Seventy-five percent of the people living in the United States today – were not even born when Dr. Martin Luther King, Jr. was taken at the age of 39.
While he was certainly the leader of the most significant social movement in America’s history, and a great orator whose eloquence and inspirational quality advanced the cause he dedicated his life to – he most certainly was more than a historic figure, or a statue in a park, or the namesake for a federal holiday.
Martin Luther King, Jr. at his essence – was a teacher.
Six months before his death, Dr. King spoke to students at Barratt Junior High School in Philadelphia – which years later would become an EdisonLearning partnership school. His message nearly half a century ago, still rings true today:
“I urge you to study hard, to burn the midnight oil; and I say to you, don't drop out of school. I understand all the sociological reasons, but I urge you that in spite of your economic plight, in spite of the situation that you're forced to live in – stay in school.
And when you discover what you will be in your life, set out to do it as if God Almighty called you at this particular moment in history to do it. Don’t just set out to do a good job. Set out to do such a good job that the living, the dead or the unborn couldn't do it any better.”
Dr. King’s insightful understanding of the paramount role education plays in society would today label him as an advocate of “disruptive learning.” Just as we seek to change the conversation about education, he published his thoughts in the Morehouse College student newspaper in 1947:
“The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.
We must remember that intelligence is not enough. Intelligence plus character--that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.”
As we honor Dr. Martin Luther King, Jr. this weekend, let us also embrace his call to action together as an organization, and as individuals:
“One of the great liabilities of history is that all too many people fail to remain awake through great periods of social change. Every society has its protectors of status quo and its fraternities of the indifferent who are notorious for sleeping through revolutions. Today, our very survival depends on our ability to stay awake, to adjust to new ideas, to remain vigilant and to face the challenge of change.”
After completing 8th grade, Titochie Figures dropped out of school. For more than a year, his educational future looked bleak, and it was more than likely that he would never earn his high school diploma.
However, in September of 2014, Titochie enrolled at the Magic Johnson Bridgescape Academy in the Englewood neighborhood of Chicago. Starting out with zero credits towards graduation, and initially struggling to become acclimated to the school’s culture and learning environment, Titochie finally hit his stride.
With the guidance and encouragement of the MJBA Englewood academic team, Titochie successfully advanced through his course work to the point that on January 12 – Titochie Figures became a high school graduate, and will be joining the Work Training Program at the Chicago Urban League.
On January 8, students at Kingsthorpe College in Northampton, UK were privileged and honoured to meet with Matthew Barzun, United States Ambassador to the United Kingdom and the Court of St James. Ambassador Barzun (center in the above photo), joined school leaders and EdisonLearning UK’s Managing Director Tim (far right).
Along with Michael Ellis, Member of Parliament, Ambassador Barzun visited the College to listen to the views of students about international relations with the USA and to discuss global issues that are important to them. The Ambassador explained to students that their feedback would be collated and shared directly with the U.S. President, Barack Obama. Students had the opportunity for real dialogue with the U.S. Ambassador and they were able to express their views at the very highest level.
The session began with students sharing their perceptions of the U.S. The Ambassador also asked students for their opinions on which foreign policy issues were most important to them and was keen to know what concerns they had about the U.S; students came up with a varied and thought-provoking list. Topics included: Middle East peace, the UK in the EU, the military, gun laws, the involvement of the US in international relations, healthcare, foreign policy, the U.S. Constitution, and international trade. The Ambassador was impressed with the students’ knowledge about US history and politics and thanked them for their feedback.
Kingsthorpe College, a member of The Collaborative Academies Trust with EdisonLearning UK, has a strong partnership with a number of schools in the USA, especially the Magic Johnson Academy in Bridgeton, New Jersey.
Commenting on the visit, Principal Debbie Morrison said: “We are truly privileged to have had a visit from the U.S. Ambassador, Matthew Barzun, who was keen to engage with our students and to reinforce for them the ethos of Kingsthorpe College– that every student has the potential to make a really positive difference in the world.”
