President's Message
Annette West
Greetings from the UMLA Board! With this newsletter we want to encourage you to mark Saturday, March 8th, on your calendars. It’s the annual UMLA conference, “Navigating the White Water Years, Strait Jacket or Life Jacket?” We are excited to welcome Patti Kinney, former President of the National Middle School Association, as our keynote speaker. We also have Theresa Hinkle, the current President of the National Middle School Association, attending as a featured breakout presenter.
We would like to update you on some legislation that is starting to take place in Washington. Senator Barack Obama (D-IL) was joined by Senator Jack Reed (D-RI) and Senator Sheldon Whitehouse (D-RI) in introducing the Senate version of "Success in the Middle" S. 2227, a bill that would authorize grants to states and school districts to help improve middle grades education and turnaround low-performing middle schools. Senator Obama will be urging other Senators to join him in cosponsoring the legislation. A companion bill HR 3406 was introduced in the House by Representative Grijalva (D-AZ) and currently has 15 cosponsors. Representative Grijalva will offer "Success in the Middle" as an amendment when the House Education and Workforce Committee mark up NCLB. Senator Obama will work to get the bill included in the Senate HELP Committee's NCLB proposal.
Key Components of Success in the Middle Proposed Legislation
Both the House and Senate bills provide not only federal funding for States and school districts to improve the middle grades but also the flexibility to implement strategies that specifically address the needs of schools being left behind.
The key components of the Act are:
1. Authorizing $1 billion per year for formula grants to states to provide grants to local school districts for the improvement of low-performing schools that contain middle grades.
2. States receiving the grants would implement a plan to improve student achievement. The plan would describe what students are required to know and do to successfully complete the middle grades and make a successful transition to an academically rigorous high school that prepares students for post-secondary education and the workplace. This would include the development of early warning data systems to identify those students most at risk of dropping out and intervening to help them succeed.
3. States and districts would invest in proven strategies such as:
• Providing professional development to school leaders, teachers, and other school personnel, addressing the needs of diverse learners and using challenging and relevant, research-based best practices and curriculum;
• Developing and implementing comprehensive, school-wide improvement efforts in our nation's lowest performing schools; and
• Implementing student supports, such as extended learning time, personal graduation plans, and coaching that enable all students to stay on the path to graduation.
• Authorizing an additional $100 million to facilitate the generation, dissemination, and application of research needed to identify and implement effective practices that lead to continual student learning and high academic achievement at the middle level.
The NMSA is working with eight other founding member organizations to strengthen support for federal middle grades policy as part of the reauthorization of No Child Left Behind. We encourage you to take the time to explain to your elected leaders why middle grades students deserve their help. Write or call your Senators and Representatives urging them to support and co-sponsor S. 2227 and HR 3406 today! For more information on the important legislation please visit www.nmsa.org.
Theresa Hinkle, NMSA President:
Featured UMLA Conference Presenter
Theresa Hinkle is a Nationally Board Certified teacher who has spent her entire thirty-two year career in education at the middle level. She currently teaches middle school social studies on a four-person interdisciplinary team at John R. Kernodle Jr. Middle School in Greensboro, N.C. Theresa has taught a variety of subjects including English, reading, history and gifted education. In addition she has served as a literacy facilitator and Chapter I reading specialist. Theresa has been a team leader, grade level and department chairperson, member of the instructional leadership team, and chairperson for the school leadership team. Both her school and her district have honored Theresa as the Teacher of the Year.
Theresa’s advocacy for middle level students has extended beyond her classroom and school. For the past 15 years, she has been active in the North Carolina Middle School Association where she was the first teacher to serve as President. In 2000 she was honored with the C. Kenneth McEwin Distinguished Service Award, the highest honor given by NCMSA. In addition, Mrs. Hinkle served two terms as the Teacher Trustee representing the South and East on the National Middle School Association Board of Trustees. She is currently the President of NMSA. She served on the selection committee for the National Teachers’ Hall of Fame in 2001, 2003 and 2005. In 2004 she was a member of the Regional Advisory Committee for the US Department of Education. Theresa’s presentations are filled with research-based, classroom tested strategies designed for easy implementation in any classroom.
14 Characteristics Crucial for Effective Middle Level Schools
When 14 vital characteristics and qualities are in place in middle level schools, students have the best opportunity to succeed. These characteristics, found in This We Believe: Successful Schools for Young Adolescents published by the National Middle School Association, are built upon years of research and knowing what works best for young adolescents.
"Research and experience in schools continue to tell us that the middle school concept works for young adolescents," said NMSA former Executive Director Sue Swaim. "When these 14 characteristics are all in place, students have the best possibility of reaching their full potential. Too many times, schools simply change their name to ‘middle school' without fully implementing the foundational concepts. This ultimately short-changes the students and communities the schools serve."
"Parents, policymakers and educators should strive to assure that middle level schools in their community include these qualities."
Of the 14 characteristics, eight focus on cultural qualities that should exist in the school setting. They are:
• Educators who value working with this age group and are prepared to do so. Effective middle level educators understand the developmental uniqueness of the age group, the curriculum they teach, and effective learning and assessment strategies. They need specific teacher preparation before entering the classroom and continuous professional development as they pursue their careers.
• Courageous, collaborative leadership. Middle level leaders understand adolescents, the society, and the theory and practice of middle level education. As the prime determiner of the school culture, the principal influences student achievement and teacher effectiveness by advocating, nurturing, and sustaining an effective instructional program.
• A shared vision that guides decisions. A shared vision and the mission statement derived from it should guide all decisions made about the school.
• An inviting, supportive, and safe environment. A successful school is an inviting, supportive, and safe place, a joyful community that promotes in-depth learning and enhances students' physical and emotional well-being. In such a school, human relationships are paramount.
• High expectations for every member of the learning community. Educators and students hold themselves and each other to high expectations. Such confidence promotes positive attitudes and behaviors and motivates students to tackle challenging learning activities. Successful schools recognize that young adolescents are capable of far more than adults often assume.
• Students and teachers engaged in active learning. The most successful learning strategies are ones that involve each student personally. When students routinely assume the role of teacher, and teachers demonstrate that they are still learners, a genuine learning community is present.
• An adult advocate for every student. Academic success and personal growth increase markedly when young adolescents' affective needs are met. All adults in successful middle level schools are advocates, advisors, and mentors.
• School-initiated family and community partnerships. Successful middle schools promote family involvement and take the initiative to develop needed home-school bonds. The involvement of family is linked to higher levels of student achievement and improved student behavior.
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Get Ready for a Great Conference!!
Now is the time to…
• Submit a proposal to be a conference Presenter. Deadline for submission is January 15.
• Register for the conference with a group of your colleagues. Pay for 5 registrations and get the 6th Free
• Submit your recommendations for the several awards given each year. More information at www.utahmiddlelevel.com
• Register to attend the Awards Luncheon. Help us honor awards winners and Schools to Watch schools.
Available Grants
UMLA sponsors small grants of money for members to facilitate the implementation of effective middle level programs or practices. Funds must be used to implement two or more of the 14 characteristics of successful middle schools as described on the National Middle School Association's website (www.nmsa.org) or in the publication This We Believe: Successful Schools for Young Adolescents (NMSA, 2003).
Criteria and applications can be found on the UMLA website, www.utahmiddlelevel.com
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Our Mission…The mission of the Utah Middle Level Association, a partnership of parents and educators, is to address the unique needs of the early adolescent by providing leadership and support to educators and families and to promote effective programs to improve middle level education.