Intermediate Level Grammar Exercise

Fill in the blanks with an appropriate word or phrase. This grammar exercise is meant for intermediate level learners. Answers 1. I have a son… Continue reading
from English Grammar
https://www.englishgrammar.org/intermediate-level-grammar-exercise-3/

Advertisements

Top Tech Tools for Kids Who Struggle to Read and Write

Brian Friedlander on episode 157 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Dr. Brian Friedlander discusses the top tech tools for kids who struggle to read and write. From voice dictation to word suggestion and more, this podcast talks about the practical tools that will help kids empower themselves to learn.

FREE WEBINAR ON INQUIRY-BASED LEARNING

Today’s sponsor is Kids Discover Online. They’re doing awesome things to drive inquiry-based learning. Join me, Richard Byrne and Monica Burns next Tuesday, October 3 for a special webinar on 10 Ideas for Excellent Inquiry-Based Learning

The Kids Discover online platform lets students explore 150 different science and social studies units for elementary and middle school learners at three different lexiles. It is a perfect inquiry-based tool you can use in your classroom and with your students.

Go to coolcatteacher.com/discover and get started for free. They support single sign-on with Google and Clever.

Listen Now

//html5-player.libsyn.com/embed/episode/id/5776459/height/90/width/640/theme/custom/autonext/no/thumbnail/yes/autoplay/no/preload/no/no_addthis/no/direction/backward/render-playlist/no/custom-color/2d568f/

Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

Top Tech Tools for Kids Who Struggle to Read and Write

Shownotes: www.coolcatteacher.com/e157 
Tuesday, September 26, 2017

Vicki: You know when you struggle, sometimes it’s knowing about the right tools.

Today we have Dr. Brian Friedlander @assistivetek with us, and we’re going to be talking to those of you out there who do struggle.

So Brian, when someone is struggling, and you’re trying to use technology… Let’s talk about some of your favorite tools.

So what’s the first one you recommend?

Tool #1: Read and Write for Google Docs

Brian: Usually the students that I work with tend to have difficulty or challenges in reading. I always like to look at various text-to-speech tools. With today’s technology, everything we’re working with is being done in the browser – usually the Chrome browser – and so there are some really great tools. Things like Read and Write for Google Docs.

Whether you have the premium or the free version, you always have the text-to-speech tools, and these are tools that can be used by students when they’re editing their written work in Google Docs, as well as whether they’re reading something on the web.

I find that – even as students progress in their reading skills, typically students with reading challenges tend to read much more lowly. They really need these tools as an efficiency tool, and they’re just so ubiquitous. Whether you’re using something like Read and Write, or Snap and Read, these are some great tools that can be used to access text in Google Docs or on the web.

Vicki: OK, so tell us. What will they get, for example, with Read and Write?

Brian: What they’ll get is a tool that will highlight the sentence in one color and highlight each individual word as it’s reading it, using a high-quality text-to-speech engine. Students can vary the speed at which the engine is reading the text.

I find, too, that these are really efficiency tools. Students may start out at one speed, but over time they’re going to be able to push that speed up so that could accomplish the reading task in the same time frame as their peers. It’s a great efficiency tool for students.

I was actually working today with a student. I was explaining to this high school student that’s involved in lots of other activities, and if he uses these tools, he’ll have more time to be a member of the club, or be on the sports team. Reading just takes him so much longer to do.

Vicki: Yeah, so they can have the web read to them, and they can highlight things. It can read to them. There are so many great things it can do.

Tool #2: Voice Typing

OK, what else are you giving to that student so that they can free up more time for having a life outside of school?

Brian: Probably one of the more powerful technologies that I’ve seen in the last year has been – they call it Voice Typing – but for years we called it speech recognition. Years ago, you’d have to install a dedicated application.

Now within the Chrome browser, whether a Mac or Windows or Chromebook, you can use voice typing that’s built into Google Docs. The students can write using their voice. It’s very accurate.

I tell students about the whole concept of the machine “learning” and artificial intelligence. Because Google has been collecting all these keyword searches for so many years, it’s able to contextualize what we’re saying. So, it’s very accurate, and it’s very empowering.

