The state of Indiana has taken a bold stop and redefined the term “textbook.”  In Indiana it now means

“systematically organized material designed to provide a specific level of instruction in a subject matter category.” The board interpreted this section “… to allow school corporations to use computers and other data devices, instructional software, internet resources, interactive, magnetic and other media, and other ’systematically organized material.’ As technology continues to evolve, Indiana’s broad and inclusive definition of a textbook will enable districts to evolve in their use of such materials, whether packaged for them or packaged by them.”

Read the Open Letter to Indiana Educators About Textbooks.

You can read more about it in this article.

Should we follow Indiana’s lead or are they off base?

Some people have been asking for a cyber bullying policy so here is the policy the Georgia Cumberland Academy has developed – courtesy of Ernest Staats

Cyber Bullying Policy
GCA strives to provide a safe, positive learning climate for students. Therefore, it shall be the policy of GCA to maintain an educational environment in which bullying and cyber bullying in any form are not tolerated.

All forms of bullying and cyber bullying by school district students are hereby prohibited.  Anyone who engages in bullying or cyber bullying in violation of this Policy shall be subject to appropriate discipline.

Students who have been bullied or cyber bullied shall promptly report such incidents to any staff member. Complaints of bullying or cyber bullying shall be investigated promptly, and corrective action shall be taken when a complaint is verified.  Neither reprisals nor retaliation shall occur as a result of the submission of a complaint.

GCA shall annually inform students that bullying or cyber bullying of students will not be tolerated.

Definitions:

Bullying shall mean unwelcome verbal, written or physical conduct directed at a student by another student that has the effect of:

1. Physically, emotionally or mentally harming a student;
2. Damaging, extorting or taking a student’s personal property;
3. Placing a student in reasonable fear of physical, emotional or mental harm;
4. Placing a student in reasonable fear of damage to or loss of personal property; or
5. Creating an intimidating or hostile environment that substantially interferes with a student’s educational opportunities.

Cyber bullying includes, but is not limited to, the following misuses of technology:  harassing, teasing, intimidating, threatening, or terrorizing another student or staff member by way of any technological tool, such as sending or posting inappropriate or derogatory email messages, instant messages, text messages, digital pictures or images, or website postings (including blogs) which has the effect of:

1. Physically, emotionally or mentally harming a student;
2. Placing a student in reasonable fear of physical, emotional or mental harm;
3. Placing a student in reasonable fear of damage to or loss of personal property; or
4. Creating an intimidating or hostile environment that substantially interferes with a student’s educational opportunities.

All forms of bullying are unacceptable and, to the extent that such actions are disruptive of the educational process of GCA, offenders shall be subject to appropriate staff intervention, which may result in administrative discipline.

The term “bullying” and “cyber bullying” shall not be interpreted to infringe upon a student’s right to engage in legally protected speech or conduct.

Delegation of Responsibility:

• Each staff member shall be responsible to maintain an educational environment free of bullying and cyber bullying.
• Each student shall be responsible to respect the rights of his/her fellow students and to ensure an atmosphere free from all forms of bullying and cyber bullying.
• Students shall be encouraged to report bullying or cyber bullying complaints to any staff member.
• Any staff member who receives a bullying or cyber bullying complaint shall gather information or seek administrative assistance to determine if bullying or cyber bullying has occurred.  The principal or his/her designee will inform the parents or guardians of the victim and also the parents or guardians of the accused.

Complaint Procedure:

• A student shall report a complaint of bullying or cyber bullying, orally or in writing, to a staff member. If a parent initiates the complaint, the appropriate staff member will follow-up with the student.
• The staff member will either gather the information or seek administrative assistance to determine if the alleged bullying or cyber bullying conduct occurred.

A violation of this Policy shall subject the offending student to appropriate disciplinary action, consistent with the student discipline code, which may include suspension, expulsion or notification to the appropriate authorities.

Many years ago in a land far way there live a wise and just king.  This king was known far and wide for his outstanding wisdom.  People would travel for months to bring him the most difficult cases and each time they would leave amazed at the wisdom and understanding of his decision.  It was magical!

The magic lay in his ring.  Each time a difficult case was brought before him he would listen carefully and attentively to each person as they spoke.  When they were finished he would open a locket on his ring and stare deeply into it for quite some time.  As he did so, the room would quiet and everyone would wonder what the king was seeing in his magical ring. Suddenly the king would snap the ring closed and issue a decision that amazed everyone in the room.

