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.

The schools that I visit are clearly places of learning, of hope, and of love. I see strong relationships between faculty and students. I see fun, challenging activities that push the students view of the world. I see God revealed through both nature and His Word. Further, as I’ve looked at the findings from CognitiveGenesis study (both last year and this year’s preliminary findings) I see much to cheer about!

So what is the big deal? Do we really need change in Adventist education? Are things really that bad? Change will be the theme of my posting over the next few weeks.

Watch this 10 minute movie and then answer the question for yourself: Why the call for change in Adventist education?

“It is good enough for who it’s for,” stated my friend in response to a query regarding a project he had just completed for me. We both laughed at this little joke that had become standard between us whenever I asked about how good something was. But over the years I have thought about how this same statement has been applied in Adventist schools. It seems that mediocre teaching is good enough for small schools or kids living in a rural area. We don’t have to have outstanding education as long as it is Christian education. In fact, I’ve heard it stated a many times over the years that a poor Adventist education is far better than a good public education.

I find such an attitude to be totally inconsistent with our Adventist philosophy. From my perspective, good enough should never be acceptable. Adventist education should be the very best and still strive for improvement. Our small one-room schools should have the same high quality of instruction as the very best suburban school. Average teaching should never be accepted as good enough. God’s high ideal for his people can best be exemplified in the very best education for our Adventist young people.

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.

Its easy to sit by in our homes and schools, reading these posts and wonder why the GC/Union/Conference is silent on these issues that so gravely threaten Adventist Education. But then again, I wonder, are they silent, or am I just not listening? What are some of the things that have been “said” from higher up the church structure?
continue reading "Why the Silence?"

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"

What can we do or better yet what can you do? Well, we can do alot as we wait for reform of our educational system by our trusted congregational leaders. One way is by what I call management by ants. Ants have a good track record of success.

Regardless of the wisdom of their upper management, ants do some very impressive things as a group (check out the Nature Channel). First of all, most ants do not complain and do not lollygag in self pity. I do not know a pious ant, each one is willing to work hard especially for the group cause. The blame game in an ant community is almost unheard of. Ants hold no grudges and are careful not to attack their own kind. Ants are not into big studies, detailed analysis or political correctness to solve obvious problems. Regardless of the size of the devil, ants repeal as a coordinated team.
continue reading "The Ants"