A lot of kids that I work with – where they have dysgraphia, where they have difficulties getting their ideas down, or their ideas come to them faster than they can write or type – this is just an incredible technology. Really, there’s a very low bar to just get into it, especially if you have a laptop.

Just go to the tools menu in Google Docs. Select Voice Typing, and give your microphone permission to access it. Start talking. This is really exciting! No training is needed.

And actually, Microsoft just released Microsoft Dictation, which is an add-in to Microsoft Word and PowerPoint and Outlook, that does the same thing. Regardless of the platform, you can have tools that allow you to do speech recognition on the fly – which is really exciting!

Tips for Successful Voice Typing

Vicki: So, give us a tip on Voice Typing. You have to say the punctuation, right? What do you tell kids about how you Voice Type successfully?

Brian: I like to start out with students using Voice Typing to answer a homework question, kind of structured. It is a little more challenging when you have to write a research paper with your voice. So, certainly, things like doing a Mind Map or doing an outline if you’re doing a more extensive writing with your voice. That’s going to be important.

But I think that short answer responses, just to get used to it and comfortable with it, is important. The other part, too, is that you can always go back and edit.

For kids that have not been as productive as they can in writing, it’s just a great tool for them to do a “brain dump.” They go back and work with the teacher in terms of structuring it or editing it.

Using this technology, students are able to really show what they are capable of doing, get their ideas down, and give the student and the teacher something to work with, to kind of craft and sculpt their writing.

In the past, they would be very unproductive, and there would be nothing on the page.

I think this is really exciting. And like I said, the bar of entry is very low. Just give it a try. It’s really exciting and it works well.

I think students need to understand that it’s not going to be perfect or 100%, but you get 95%? That’s pretty amazing.

Vicki: Yep. I had a student cry when I showed her how to Voice Type. She said, “Ms. Vicki, usually I can type in an hour, I can usually type 30 words.”

And she got out 300 words by Voice Typing.

Brian: I know!

Vicki: It’s so amazing.

Tool #3 Word Prediction

OK, what else?

Brian: What else… Well, I think it’s exciting for me too. One of the other tools that we use is word prediction.

I’ve always been a big proponent of using something like CoWriter which is now available within Google Docs, as well as Read and Write has that built in as a premium feature.

For some students who can’t (because of the environment) use VoiceType, as a fall-back they can use word prediction to help them. Especially those kids who spell very phonetically. CoWriter is really fantastic for those kids who spell phonetically.

And it also has a feature called Topic Dictionaries, so that if you know you’re writing about a particular topic, you can load that Topic Dictionary. So if you know you’re writing about ecology, it will load all of those technical words so that when you start to spell maybe the word “biome,” you type “b” and “i” and it’s going to complete it with the word “biome” because you’ve loaded that specialized dictionary.

Again, it’s another technology. It’s been around for awhile, but for certain students it works really well in helping them to spell.

Why we show kids tools and empower them to choose

Vicki: So Brian, as we finish up, would you give a 30-second pep talk to those who are either working with those who struggle, or those a person who is just struggling with reading and writing. They want to use technology, but it just makes them feel so dumb!

Brian: That is an issue. Vicki, but I think it’s so empowering when students can do things independently.

I think these tools are really important for building independence and confidence. So I think, as teachers, we need to reinforce for our students that they use these tools, because they’re not going to always be in our charge. Try it.

Teachers need to reinforce, and also problem solve. I mean, these tools are not perfect, but I think that students need to understand that by using these tools they can be more independent and more productive – and also have more time and satisfaction in learning. I think that’s important as well. Many of the students I’ve worked with were frustrated, and this kind of removes the frustration level and allows students to really show what they’re capable of doing.

Vicki: And that’s what it’s about, teachers. It’s about empowering those students who are frustrated. It’s about just giving them a little bit of extra help.

I know, for example, when I taught my student Voice Typing, she cried. It changed her life. You know, that meant so much to me. That’s why I do this.

So, we’ll have links to all of these in our enhanced Shownotes. So check out the blog and the Shownotes.

