ASCD SmartBrief Special Report: The Whole Child
(Part II)
The benefits of a Whole Child approach to education are clear, but putting such a strategy into effect is challenging. Not only does it require a close analysis of the curriculum, it also means teachers will need meaningful training and support.

Part II of the ASCD SmartBrief Special Report on the Whole Child examines the key role professional development plays in fostering productive, healthy classrooms and learning communities. Part II also surveys some perspectives on the issue of the Whole Child. Part I, published Tuesday, May 8, focused on instruction, public policy and leadership.

At a Glance

ASCD unveils high school reform proposal
Recognizing the importance of innovative high school reform, ASCD has named the issue of high school reform as one of the Association's top legislative priorities and developed a proposal to help the U.S. Congress foster the positive change that is needed to fully support American high school students. The proposal focuses on five key components, such as multiple assessments that increase accountability in a meaningful way, and flexible use of time and structure to allow for new ways to promote student learning. Read more.

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Teacher collaboration key to award-winning schools, educators say
Distinguished schools do more than just post good test scores: Nine San Diego County, Calif., schools that made the state's "best of the best" list feature teacher collaboration, guidance support and a well-rounded campus life. Teachers regularly consult with one another, compare notes and help each other in the classroom. San Diego Union-Tribune (4/18)

Professional Development

Study: Teacher colleges don't spend enough time on child development
Teacher education programs must spend more time on child and adolescent development, according to a new report from the National Council for Accreditation of Teacher Education, which evaluates more than half of U.S. teacher-training programs. The National Institute of Child Health and Human Development says most teacher colleges do offer courses on child and adolescent development but don't explain how teachers can apply their studies in classrooms. Education Week (premium article access compliments of EdWeek.org) (5/1)

Book: Moving beyond the "reward and punishment" model
The "reward and punishment" approach to teaching begun in the 19th century prevents meaningful learning because it discourages students from following their internal intellectual desires, writes Bob Sullo, housemaster at Plymouth South Middle School in Plymouth, Mass. Teachers should seek to create a classroom environment that supports students' innate desire to explore new ideas that give them a strong feeling of connection to the academic experience, Sullo says. Activating the Desire to Learn. (Chapter 1)

• See more chapters.

Report advocates for "whole teacher" approach to professional development
Just as children can benefit from a whole child approach to instruction, teachers can benefit from professional learning strategies that target aspects of development beyond subject knowledge and skills, according to this report by Jie-Qi Chen and Charles Chang of the Erikson Institute in Chicago. There are four key aspects of "whole teacher" development programs, the report says:

• Promotes the development of skills, attitude and classroom practices in a way that accommodates individual teachers' needs and motivations.
• Targets domain-specific instructional categories, such as music or math instruction.
• Uses instructional strategies that take into account the relationship among specific goal areas, rather than isolating one area of deficiency.
• Corresponds to different levels of proficiency, from beginner to expert.

Read more about the report on the Early Childhood Research & Practice Web site.

Column: Better teacher prep hinges on college accountability
Encourage colleges to better prepare teachers by allowing universities to "brand" teachers, such as University of Rhode Island-certified, says Providence Journal columnist Julia Steiny. She writes: "Have colleges certify teachers. The state would still issue a license, which could be revoked if need be, but the responsibility for teacher quality would rest with the colleges." The Providence Journal (R.I.) (free registration) (4/16)

Book: Top Uruguayan school official advocates for visionary approach to professional development
The traditional top-down, one-size-fits-all approach to professional development often doesn't have a lasting impact on professional growth and student achievement because it doesn't take into account teachers' different learning needs, says Gabriel Diaz-Maggioli, a national supervisor in the Uruguayan Department of Education's Secondary Schools Unit. A more constructive approach is one that places an emphasis on individual teaching styles and fosters long-term growth through collaboration decision-making, adequate support networks and proactive assessment, Diaz Maggioli writes. Teacher-Centered Professional Development (Chapter 1)

• Browse more chapters of Teacher-Centered Professional Development.

Perspectives

Opinion: "Core curriculum stymies reform"
The intense focus on core academic skills and grade level benchmarks impedes students' development into intellectually dynamic adults, according to Ronald A. Wolk, founding editor of Education Week and Teacher Magazine. While competency in core subjects is certainly crucial, the goal of a curriculum should not be so narrow in scope, Wolk says. Instead, schools should have a broader goal of helping students learn how to make sense of life and experiences. Teacher Magazine (free registration) (3/1)

Commentary: Teachers are doing what some call impossible
Educators all over the country are succeeding in what some say is impossible -- teaching poor and minority children to the highest levels of achievement -- although most receive little attention. "Kids will meet the standards you expect of them," says Trennis Harvey, assistant principal of a high-poverty Atlanta school where every fifth grader met state reading and math standards last year. Education Week (premium article access compliments of EdWeek.org) (4/11)

Opinion: Inspiring students hardest of all
With testing, budgets and governance grabbing headlines, it's easy to overlook the stuff that's even more difficult: developing student self-discipline and love of learning, says the founder of Home and School Institute, MegaSkills Education Center. The Clarion-Ledger (Jackson, Miss.)/McClatchy-Tribune Information Services (3/22)

Parent perspective: There is value in school lunch reform
San Francisco public schools now offer less junk food, thanks to school volunteer and mother of three Dana Woldow, who with her school principal's approval, pushed for a city ordinance, revamped school menus and started a free breakfast program. "it stands to reason that there is a connection between good nutrition and the ability to concentrate in class and pay attention and learn," Woldow said. San Francisco Chronicle (4/15)

ASCD Resources

ASCD's Whole Child Web site
Visit ASCD's Whole Child Web site to see a host of articles, books and other resources in the following areas:

• Healthy
• Safe
• Engaged
• Supported
• Challenged

Books, articles, videos and more from ASCD

• Audio: Educating the Whole Child
• Book: Student Achievement Through Staff Development 
• Article: A Healthy Child Mind-Set 
• Article: LEAP 2006: Effecting Policy, Affecting the Whole Child
• Audio: Shaping Powerful Learning by Promoting Mental and Emotional Health
  

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