Curriculum and Instructional Model for Twenty-first Century Career and Technology Training. This program should offer Landscaping and Design, Renewable Energy Technology, Finance and Entrepreneurial Leadership, Hospitality and Tourism, Early Childhood Education, Culinary Arts, Automotive Mechanics and Auto Body, Mechanical Building Trades, and Transportation, Distribution and Logistics. This vocational training offers the necessary skills for full employment in the Lowcountry that not only prepares students for the current job market but the future workplace as well. It is vital that vocational programs are aligned with the strengths of the local economy and Lowcountry employers who are committed to hiring local graduates. These trades and the overall academic program at Garrett are intended to complement the CAS at North Charleston High School to avoid duplication.
At the same time, questions about the academic curriculum are warranted. The new Garrett High School could offer a rigorous college preparatory curriculum to appeal to those students who are on the waiting list at Academic Magnet and others interested in a college track. To meet the unique academic and vocational needs of Garrett, adopting an International Baccalaureate (IB) program, which has solid academics with a career and technology component beginning in Middle School, is one constructive way to meet the unique needs of Garrett. The IB Program should offer college-level training in foreign languages, math, sciences, and the humanities that will translate into college credit at local and state institutions. The IB program also promises to differentiate itself from the programs offered at North Charleston High School.
Given the appeal this curriculum will have, it is worth considering how the new Garrett Middle and High School is governed. A traditional neighborhood public, partial-magnet (non-charter) school offers the best avenue for public participation and transparency. Any new program should not be run by a charter organization or Meeting Street Academy, or any other program that privatizes or takes away public and district oversight of the school. Garrett will therefore serve a broader school population that focuses on the local North Charleston community.
These solutions offer the beginning of a very important discussion in regard to the quality of education that the school district and school board has promised to the Garrett community. As the community and district officials contemplate a model for Garrett, QEP calls on district leadership to make a public commitment to an academically viable Garrett, to share all plans they are contemplating, and to provide a timeframe to enact these reforms. The public and communities impacted are far too often left in the dark, wondering about specifics concerning district plans. This leads to a lack of transparency and mistrust of the school board and district. As an organization committed to quality public education, QEP feels that these points of discussion are consistent with the ideals of quality public education and that Garrett can reflect these standards. With collaborative support, these inquires can inspire a model for the district, if not the entire state of South Carolina to follow.
Editor’s Note: This Commentary is part of a special report exploring game-changing trends and innovations that have the potential to shake up the schoolhouse.
Read the full report:10 Big Ideas in Education.
My career has been motivated by two questions: What underlies opportunity gaps in educational outcomes? And how can we use empirical insights to help close them?
My first attempt to use scientific evidence to improve educational practice was with a team of management consultants who were working with a charter-management organization to reduce class sizes from 25 to 23 students in secondary schools. I shared with them the landmark Tennessee STAR (Student Teacher Achievement Ratio) study, which found that class-size reductions improved academic outcomes for younger children but only when class sizes were reduced to between 13 and 17 students. The team quickly changed course in response.
About the Author
Lisa Quay is the executive director of Mindset Scholars Network. Based in Los Angeles, she previously worked at the Stupski Foundation, Chief Justice Earl Warren Institute on Law and Social Policy at the Berkeley School of Law, and the Bridgespan Group.
How easy, my 23-year-old self thought. All you have to do is put up a slide with facts, and people will change their behavior! I learned quickly, however, that “facts” are never straightforward, and data alone are never enough.
My understanding of this disconnect between research and practice has deepened in my work with Carol Dweck and Angela Duckworth and the 26 other leading scientists studying individual and structural factors that shape achievement motivation as part of the Mindset Scholars Network…
Read the full article here: May require an Education Week subscription.
Editor’s Note: This Commentary is part of a special report exploring game-changing trends and innovations that have the potential to shake up the schoolhouse.
Read the full report:10 Big Ideas in Education.