And Dr. Brian Friedlander has lots of resources, so you’ll want to check the Shownotes, too, to find out about all of the books and all of the things that he has to help us help those kids who struggle.

Transcribed by Kymberli Mulford

Bio as submitted


Dr. Friedlander is a school psychologist with expertise in assistive technology. Dr. Friedlander is an Associate Professor of Education at the College of St. Elizabeth in Morristown, N.J., where he coordinates Graduate Programs in Special Education and teaches graduate courses in assistive technology. He maintains a consulting and private practice in the area of assistive technology working with schools and parents to find innovative solutions to support student learning.

Dr. Friedlander is the co-author of the following assistive technology reference guides which are available from National Professional Resources, Inc. : Chromebooks in the Classroom: Changing the Landscape of Education & Co-Teaching & Technology: Enhancing Communication, Assistive Technology: What Every Educator Needs to Know, Co-Teaching and Technology:Enhancing Communication & Collaboration, iPad™: Enhancing Learning & Communication for Students with Special Needs (Updated), and Autism and the iPad™:Strengthening Communication and Behavior, (Updated). You can find him on his blog at assistivetek.blogspot.com and on Twitter and Instagram at @assistivetek. You can find Dr. Friedlander’s educational technology info-graphics on Twitter to help teachers quickly understand how technology can be used in the classroom to support learning.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Top Tech Tools for Kids Who Struggle to Read and Write appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


from Cool Cat Teacher BlogCool Cat Teacher Blog
http://www.coolcatteacher.com/e157/

Why I Use Edpuzzle: An Edpuzzle Review

Sponsored by Edpuzzle

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Edpuzzle solves so many of my flipped classroom problems. During the last four years of using flipped classroom techniques, I’ve come to rely on what is called the “in-flip” — I show the videos in class and interact with students to help them do in-class activities with what they’ve learned.

Why I Use Edpuzzle

This blog post is sponsored by Edpuzzle. All opinions are my own. If you use my link to sign up for Edpuzzle, you’ll gain access to a curated library of 50,000 free videos to use with your school.

But I’ve had several big problems with flipped classroom techniques:

  • Just as some students “tune out” a teacher, some would fast forward or skip parts of the videos.
  • Even though I’d ask, students wouldn’t pause the video to do something.
  • I’d like to use videos made by others, but I’d also like to add a few elements of my own.
  • I couldn’t check for understanding during the video.

All of these problems have been solved with Edpuzzle. (And let me add that I was so excited when Edpuzzle contacted me about reviewing their product because I was already a fan!)

Get Edpuzzle and access to the 50,000 video curriculum library

How Does Edpuzzle Work?


1. Import any video.

First, with Edpuzzle, you can import any video. In the resume example shown below, you can see that I pulled in a video from the web. Then, I added voice comments and some quizzes. Try it for yourself.

My Resume Video

I didn’t make this video but used one from YouTube and added my voice and questions.

https://edpuzzle.com/embed/media/59a6f912310cdd262d55fc21

I upload my videos to YouTube and import them into Edpuzzle. Sometimes I use videos that I find on YouTube as well. However, you can also upload videos directly to Edpuzzle. In a very cool twist, you can have students make their own Edpuzzle. They are, in effect, creating a video just like you would do as a teacher. These videos can be used to teach or instruct others, or to show understanding in a project.

The Start Screen in Edpuzzle

When you start, there are several options. You can add a new video from a source like YouTube, upload it directly to Edpuzzle, or you can create a student project where they create Edpuzzle videos.

 

Search for videos.

Edpuzzle has made it easy to search for videos from some curated channels. For example, I’d never heard of the CrashCourse channel on YouTube, but it’s become a go-to for many awesome videos that I use in my Computer Science classes.

For purposes of this article, I’m going to work on a binary number video. I could “copy it”, which means that if it’s an Edpuzzle, I can use everything that someone else has set up. I could also “use it”, which means that I’m going to customize everything myself. (I typically customize everything because I want students to hear my voice.)

