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Star Ledger--We must stop locking up our children when they make a mistake, pastors say
We need to remove the phrase “kids will be kids” from our collective lexicon. There is no doubt, kids will be kids; children as they grow up are prone to make mistakes and it is our responsibility as a community to teach, care for, and train our children. But because our criminal justice system remains so incredibly biased, kids being kids is met with the system being the system.
Rev. Charles Boyer and Rev. Timothy Adkins-Jones| Star-Ledger Guest Columnist| Updated May 15, 5:07 PM; Posted May 15, 11:14 AM
Philadelphia Inquirer--Camden school district has sent layoff notices to 40 employees, fewer than expected
In a cost-cutting move, the Camden school district has sent pink slips to 40 employees, including five teachers, to help close a budget gap
Melanie Burney, Updated: May 15, 2019- 6:02 PM
NY Times--‘It’s Like the Wild West’: Sexual Assault Victims Struggle in K-12 Schools
WINCHESTER, Va. — Nausea had consumed her as her attacker pinned her arms down at a park, forced her first kiss upon her, and tried to take off her pants at the tender age of 14, and nausea resurfaced every time she saw him in the hallways of her high school.
For a year, the girl had tried to convey the lingering trauma of the attack to disbelieving school officials as they investigated her claims.
Erica L. Green| May 11, 2019
Chalkbeat--I was a white teacher who couldn’t talk about race. A journey through successful U.S. high schools changed my thinking.
Sit down. Now sit up. Take off your backpack, take off your jacket, take off your hoodie. Tuck in your shirt. Get out your notebook.
During my first months in the classroom, the only thing that kept me from quitting my job was the desire not to be a quitter. I was 22 and had been put in charge of teaching four sections of 10th- and 11th-grade English at a public charter school in southeast Washington, D.C. I had a college degree in English but little training or experience with teaching. I had almost no experience at all working with “urban populations,” the school’s phrase for the poor and working-class Black families that it served.
Sarah Fine| May 15, 2019
Education Week--What Do Teachers Really Want From Professional Development? Respect
Too often, training sessions fail to account for teachers' experience, ignore their expertise, and use tactics that are counter to instructional best practices
Many teachers share a common complaint: Professional development doesn't actually treat them like professionals.
Mandatory seminars often have no relevance to their particular subject area or cover skills that they mastered years ago.
Facilitators from outside groups introduce new instructional practices and don't inquire about, or even acknowledge, teachers' current strategies.
https://www.edweek.org/ew/articles/2019/05/15/what-do-teachers-really-want-from-professional.html
Sarah Schwartz| May 14, 2019