I have spent many years working in education as a teacher and social worker, and it is clear that schools are no longer just a learning environment for young people. As the number of students affected by homelessness or living at or below the poverty level continues to increase, the demand for services for those affected also increases. Schools have become sanctuaries that provide food, warmth, and support, with a little education thrown in. The reality is that learning takes a back seat for a child whose basic needs are not met.
Shining a light on youth homelessness galvanizes districts to confront the prevalence of homelessness and begin creating solutions. Congress passed the McKinney-Vento Act more than 30 years ago, issuing landmark legislation that recognized a shared responsibility among community members to care for young people who live without safe and stable housing. And in 2012, the U.S. Interagency Council on Homelessness began a coordinated effort across federal agencies to end youth homelessness by 2020. Despite these efforts, homelessness continues to have a big impact on the academic and economic success of our students. Homelessness can contribute to students’ failing classes and affect their social-emotional well-being. For school districts, it can topple graduation rates.
About the Author
Kerry Wrenick is the state coordinator for homeless education at the Colorado Department of Education. Based in Denver, she was the president of the National Association for the Education of Homeless Children and Youth from June 2016 to October 2017.
It has been my challenge to find a better way to support these students to help them reach their full potential.
In 2015, I was the McKinney-Vento liaison for Kansas City Public Schools—which are located in the highest-poverty county in the state of Kansas. The community had nearly 1,200 identified homeless students and counting, and families were turning to our schools for help. But a lack of resources and funding to provide assistance compounded the problem. We couldn’t count on federal grant funds alone, which then rounded out to about $50 per student.
Read the full article here: May require an Education Week subscription.
By Donna Fletcher (Conference Coordinator, National Science Teachers Association)
As a parent, I recognize that I am my children’s biggest advocate and I work hard to make sure that they have the best learning opportunities inside and outside of the classroom.
When I relocated from Washington, D.C. to Florida, I struggled to find schools that were rigorous in their instruction, included strong community and parental involvement, provided a diverse selection of extra-curricular activities, and offered the support services my children needed. Eventually, I found a school that met the majority of my expectations, but that school was located in a different county. As a result, I relocated to an address within that area. With a background in education and familiarity with the District of Columbia Public Schools system (DCPS) through my older children, I constantly found myself comparing the materials being taught at my children’s elementary school to the lessons that were taught in DCPS over 15 years earlier. To my chagrin, my younger children were lagging far behind, academically.
Therefore, my search to find a more rigorous academic program led me to placing my younger children in a private, Christian-based school. However, I have found that while private schools promote a superior academic experience, in actuality, they lack more than they deliver. Academic rigor, community and parental involvement, extracurricular activities, and the passion needed to encourage the love of learning were all missing from the private school my children attended. Thus, my search continues.
The new national education law, the Every Student Succeeds Act (ESSA), gives more power back to states to determine their own academic standards, but provides several grant opportunities to ensure school districts are implementing evidenced-based interventions to improve academic achievement. Student Support and Enrichment Grants combine several programs from No Child Left Behind to improve academic achievement by providing all students with funding for improved school conditions, well-rounded learning, and efficient use of technology. Title IV, Part B of ESSA also provides opportunities for communities to expand or establish community learning centers, which provide a broad array of resources; including meaningful parent engagement.
Florida has updated its academic standards in an attempt to align them with college-and-career-ready expectations twice, since 2011; the most recent update occurred in 2015. However, Florida’s ESSA plan does not explain the process through which updates have occurred. Florida does attempt to emphasize a well-rounded education by including progress in science and social studies as an indicator of school success. However, Florida fails to include progress in English Language Proficiency (ELP) as an indicator of school success and will only provide assessment instructions in English; despite a diverse student population. Furthermore, Florida does not incorporate student subgroup (race/ethnicity) data in its school grading system. Student subgroup data will only be reported on school report cards. This process does not guarantee struggling subgroups will be identified and supported. Florida proposes to use a simple A-F grading system to identify underperforming schools. For schools that do not earn a “C” grade after two years, the plan calls for the schools to close or turn over operations to a charter or an external operator. While schools are held accountable for continued failure, as a parent, I am concerned about the impact on students who are enrolled during the two-year improvement period. Lastly, Florida does not explain how it will use the set-aside Title I dollars for school improvement or how the state will encourage the equitable distribution of funds.
