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Peck Jr./Sr. High School - Wednesday, October 1, 2014
ANNOUNCEMENTS FOR WEDNESDAY, OCTOBER 1

Anyone who received an “E” on their progress reports MUST have it signed and turned into the office or you will receive a detention!

There is a Mock Rock sign up in Ms. Robinet’s room for anyone interested in doing a dance or lip-syncing to their choice of song.

There is a guest sign up sheet in the office for anyone wishing to bring a guest to the Homecoming Dance, they must be under 21 and have a guest pass filled out and turned in before October 10th.

Juniors and Seniors - College Night well be held October 20th from 6:30-8 pm at Sandusky High School.

Any 7th or 8th grade girls interested in basketball, sign up on Miss D’s door.

Any 9th-12th grade students or faculty interested in joining a book club entitled “The Reading Faction” can see Mrs. Cramer. There will be a meeting on Thursday during seminar hour to get started. Happy reading!!

Play practice is tomorrow from 6-7:30 in the library. Cast members MUST be there!

Juniors: Powder Puff T-shirt money is due Friday.

There is a 9th grade float committee meeting in Mr. Sarnac’s room during task hour.

Happy Birthday to Mollee Patterson & Hunter Welsh!
 

      
2014 Sanilac Career Center Art Show Winners Minimize

Congratulations to these Peck students who were the top three artists at the Sanilac Career Center's annual art show that was held last week.  Justin Schneidewind won "Best of Show" honors while Kaylee Ruthruff and Bailey Sell grabbed the "Spotlight" award. 