2. Crop your video.

After you bring in the video by clicking either “new video” or “upload video”, you can clip off the beginning or ending of the video. You don’t have to use it all. Remember that, in minutes, the best length for a video is typically the student’s age + 1.

I prefer shorter videos because if a student doesn’t finish it in a class period, they’ll have to come back to it. While coming back to the video is certainly an option, it really is easier to have them finish in one period.

3. Overlay your voice.

If you want, you can remove the entire audio track of the video and record your voice explaining everything students are watching. I don’t typically do this because I’d rather interject my own voice in just a few spots instead of completely replacing what’s already there. The note-taking example below shows what I usually do — I make the whole video myself using Office Mix, adding pauses, instructions, and quizzes whenever necessary.

But if you find the perfect video and you want to do this, it’s an option with Edpuzzle.

4. Add audio notes.

As you can see in the resume video above, I love using Audio Notes. This feature lets you pause the video and add a quick audio instruction with your voice. Personally, I think adding the teacher’s voice to the audio is an important way to make a connection with your students as you use flipped classroom techniques. I also use this because I want to interject the terminology I’ll be using in class.

5. Add “quizzes”, notes, and more.

My favorite part of Edupuzzle is the ability to add “quizzes” to the video. However, the term “quizzes” is really a misnomer. You can pause the video and add any of the following:

Add a comment.

As shown in this video, I can add a comment into the video. Sometimes I want students to pause and think about what they’ve just heard. I can do this by typing in a comment of my own.

Here’s the screen showing where I’m pausing and adding a comment. Just click the ? to add comments, quizzes, or an open-ended question.

In this example, I’ve paused the video and added a comment about the numbering system that my students already know. I think that pausing the video and adding a short comment can help students process what they’ve just heard, especially when it’s a complex idea. You can also add audio notes with your voice, but sometimes I want to include a definition or detail. Usually I use this technique for things that I want added to their notes.

Add a multiple-choice question.

You can add one or several multiple-choice questions. Just make sure that each of these questions has only one answer, as two correct answers will automatically be marked wrong. As you can see in the Introduction to Digital Note-Taking assignment, I’ve added multiple-choice questions at several locations. Also note that I’ve set this video to prevent students from skipping.

Add open-ended questions.

Open-ended questions are my favorite. Students can reflect. They can even ask questions for you to answer later. I usually just read the answers as I’m grading and check them off, but I can also respond back to the student via a comment. I love that two-way communication is a possibility here.

https://edpuzzle.com/embed/media/59afb32577387a501c3163ec

6. Assess the video.

You might want to just use the statistics in the dashboard to see how students are watching and what they’ve done, but I love that it tells me how many questions I have to assess or grade.

You can see if a student has finished the video. Some of these grades look artificially low because I haven’t graded the open-ended questions yet. The aqua colored button in the top right corner shows that I have 32 questions to grade. (The name of this video is Preso Basic computer skills if you’re wondering. It is cut off to hide student names.)

As you click “grade”, Edpuzzle shows you the items you need to grade. You can add a comment, quickly check, or give partial credit. I like how this feature groups common questions together, making it easier and faster for me to grade.

Why Edpuzzle Is an Essential Classroom Tool


If you’re like me, you know that videos are a fantastic way of bringing content into the classroom. However, as teachers, we must check for understanding. Every opportunity that we have for interacting with a student is a time when we can enhance his or her learning experience. Our videos must be that way, too!

Edpuzzle adds the essential interactive feature. I already had this tool on my list from ISTE this year, and I started working with it when I came home from the conference. I love how Edpuzzle makes videos interactive to really ensure that students are learning the content. Teaching can be a challenge, and as we explore each new tool, we often need to find ways of adapting it to our own practice. If you’re using videos (or if you’ve held off on using them because of the problems I stated at the beginning of this blog), now is the time to start using Edpuzzle. And because it links with Google Classroom, just creating an embed code for a video can enroll someone in your class easily. I embed the videos in my LMS and students participate — and we’re good to go!

Add Edpuzzle to your toolkit today. You can get started by clicking this link and you’ll get access to the 50,000 curated videos in their library.