Overall, while the plan clearly articulates its intentions, it provides little explanation for how the stated goals will be achieved. How can I, as a parent, get more involved and engaged to help advocate for my children? For my children, who are in the middle of the pack, how can they receive resources to accelerate their abilities to the next level? How does Florida’s ESSA Plan empower parents to choose higher-performing schools with very few available spots for students zoned to under performing schools?
Florida’s ESSA plan is not an all-encompassing document; specifically as it relates to the lack of information regarding explanations for funding, school accountability, and amended academic standards. The consolidated state plan should be viewed as one additional resource in the search to find answers and be empowered to impact our children’s education. As a parent, my goal is to support instruction received inside the classroom by fostering added learning through enriching opportunities outside the classroom and like all parents I want the best for my children.
Donna Fletcher is a mother to eight children, Conference Coordinator for the National Science Teachers Association, and a fierce parent advocate. Fletcher has a Bachelor of Arts in Psychology from the University of the District of Columbia and a Masters in Human Development from George Washington University.
WASHINGTON – U.S. Secretary of Education Betsy DeVos today announced the approval of Minnesota and West Virginia’s consolidated state plans under the Every Student Succeeds Act (ESSA).
“States continue to embrace the flexibility and power given to them under ESSA,” said Secretary DeVos. “I am pleased to approve these plans, which comply with the requirements of the law. I look forward to seeing how the states turn ideas into action to improve outcomes for all students.”
Allowing states more flexibility in how they deliver education to students is at the core of ESSA. Each state crafted a plan that it feels will best offer educational opportunities to meet the needs of the state and its students. The following are some of the unique elements from each state’s approved plan as highlighted by each state:
Minnesota
Plans to ensure that by 2020, 90 percent of all students will graduate from high school in four years and that the state aligns its efforts with its workforce development goals.
Identifies 25 percent of the lowest-performing schools across three domains—math, reading and English learner proficiency—to ensure all schools in need of support are identified and assisted, with the greatest support directed to the most acutely low-performing schools.
“Nothing is more important to Minnesotans than making sure every child has access to a great education,” said Minnesota Commissioner of Education Brenda Cassellius. “That consensus was shared by a broad majority of parents, community members and stakeholders across our state who made equity and ambitious goals the central tenants of our ESSA plan. Together, we created a shared definition of equity that serves as the foundation for a plan that is actionable, research-based and rooted in the best practices for supporting schools. Combined with rigorous accountability expectations, strategic support for schools that need it most, and the promise of easy-to-understand and transparent reporting for teachers, parents, and the public, this plan is a significant step forward in our shared vision for all kids. I look forward to implementing our new plan, and supporting every Minnesota educator as they work even harder to ensure every child has the same opportunity to learn, succeed and thrive.”
West Virginia
Plans to reduce the number of non-proficient students, overall and for each subgroup, in half by 2030.
Provides LEAs access to evidence-based interventions and professional development based on performance on individual indicators within the Statewide Accountability System, so that any school struggling with a single indicator receives support.
“The intent of our ESSA plan is to be a catalyst for economic growth and development in West Virginia. Our goal is to ensure that every student is provided the opportunity to be successful after graduating high school in their chosen career and/or post-secondary endeavors. Our comprehensive system will individualize support and capitalize on a network of education partnerships, while supporting Gov. Jim Justice’s focus on education and economic development,” said Steven Paine, West Virginia’s state superintendent of schools.
Washington, DC- The DC State Board of Education (SBOE) will hold its monthly public meeting on Wednesday, January 17, 2018, at 5:30 p.m. in the Old Council Chambers at 441 4th Street NW. The SBOE wants to hear the community’s thoughts on the proposed content of a new school report card that will provide the same information about every public and public charter school in the District. The school report card will contain two kinds of data: information that is required by the federal Every Student Succeeds Act (ESSA) and information that is important to the residents of the District. The public may sign up online to testify at this month’s SBOE Public meeting about the school report card. The deadline to sign up is 5:00 p.m. on Tuesday, January 16, 2017. Residents who testify will have three minutes to provide their input and recommendations to the SBOE.
