The Magician's Hat Report

In chapter 19 the author mentions Anne Fox Elementary School, a school in Chicago that goes from having a very poor academic performance in the entire school district of 21 other schools to becoming the second highest academically performing school in just a matter of few years. Anne Fox Elementary School is a great example of the magic that can take place when adults really see the full potential in children and take responsibility in making sure that the children's needs are met in terms of academics. Anne Fox Elementary School shows what can really take place when adults truly believe the idea that every child can succeed. By looking at where they were going wrong and targeting those problem areas Anne Fox Elementary School, created a timely, and organized way to make sure the meet their goals. From changing the false belief of I can’t to I can the elementary school really turned

“…apart from the prime and given responsibility of teaching selected content and skills, middle school teachers must be about the business of helping students believe in themselves, form their character, discover their interests, nurture their potential, gain a sound perspective on their physical development and related health issues, and develop those universally and critically important humanitarian and social skills—all while daring them to be their best selves, to breath deeply, and to live well at the moment.”

The New York City Department of Education vision is that education is the committed to working collaboratively with parents, families, educators and communities to improve student achievement, and ensure that every child graduates from high school prepared for college, a career and a future as a productive adult (www.nycenet.edu). Each school in the NYC Department of education is responsible for the creation of their vision or mission. Walt Whitman Middle School mission statement affirms that” its mission is to create an environment that emphasizes academic excellence and fosters lifelong

On September 1, 2012, I walked into my fifth grade teacher’s classroom for the first time in my life. Mrs.Cullen was standing in the front of the door with open arms ready to welcome her new fifth grade students. As I made my way to my desk and sat down next to Charlie Schutt and Quin Timmerman, I got the feeling that middle school would be a time of talking to some of my best friends and cruising through classes. As the school year progressed, and classroom seats changed, my thought of how Middle school would be changed as well. On the first day Mrs.Cullen explained our schedule, Homework detentions, and demerits. After about fifty questions, she sent us off to our first class, and the first step of our Middle School journey. The fifth grade

This interview was conducted with Wes Jensen the current principal of Mountain View Middle School. He has been the principal at his current school for two years, and was vice principal of the Blackfoot High School for two years. Before he became an administrator he was a classroom teacher for seven years, giving him 11 years of experience in education. The school has a very diverse population comprised of many different ethnicities including Native American, Hispanic, and Caucasian. The economic situations range from wealthy to highly impoverished. As the principal of this school he is a very professional man who holds high expectations for his staff.

In chapter 5, Reforming America’s Schools, I learned many things that affect me as an educator. An important fact that interests me was that there are four goals that schools should follow. The first one is academic, including a broad array of knowledge and intellectual skills. The second one is vocational, aimed at readiness for the world of work and economic responsibilities. The third one is social and civic, including skills and behavior for participating in a complex democratic society. The fourth one is personal, including the development of individual talent and self-expression. This will affect me as an educator so that I can follow and do my best to complete these goals. Now I am aware of what should be done in a classroom.

Students in Katherine Owen's language arts classes at Chagrin Falls Intermediate School were challenged this year to complete a “Make a Difference” project. Sixth grader Celia Hawk decided to set up a “Little Free Library” for the CFIS school cafeteria, where students in grades 4-6 could stop by to take a book to read and leave a book for others. After discussing the project with Principal Sarah Read, Celia learned that students at JM Gallagher School on Cleveland's near west-side were in the process of building their own Little Free Library in a new community garden located next to the school. Celia decided to collect

Herndon High School has embraced the following mission statement, “All Hornets Are Capable of Success, No Exceptions!” Herndon became a Kids At Hope school. Herndon encourages students to believe in their individual potential and challenge themselves to define success. They understand the importance of finding hope in the face of adversity. Students when presented with challenges see the opportunity for change and growth. Last year, in the first implementation year of Kids At Hope, the HHS faculty and staff focused on creating a culture where WE BELIEVE in the success of all of our students, NO EXCEPTIONS!. The real strength of the Kids at Hope movement is the way adults interact with students and how students have come to interact with each