Disclosure of Material Connection: This is a “sponsored blog post.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Why I Use Edpuzzle: An Edpuzzle Review appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


from Cool Cat Teacher BlogCool Cat Teacher Blog
http://www.coolcatteacher.com/edpuzzle-review/

Powerful Leadership, Vision, and Problem Solving for Districts

Dr. Baron Davis on episode 156 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Dr. Baron Davis believes in building partnerships with parents, businesses, and the community. Today we talk about partnerships but we also discuss casting a vision, solving problems, and how district leaders can handle the stress. Baron is the superintendent of Richland School District 2 in South Carolina. This is a show you’ll want to share with anyone in district leadership.

FREE WEBINAR ON INQUIRY-BASED LEARNING

Today’s sponsor is Kids Discover Online. They’re doing awesome things to drive inquiry-based learning. Join me, Richard Byrne and Monica Burns next Tuesday, October 3 for a special webinar on 10 Ideas for Excellent Inquiry-Based Learning

The Kids Discover online platform lets students explore 150 different science and social studies units for elementary and middle school learners at three different lexiles. It is a perfect inquiry-based tool you can use in your classroom and with your students.

Go to coolcatteacher.com/discover and get started for free. They support single sign-on with Google and Clever.

Listen Now

//html5-player.libsyn.com/embed/episode/id/5771984/height/90/width/640/theme/custom/autonext/no/thumbnail/yes/autoplay/no/preload/no/no_addthis/no/direction/backward/render-playlist/no/custom-color/2d568f/

Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

Powerful Leadership, Vision, and Problem Solving for Districts

Shownotes: http://www.coolcatteacher.com/e156
Monday, September 25, 2017

Vicki: Today we’re talking with Dr. Baron Davis @DrBaronDavis, a superintendent in South Carolina about really casting a vision.

Now, Baron, you and I have talked. You really like to bring a lot of people to the table to help them understand their role in really helping our schools be excellent.

How do you cast a vision? What do you say?

How do you cast this vision, and what are the kind of things that you say?

Baron: Well, first of all, thank you for having me on this show.

I think that that’s a very good question, and it really starts with the development of a vision and getting key people involved as you’re crafting the vision as a school leader.

Our vision of Richland School District 2 in Columbia, South Carolina, is to be the premier school district – a learning and working environment where all partners are committed to creating, sustaining and investing in a culture and a climate of excellence.

And where everyone’s afforded an opportunity to get some talents as they pursue their pathways to purpose.

I think having a vision like that was so easy for folk to galvanize or be attracted to. Everybody has a gift and a talent. Everybody wants to be committed to excellence.

To get them to see their part in that, and to see that they have not only a role to play, but also the vision is about them as well.

Who do you consider partners of your district?

Vicki: So, when you say “them”… who are you reaching? Your audience is not just students and teachers. It’s more, isn’t it? Who is it?

Baron: Right. It is very broad. It is students and their parents. They’re considered partners.

We talk about partners. We have three components to our partners:

  1. There are our students and their parents.
  2. There are employees who are partners.
  3. Then we talk about our community.

When we look at our community, we’re talking about the business community, the faith-based community, the support systems of our students – their grandparents, maybe any individual that has a connection to the community that surrounds our school district. All of them have an important role in the partnership of working together to provide a premier educational experience for all of our students.

What do you ask the partner organizations to do?

Vicki: Now there are some schools that just want businesses and faith-based organizations and parents to give their money — and leave the educating to the school.

Baron: (agrees)

Vicki: What are the things that you ask these group to do, as they work with you to improve your school?

Baron: Each one of them can play a specific role.

You know, when we’re talking to our business community, for example, our business community has a very important role to play when it comes to the education of students in our state. Where our schools are funded in the state of South Carolina, our businesses shoulder the majority of the tax revenue that goes to funds for schools in the state.

So it’s important that we can continue to produce or help have a great product when it comes to the performance of our students. That, in turn, impacts the businesses, because it impacts people coming to our community and wanting to enroll their students in our school district.

So they have to see their connection to that. And they also have an influence when it comes to meeting with legislators and other individuals that make policies.