At Tuesday night’s SBOE ESSA Task Force meeting, representatives from the Office of the State Superintendent of Education (OSSE) outlined updates to their content and format proposal for the new report card. Task force members reviewed the proposal and provided comments and recommendations. This proposal was based on feedback from State Board members, community members, and the members of the ESSA Task Force. Over the next few weeks, OSSE will work with the SBOE to finalize the content proposal with the intention that the State Board will vote on the proposal at its February public meeting.
At this month’s public meeting, the State Board will also honor the recently named District Tier 1 public charter schools and organizers of National School Choice Week with ceremonial resolutions.
Individuals and representatives of organizations who wish to comment at a public meeting may also submit testimony via email at sboe@dc.gov. Individuals should furnish their names, addresses, telephone numbers, and organizational affiliation.
The draft agenda of the meeting is below. Please note that the agenda may be altered, modified or updated without notice.
Call to Order
Announcement of a Quorum
Leadership Election
Approval of the Agenda
Approval of Minutes
Comments from the President of the DC State Board of Education
Comments from the State Superintendent of Education
Public Comment
2017 Tier 1 Public Charter School Ceremonial Resolution (VOTE)
National School Choice Week Recognition Ceremonial Resolution (VOTE)
2018 Committees Resolution (VOTE)
ESSA Report Card Recommendations
Adjournment
The DC State Board of Education is an independent agency within the executive branch of the Government of the District of Columbia that works to advise the Office of the State Superintendent of Education (OSSE), which is the District’s state education agency. The Board is comprised of nine elected representatives, each representing their respective wards, with one member representing DC at large, in addition to two student representatives. While OSSE oversees education within the District and manages federal education funding, the Board approves education policies, sets academic standards, and determines teacher qualifications. The State Board views its role in the achievement of this mission as one of shared responsibility, whereby it engages families, students, educators, community members, elected officials and business leaders to play a vital role in preparing every child for college and/or career success. More information about the SBOE can be found at sboe.dc.gov.
(FRANKFORT, Ky.) –The Kentucky Department of Education and Valvoline Inc., sponsors of the Kentucky Teacher Awards, have opened the nomination process for the 2019 awards.
Nominations may be submitted electronically at kentuckytoy.com and are due by Feb. 15. Any full-time public school teacher in the state with at least three years of experience is eligible. Teachers may be nominated by students, parents, teaching peers, principals, superintendents or anyone from the community who has an interest in honoring an outstanding educator.
All nominated teachers are required to complete a formal application, which must be submitted by March 1. Judging will take place in March by a blue ribbon panel of education professionals from around the state; as many as 24 Valvoline Teacher Achievement Award winners will be announced in the spring.
Following site visits with nine semifinalists in April and personal interviews with the top three candidates, the Kentucky Teacher of the Year will be announced in Frankfort. At that time, all 24 teachers will be honored with cash awards and other mementos. Teacher Achievement Award winners will receive a cash gift of $500; two of the three finalists will receive a cash gift of $3,000; and the Teacher of the Year will receive a cash prize of $10,000, along with an exciting ambassadorship opportunity. The Kentucky Teacher of the Year then will represent the state in the National Teacher of the Year competition.
Now in its 18th year, the Kentucky Teacher Awards program is an innovative collaboration between private industry and public education.
“But I’m just a teacher…”
LOS ANGELES WAVE — It’s pretty cool to have an international star athlete pay a visit to your school. It’s downright awesome if you can get more than one world-class athlete to show up and hang out with you while you’re getting your exercise in.
TED MEDIA CONTACT: DAVE MURRAY
Submitted by Jesse Williams, Rep. Marvin Pendarvis & Dr. Carol Tempel
Commentary — By Lisa Quay