      
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Report urges support for girls’ leadership roles
Creating a pipeline of girls who are interested in leadership roles in school is one of the most important steps in cultivating confident female leaders both in and out of school, according to a new report from the National Education Association (NEA). Educator support in helping girls take on leadership roles is essential, especially in middle and high school. The report, based on 2014 NEA survey data, recommends several actions to help educators close the leadership gender gap. "Leadership isn't a class that you take. It's how you live and breathe. Girls' leadership in the classroom must be natural," tweeted NEA President Lily Eskelsen Garcia during a Sept. 30 Google Hangout to discuss the report and girls' leadership opportunities. "We need to think about what we can do as educators to help girls make the leap from being students to being great leaders in society," she said during the event. "As educators, we're in a position to create a pipeline of girls interested in leadership, and to nurture their dreams." Stereotypes at all levels, and of all sizes, should be confronted as educators make efforts to encourage girls in leadership roles. "One of the most important things is to be aware of stereotypes, even if they might seem harmless," she said. When it comes to efforts to support leadership roles for girls, educators can do three things to help girls develop confidence and strong leadership skills. Schools can offer professional development and preservice cultural competence, diversity, and leadership trainings that explore stereotypes about girls and leadership. Educators' survey responses "suggest that existing professional development and preservice training do not cover the depth and scope of knowledge needed for educators to understand and minimize the explicit and implicit gender biases that impede gender equity in leadership."
Empowering superintendents in the digital age
Superintendents lead. They are charged with preparing students to be college-, career-, and life-ready, and with enabling a 21st-century learning environment. Increasingly, this means leveraging digital technologies to create personalized learning opportunities. As leaders, superintendents play an essential role as a catalyst for using technology to transform learning. In districts where superintendents have created a clear and compelling vision for technology, positive learning changes are occurring. In districts where the superintendent has abdicated that responsibility, technology is rarely scaled in a systemic manner. Given the critical role of superintendents in leading the digital transformation, how do we support them in creating a robust learning environment? And how do we scale this so that all superintendents, not only the “tech savvy” ones, are moving in this direction? Too often, superintendents start the conversation by focusing on the technology. Unfortunately, those well-intended efforts usually end in failure because they don’t begin with the problem they are trying to solve, or with the end goal in mind. They don’t address what learning looks like after the technology intervention. They haven’t rethought pedagogy for a digital era. Superintendents need guidance, actionable steps, and practical tools to build their knowledge, skills, and confidence to lead a digital transformation and make the informed decisions. CoSN’s Empowered Superintendent initiative provides these resources in a refreshed toolkit launched in early October. The updated toolkit helps superintendents navigate changing educational demands and explores how technology addresses those critical educational challenges. “Most superintendents have full agendas and multiple priorities on their to-do lists. That’s exactly why we need to make better use of technology ourselves. If we believe technology will make students and staff more productive and creative, we need to learn and model that in our districts,” says Terry R. Grier, superintendent of Houston ISD. The Toolkit is organized around five key educational opportunities: Strengthen district leadership and communications Raise the bar with rigorous, transformative, and innovative learning and skills Transform pedagogy with compelling learning environments Support professional development and communities of practice Create balanced assessments
10 ways to boost brain power for young students
Research into neuroscience and brain power is among the most fascinating due to its impact on education. And when it comes to young learners, strategies for optimizing brain development are essential for educators and parents. Young students up to age 5 are uniquely poised to absorb an incredible amount of information, and while their brains are growing and forming at rapid rates, they also need to feel secure and calm to optimize positive brain development, said Pam Schiller, a curriculum specialist and freelance author specializing in early childhood education, during an edWeb webinar. Educators and those who work with young children likely use most of the following 10 strategies, Schiller said, and each strategy is easy to implement or augment. All of these strategies can help educators optimize learning and development in young children. (Next page: Strategies for boosting young students’ brain power) 1. Sing "Singing does so many things for the brain," said Schiller. Singing helps young students manage transitions from one space or activity to another, increases oxygen, and enhances memory. Endorphins released from singing help young students remember information and pay attention. Lyrics, rhythm, and meter sync the brain to patterns, and singing can be used to illustrate concepts in subjects such as English/language arts and math. 2. Ensure emotional safety "We're really great at ensuring physical safety ... but we don't stop and think as much as we should about emotional safety," Schiller said. "Brain research tells us that we can't learn when we don't feel secure or safe." When someone is threatened, worried, or concerned, the human brain focuses all of its attention on addressing that concern. This means that when children are dealing with other issues, their ability to learn decreases. "We want to make sure, each day, that children feel emotionally safe," she said. One way to do this is by asking each student to place his or her picture in a "safe box" during morning class activities, and then emphasizing to children that their classroom is a safe place where everyone feels comforted.
Brain-scans research delivers lessons on how kids learn
On a recent afternoon, a 10-year-old girl with long, blond, curly hair, gave University of Washington researchers a peek inside her brain. Lying flat on her back inside a machine that looks like a big doughnut, Shelter Gimbel-Sherr read individual letters presented on a video screen and then wrote the one that would come next in the alphabet on a special pad. All the while a scanner generated images of her neural tissue. UW Washington researchers Virginia Berninger, an educational psychologist, and radiologist Todd Richards, watched on a computer screen from a control room. "There we go," Richards said. " She wrote something! That's a good W." They are at the forefront of brain research that's illuminating what happens inside the brain as young children learn to speak, listen, read and write--and how to help those who struggle with those skills, like Shelter. That's because our brains aren't naturally wired for reading and writing (or multiplying and dividing). Infants aren't born with the neural pathways needed for those skills. In early childhood, a complex blending of genetics and early experiences--good and bad--wires the brain's cells and regions together, forming increasingly sophisticated networks that, over time, either support or hinder future learning and happiness. The brain's extraordinary flexibility during children's first five years primes them for learning about their world, but it also makes them vulnerable if they don't get many opportunities to learn about spoken and written language at home. Our capacity for learning lasts throughout our lifetime, so it's not as if a window of opportunity slams shut on a child's fifth birthday. But we don't learn all things equally well at all ages, and that brain circuitry becomes harder to change as children get older. So it's better to get it right the first time, when efforts to strengthen weak connections stand their best chance for success.
A new alternative to college and career readiness exams
Bucking the national assessment trend, Alabama and others are using a new exam from ACT Aspire to make sure students as young as third grade are on a path to college or career readiness.
    
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