So it is helping them see that they have that part. It’s not simply just kind of saying, “Hey, we’ve done our part, and that’s it.”

And it’s the same thing with our parents and the same thing with faith-based organizations. We do a lot of what we call parent advisory councils. We have faith-based organization advisory councils. We have business advisory councils. We meet with them on a monthly basis, and we try to give them as much information as we can about what’s going on in our schools so they can serve as ambassadors in the community about the things that have taken place in our district.

Vicki: So… that’s a lot of meetings to have!

Baron: (agrees)

How do you make time for meetings with these groups?

Vicki: How do you take those things and put them into action? Because, you know, some superintendents aren’t so eager to meet with parents and business people because they kind of feel like they get “bashed” a lot.

Baron: It is difficult. It’s a lot of time that’s involved. But what we do have our strategic plan that we have in place, and we use our strategic plan as our North Star on how we operate in the district. And within that strategic plan, there are components and times that are set aside to meet with those individual groups.

But the superintendent doesn’t shoulder that responsibility all by himself. I have various people within the school district that of course help with getting that message out — and of course meeting and listening to the concerns of our parents.

And it’s not all parents. Our parent advisory council consists of typically the SIC presidents from the various schools in our district. We meet once a month, and they bring issues to the table and we have an opportunity to discuss those issues. We share information with them to go back out and communicate to the individual parent groups at their schools.

But it’s important to have that opportunity, and not get bogged down in information and forget about communication. That’s something that we really want to work on here in our district – to practice more of communicating and relying less on providing a bunch of information.

What are the biggest mistakes districts often make with community partners?

Vicki: Yeah. So Baron, let’s say a new superintendent was starting his or her job today. If they came to you for advice, and said, “What are the biggest mistakes that I need to avoid when working with the parents, and the community, and the faith-based organizations and grandparents. What mistakes should I avoid?”

What would you tell them?

Baron: I would say, avoid the perception that those parents or individuals are not committed to the success of their students. That commitment and that support to the success of their students looks different for different people. The only way that you can get any kind of idea of what it looks like is to interact with them.

So finding opportunities to immerse yourself in the community in an informal way will kind of give you a better idea of what that looks like for that particular family or that particular group of individuals.

So that’s something that I would recommend to a new superintendent – to try to remove some of the formal barriers between themselves and the community that their school serves.

How do you cope with the worst days as superintendent?

Vicki: So Baron, how do you handle your worst days? Because, you know, you’re in a hard job. You’re in a job that wears people down and burns people out. When you have one of “those days,” how do you deal with it? How do you cope?

Baron: That’s a good question. I’m probably still working on figuring out the best coping mechanisms. (laughs)

Vicki: (laughs)

Baron: My coping strategies as a new superintendent, and as a fairly young superintendent… I think one of the ways that I definitely cope is that I have a strong faith. I try not to show too much of those difficult issues that come up, where I let them wear me down. It’s a part of the job. It’s a part of the role. So I embrace it.

But I try to spend time, of course, with my family where I’m not focused necessarily on some of those bigger issues that have just come up.

And I try to address concerns as quickly as possible so they don’t fester and become bigger.

Vicki: Yeah.

Baron: I think that’s a really big, really great strategy. If you see something that eventually turns into something big – address it immediately or as quickly as you can. You’ll save yourself some stress down the road if you do that.

Vicki: Today’s headache is tomorrow’s hospital visit. (laughs)

Baron: (laughs)

Vicki: I mean, how else can you put it? That’s what happens in schools. If you ignore problems, they just grow, don’t they?

Baron: Exactly. They just grow… and they collect. They get added, and so the problem gets bigger and it adds to the other big problem that you have, and now there’s a new big problem. So I try to address them as quickly as possible — or make sure someone’s addressing them, should I say, as quickly as possible.

30 Second Pep Talk to Education Leaders to Unleash Excitement

Vicki: So Baron, as we finish up, could you give us a 30-second pep talk as if you were talking to those leaders. What do you say to unleash the excitement about your schools?

Baron: That’s a great question.