In elementary we are constantly encouraged to dream big and achieve even higher. We are expected to choose any occupation and follow its clear pathway to success. Nonetheless the reality of the story is that getting there is most often if not always difficult. As children we are not told of the obstacles we will soon encounter and the disappoint we will discover along the way. Only too late do we realize that the pathway to success will be a lonely and at times conflicting one. Richard Rodriguez an American writer discusses in his autobiography, The Achievement of Desire the sacrifices and lost he endured in the process of becoming a scholarship boy. Rodriguez's feelings of nostalgia at the end of his journey to success allowed him to see what he had so greatly attempted to ignore. The fact that education had

Let me take you back to a time filled with pure joy fueled by a foundation of knowledge. For most, Valley Road Elementary School, appears to be simply a school. Yet its meaning is beyond that straightforward of a definition and much more lies within the walls. Valley Road will forever have a place in my heart as I recall all the great memories from the recorder concerts, book fairs, halloween parades, and cake walks. I have gained an immense amount of knowledge from my time there. Overall, it allowed me to aspire to dream and shaped me into the leader you see today. I found passions that drove me to attain such outstanding accomplishments and successes.

For the purpose of this assignment, the leader I have chosen Ms. J, the principal of a charter school in New Orleans charter school named Harriet Tubman Charter School. Ms. J was also a founder of a school network that oversees 3 elementary to 8th grade schools. Founded in 2011 the schools now serve over 1700 students in the New Orleans area. Tubman Charter school has a staff of eighty. Ms. Lauses role is to oversee eight staff members that ensure that the school produces leading results for the state as well as promising scholars that will path their way to college. As the principal of this school specifically, Ms. J has large obstacles that go beyond the walls of the school. Harriet Tubman Charter school is within a neighborhood that struggles both economically and educationally. Almost 100% of the scholars qualify for a free lunch and are black or Latino and the kindergartens scholars that arrive on the first day know only one or two letters of the alphabet. Historically before Hurricane Katrina in New Orleans on 38% of public school students graduated high school (quote). While most people see this as a place where most people see extreme challenges, Ms. J see’s it as an opportunity for change and promise.

In this week, we have concluded our second part of the New Kids book discussion. This section of the book continued on with the stories of the students at International High. Many students’ stories were developed and we were given a glimpse into some of the students’ lives and situations. Through this weeks discussion many thoughts and feeling regarding the students at International High School were talked about, many feelings which I too felt.

Bridge Builder Academy is a school implementing visionary methodologies and challenging well-established notions about the very nature of primary and secondary education. It is our duty as parents, educators and community members to cultivate our children’s minds to their fullest potential, as they will lead us into a productive, progressive future. At Bridge Builder Academy, we strongly believe that students with any unique learning style or social emotional concern are as likely to be tomorrow’s leaders as other students, Albert Einstein, and Leonardo da Vinci, Thomas Edison, were all brilliant and creative thinkers who forever changed the world and the way we see

To everyone involved in my foundation, including my staff, board of directors, sponsors, and most importantly, the young students we reach, our work is more important than ever. Thirteen years ago, my dad and I envisioned helping young people achieve their dreams through education. This work remains unchanged and will continue to grow. From the Learning Center students in Southern California, to the Earl Woods Scholars in Washington, D.C., millions of kids have changed their lives, and I am dedicated to making sure that continues.

The Power of Their Ideas is a collection of journal entries and essays by former New York City principal, Deborah Meier, who successfully created an alternative public school program. Long before the current school reform movement began Deborah Meier invested her heart and soul into creating a school environment that continues to foster to the whole child. For her, hearing the self-confident voices of children was a reminder that they are all-alike and are indeed capable of generating powerful ideas. With this as a mantra she has not only sought to build the individual student but the community as a whole.