Everybody wanted to know what was in that ring?  Did the king see visions?  Were there spirits that spoke to him?  But the king wouldn’t let anyone see inside the ring – no matter how they asked.

As happens on this earth, the wise and just king grew old.  As he lay on his death bed his courtiers and family gathered around him to pay their respects and to say goodbye.  When the king closed his eyes and breathed his last there was a moment of silence in the room.  The one of his closest advisors gently reached out, took his hand, and opened the ring.

continue reading "The Magic of the Ring"

I’ve been having just a little fun with Google Earth!  Did you know that you could put pictures in Google Earth using an online service called Panoramio? There are some rules.  For example, pictures can’t be of people or pets as the main subject of the picture.

You can also put full, interactive panoramas of the your campus online and then embed them in your website. Here’s a link to a panorama I did of the Upper Columbia Academy campus.

continue reading "Making the Most of Google Earth"

In my previous post under the section on School Improvement, I expressed concern about the quality of our Adventist schools, and especially the small schools. One of the respondents gave the following explanation for this situation: “My theory on why so many of our small schools are subpar and failing: they are being run by amateurs in their spare time.” I think she is at least partly correct. The operating boards of our small schools are filled by people who are not professional educators and certainly do not give full time thought to the operation of the school. However, this is true of most not-for-profit organizations not just Adventist schools. Very few institutions in the nonprofit sector have full time professionals on their Board of Directors. So, how do we deal with small schools who have non-educators making the decisions about their operation?I have pondered this question for many years as I’ve worked with our Adventist schools, especially the small schools. I think the answer lies partly in the matter of leadership. Here is an excellent opportunity for the professional educators among us to give the training and guidance that is needed for good decision-making at the local operating level. If amateurs don’t have the tools to make good decisions for our small schools then the professionals should step forward and provide the leadership to fill this need.

First, members of local boards should be instructed in their proper role on the board. They need to be shown the difference between policy making and management. They should function in the policy arena and leave the management to the Head Teacher. Second, board members need to be instructed in their proper oversight role and shown the difference between oversight and micro-management.

A further area for leadership by the professional educators is to help head teachers in small schools understand how they are to function in the management of the school. If they don’t manage in a proper way there is a temptation for operating boards to dabble in this area of school operation.

So, this is a call for leadership on the part of our professional educators within the Adventist system. It is badly needed, especially in our small schools

Family vacations have taken on a new adventure using a GPS. Knowing exactly where we’re going before the journey begins is now important and discussions frequently analyze optimal choices for keeping on course when detours for fuel, food or friends happen. Starting with the end in mind keeps us checking we’re en route all along the way.

As Adventist educators, starting a new calendar year is often a time for reflection and re-evaluation. Is the purpose of Adventist education clearly before us, despite detours in 2007? Have we prayerfully recommitted our lives to serve on whatever route God plans to best accomplish His purpose in 2008?

Reflecting on one or more articles in the Adventist Education Essentials topic of CIRCLE, the Adventist Curriculum and Instruction Resource Center Linking Educators, could be a helpful refocusing exercise. Each section has been recently updated, with topics such as how to integrate faith In the Classroom and On Campus, and The Ministry of Teaching.

One small gadget can change our experience on a road journey, focusing on the destination, more than the obstacles along the way. I recently read The Craft of Christian Teaching which refueled my journey as an Adventist educator. Van Dyk (2000) identifies true north for Christian education like this: “The purpose of our classroom efforts cannot simply be the transmission of classical intellectual insight, but rather, the whole-person equipping of our children for knowledgeable and competent discipleship in a hurting world.” This aligns with the Adventist philosophy of education aim and mission, to prepare “students for a useful and joy-filled life, fostering friendship with God, whole-person development, Bible-based values, and selfless service in accordance with the Seventh-day Adventist mission to the world”. Van Dyk provides practical tips, founded in a biblical worldview, on how to chart the best course between end goals and our 2008 starting point.

Much of my career has been in small, 2-3 teacher schools across North America. About a year and a half ago I took a position here at Upper Columbia Academy. This is the first opportunity I have had to teach in a boarding academy campus. I was excited to be back in a classroom setting, working directly with young people after working in a conference office for the previous 4+ years. UCA is a strong secondary academy but not without it’s challenges. One of UCA’s strength’s that I observed was it’s culture – unique and strong. One of my curiosities was what created this culture? Why was it unique? Why so distinctive? Was it created by the Principal? What is a unique curriculum? Did certain social programming create the culture? Some special marketing program?
continue reading "Culture – The Law of Adding and Subtracting"