GARY — Thirteen members of Theodore Roosevelt College and Career Academy’s National Honor Society are planning to attend a leadership convention in Orlando, Fla. in mid-January. The students have been working diligently to make the trip a reality, however, they have encountered a financial challenge that may be too great to overcome.
"With the burden of having to raise enough money and manage school work on top of other countless responsibilities, the students have been faced with numerous challenges," said teacher and NHS advisor Jamie Wolverton.
Matayzia Hughes, ranked No. 2 academically in her class, aspires to a career as a forensic psychologist. She believes the trip will benefit her by introducing her to people from diverse backgrounds and cultures.
“I feel the convention will give me practical leadership experience,” she said.
Students must meet astringent eligibility requirements to be accepted into the NHS — a 3.3 or above grade-point average, community service hours, and participation in service learning projects.
Princess Tucker, ranked at the top of her graduating class, has worked hard to maintain a 4.0 GPA while serving as co-president, with Hughes, of Roosevelt's NHS chapter. “I believe that having the privilege to attend the convention will be an eye-opening experience. It will enable me to make my success become a reality,” added Tucker, who plans to become an anesthesiologist.
"The students of Roosevelt’s NHS have set goals for themselves, all while staying on the right track," Wolverton said.
Junior Robbie Benson said: “I’ve personally had friends who decided to drop out of school. I have friends who are teen parents, as well as friends who made bad decisions. But I don’t let that take a toll on myself or my education.”
With Wolverton's encouragement, fundraisers, and donations from local businesses such as Charmeuse Lime, Wal-Mart, Robinson’s Ribs, and Powers & Son’s Construction, the NHS members have earned a large portion of the funds needed for the trip.
"There’s still more on their plate' so they won’t be easing up any time soon," Wolverton said.
The outcomes of EdisonLearning’s seventh annual UK Head Teacher survey have been released today. The survey, which is conducted as part of the company’s ISO9001 accredited quality management system, provides a detailed perspective on how the Partner Schools Programme is helping schools to more effectively meet the needs of their learners.
The survey provides a series of quantitative indicators that evidence both the progress that schools are making and the changes in confidence and capacity that schools perceive from their engagement in the Partner Schools Programme. It also provides qualitative evidence of a growing confidence across head teachers who feel better prepared to meet the ever-rising demands placed on them as school leaders.
Key outcomes from the 2015 head teacher survey:
- 100% of respondents agreed or strongly agreed that their school had made progress as a result of their partnership with EdisonLearning (78% strongly agreed).
- 100% agreed or strongly agreed that leadership development had had a marked impact on the school (83% strongly agreed).
- 100% agreed or strongly agreed that their school was better prepared for external audit (eg. inspection or local authority review) (65% strongly agreed).
- 96% agreed or strongly agreed that the partnership with EdisonLearning offered good value for money (65% strongly agreed).
- All of these indicators showed improvements on the 2014 survey.
Qualitative feedback from respondents included the following:
“Even staff who have not previously held a key leadership role are enthusiastic and feel empowered.”
“The distributed leadership model has ensured that all staff have a clear and shared vision for the development of the school as well as shared responsibility for leading this. This, in turn, has increased motivation, and led to the development of in-depth professional dialogue about the direction of the school based on relationships grounded in mutual trust and respect.”
On the Learning Environment:
“The introduction of Core Values has had a transformational impact on behaviour and behaviour for learning.”
“Class learning forums have been very effective for giving children the language to talk about their learning – we now need to get that into every area of school life.”
On Assessment for Learning:
“During Achievement team meetings – shared conversations help us to develop the finer points of children’s learning.”
“Achievement teams, accelerated learning sequences, peer coaching and mentoring based on the achievement statements are working interactively to affect a powerful and productive professional learning ethos which is impacting on teaching and learning.”
On Pedagogy and Curriculum:
“The introduction of the QFLT to support teaching and learning has changed the way that staff think about their professional development.”
“We have reinvigorated our curriculum using the connected curriculum and the core learning skills. Subjects that were previously neglected are now back on the agenda!”
On Student and Family Support:
“TLCs [Termly Learning Conferences] have had a remarkable impact on parental engagement at Parents Evenings.”
“..the biggest impact on learners and their families- wow staff love it”