I would say that every student, every teacher, every employee, every parent, every person in your community has a gift and a talent. It is our job as educators to help them discover what that gift and what that talent is, and then give them a platform to demonstrate that gift and talent so that they can find their passions.

If they can find their passions and put those passions into actions, then that will help lead them to their purpose. Once they’re working within their purpose, they will find the joy in the work. They will continue to do it, and continue to impact others.

Our job is to help build citizens for tomorrow, so those citizens can lead and excel in whatever pathway they decide to take.

Vicki: Oh, I’m fired up, and I want to come visit your school tomorrow. (laughs)

Baron: (laughs)

Vicki: So teachers and principals and superintendents, we have a really Motivating Monday topic for us today.

You know what? I might just replay that last little piece several times and get it in my own mind – this whole philosophy of helping people put their passions and their strengths into action in finding their purpose.

I mean, talk about a great thing for us educators to do. I’m more motivated myself!

Baron: Awwww, sounds great. I’m always pumped up and motivated to do that! (laughs)

Transcribed by Kymberli Mulford

Dr. Baron R. Davis – Bio as Submitted


An educator for almost 20 years, Dr. Baron R. Davis is Richland School District Two’s Superintendent. Davis served as one of the district’s assistant superintendents prior to his transition year as superintendent-elect. As an assistant superintendent, he supported overall educational excellence in the schools by providing leadership, administrative direction, supervision and technical support.

Davis earned a Bachelor of Science degree in sociology from Francis Marion University. From the University of South Carolina, he earned master’s degrees in school counseling and educational administration, and Educational Specialist and Doctor of Philosophy degrees in educational counseling. He holds superintendent, school counseling, secondary principal and secondary supervision certifications. In addition to his formal educational training, Davis has participated and completed numerous educational leadership programs offered through the South Carolina Department of Education including the Tapping Executive Educators Program, the School Leadership Executive Institute, and the South Carolina Education Policy Fellowship Program, and the Riley Institute at Furman University Diversity Leaders Initiative.

During his educational career, Davis has served as a successful school leader in rural, urban and suburban school systems where his schools were recognized for closing the achievement gap, increasing graduation rates and increasing Advanced Placement participation rates. While principal of Spring Valley, the school was recognized by the Washington Post as one of America’s Most Challenging High Schools and by Newsweek as one of America’s Top High Schools.

In the role of assistant superintendent, Davis helped to establish the Richland Two Assistant Principal Academy, the Administrators Development Series, the Training Administrators Program and the Administrators Mentoring Program. Under his guidance, all five of the district’s high schools were accepted to TransformSC’s network of innovative schools in May 2016. He also provided overall supervision for the opening of R2i2; which included the selection, development, and implementation of academic areas of focus, course development, the establishment of partnerships, selection of personnel, development of organizational structure, building supervision, and day-to-day operations.

Davis’s support of education and his community extends beyond Richland Two. He has served as a principal mentor and coach for induction principals participating in the South Carolina Department of Education’s Office of School Leadership Principal Induction Program. Currently, he serves on the Francis Marion University Alumni Board, the University of South Carolina Trio Programs Advisory Board, the South Carolina Male Achievement Conference Planning Committee, Rotary International (Spring Valley Club, Columbia S.C.), national and state associations of school administrators, and Omega Psi Phi Fraternity, Inc. (Omicron Phi Chapter). He participates in the City of Columbia’s “My Brother’s Keeper” initiative. Davis was inducted into the Columbia Housing Authority’s Wall of Fame in 2015 and in past years has given service to the University of South Carolina’s Department of Counselor Education Advisory Council and the SCASA Institute of Innovation Planning Committee. Most recently, Davis was selected as the 2017 Administrator of the Year for both the Richland County Education Office Professionals and the National Association of Educational Office Professionals.

Davis, a Columbia native, is a member of Brookland Baptist Church. He and his wife, Pamela, have three daughters, all of whom attend school in Richland Two.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Powerful Leadership, Vision, and Problem Solving for Districts appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


from Cool Cat Teacher BlogCool Cat Teacher Blog
http://www.coolcatteacher.com/e156/