BarCamp, the first unconference, was organized in 2005 by Silicon Valley tech professionals. Since then, the unconference concept has expanded to include any ad-hoc meeting where the agenda is established the day of the event. In addition to discussion-based workshops, an unconference may include presentations, performances and demos. Each unconference attendee is free to contribute to the content of sessions.

EdCamp Philly, the first education unconference, took place in 2010. Dedicated to K-12 education issues and ideas, this first EdCamp was attended by a wide range of educators and administrators from a variety of schools, as well as a smaller number of interested parents. You can read more about that the first EdCamp Philly in this Edutopia article by organizer Mary Beth Hertz.

Unlike traditional conferences, where the best conversations often occur outside of organized sessions, EdCamp sessions are built around dialogues. The direction a session takes is spontaneous and often covers a wide breadth of material, with one topic branching into another as conversation flows freely. Since participants come from different backgrounds and disciplines, a variety of perspectives can be explored in a single session.

Attendees at EdCamps are marked by their passion for learning and their desire to improve education. Working together, they have made EdCamp an effective professional development experience that gives teachers and administrators new ideas that they can take back to their schools and immediately put into practice. Many school districts across the nation are following EdCamp Philly’s example and holding their own unconferences (a summary of upcoming EdCamps is available on the EdCamp Wiki).

EdCamp Philly 2012 will be held on Saturday, May 19, at the University of Pennsylvania’s Jon M. Huntsman Hall. Like most unconferences, admission is free but preregistration is required (no walk-ins). The structure of this year’s EdCamp Philly is the same as in 2010. On the morning of the event, anyone who has an idea for a session places an index card with a question that describes a session topic on the schedule board. Following a brief kick-off meeting, the sessions begin. Participants can attend any session without preregistering and are encouraged to move between sessions until they find a topic that holds their interest.

Technology is tightly integrated into EdCamp Philly. This could be because the first unconferences were held by technologists, but there’s no doubt that it also has to do with the fact that many educators are exploring the integration of technology into 21st century classrooms. Social media tools like Twitter are used to share workshop discussions as they occur. This year’s EdCamp will also feature a “Web 2.0 Smackdown” session that allows attendees to give short demonstrations of Web 2.0 tools.

To find out more, visit the EdCamp Philly website and follow the event on Twitter. The EdCamp Philly Idea Board is available for posting and commenting on ideas for sessions, and an Edcamp Philly Posterous site is available for participant’s photos, videos and summaries of the day’s events.

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• Christian W. Chun
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• Stephanie Kim

This is where the Trojan Family came into play. Although not physically sitting next to each other during our MAT@USC classes, the support that we all offered each other was amazing. Across states and countries, my classmates answered questions about assignments and topics. They comforted me in my struggles with being a mommy while simultaneously being a fulltime graduate student and holding a part-time teaching job. The Trojans that I developed friendships with through the MAT@USC are truly inspiring.

Ironic as it may be, the little man who inspired me to become an educator was the person whom I had to part with at times to fulfill my student duties. My son, Shaun Quincy, who was at the time four years old, is the inspiration, fire and motivation behind me becoming a teacher. Whenever I felt that I had given it my all, had nothing left and was ready to throw in the towel, Shaun was my number one fan and would push me, saying “Mommy, you can do it! I just know you can!” He sat with me countless hours at the library, reading his Magic Tree House series, while mommy studied and attended classes online.

This process not only forced me to grow as a learner and individual, but pushed my son as well. Now in first grade, he reads fifth grade books. I cannot help but give credit to USC for allowing me to set such a profound model of how extraordinary learning is! If Shaun hadn’t seen mommy dive into reading, learning and discussing the importance of education on a daily basis, I don’t know that he would now be so motivated to become a “scholar,” as he puts it.

Shayna's son and the winner of the Lifetime Achievement Award from Phi Kappa Phi.

This proved to me that MAT@USC has not only successfully instilled the love for knowledge in me, but a thirst for it in my now six-year-old son. Thank you, USC. You have changed my life forever in an extraordinary manner. Neither my family nor I will ever be the same individuals we were two years ago. I plan to inspire other children, as my son was, to encourage them to go for their dreams no matter how big and ensure them that they can achieve! Together with my fellow Trojans I will always, Fight On!

I end with a quote from the President of USC, C.L Max Nikias, that puts all of my experiences and motivations into perspective:

“We have always believed that education is the great equalizer for a society. Education lifts up the weak from despair, and it teaches humility to the mighty. Education is what teaches us to be fully human and to appreciate the full range of human experience in our own life. Education is what expands our lives to be as vast as the frontiers of the cosmos and the edges of eternity, and yet it gives us deep insight into the fleeting moments of our own inner existence.”

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• Best Apps for English Teachers
• Jacquelyn Giordano

Before committing to two years of graduate school, I took on a job as a teacher assistant at a middle school in Watts. I wanted to make sure I was making the right decision. After a few months of working in this community I applied to the MAT@USC. I chose the MAT@USC not only because of its focus on social justice and its innovative use of technology, but also because of the recognition that comes with being part of the Trojan family. Eager to contribute to the program and embrace the Trojan family spirit, I began writing for the MAT@USC Blog and joined the Student Ambassador Program. This was a great way of staying connected with other students and getting to know the people behind the scenes.

My passion for teaching stems from my appreciation for learning, and the belief that intellectual growth is both boundless and universally attainable. I was only twelve years old when I had my first teaching experience. After moving back to my parents’ homeland, Nicaragua, I felt compelled to pass on my limited English-speaking skills. After school I would hold English conversation classes for my friends and neighbors. Even at such a young age, the sense of purpose gained from passing on a valuable skill was unforgettable.

On my last day of guided practice I received a letter from a student that read, “I learned a lot while you were teaching and I liked how you ran the class. Working in groups was always fun, though we got off topic sometimes. I wish you the best in your career and keep being funny and nice and playing music in class. And also keep dancing like you do when music is playing. Bye Ms. Pasos you will be missed.” Moments like these are priceless. Although, my journey as a graduate student has reached its end, the real journey of promoting social justice has just begun. As I shift my focus from writing academic papers and reading journals to writing cover letters and preparing for interviews, I feel confident in my future as an educator thanks to the experiences and skills I’ve gained at USC. Fight on!

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• Dolores Beltran
• Florida
• Alumni Spotlight | Eran Even-Kesef | Gaithersburg, MD
• Single Subject Credential

Serendipity called my name. One of my friends forwarded me a link to the graduate school rankings from U.S. News. When I found out that I could attend a top 15 graduate school and not have to leave my home, I was sold.

My name is Lee DiGeorge, and I am a teacher. I take my job very seriously, but I refuse to take myself very seriously. When I was hired as a teacher, my principal gave me carte blanche with the curriculum. I had just finished my student teaching as an ELA teacher — but I was going into a computer lab.

I decided to create a hybrid ELA-computer class, teaching numerous new media literacy skills to my students, linking them to the current standards of the ELA classroom. My principal was supremely supportive in this idea.

I became a teacher for a number of reasons. Growing up, I had a few good teachers — but I had quite a few terrible ones as well. I became a teacher because I wanted each and every student I ever had to have an educator whom they remembered for all the right reasons.

My students never know what they’re going to get in my classroom. There have been times I taught an entire lesson (about distractions) while on top of my desk. I’ve used cup beats to teach children about the rhythm of poetry. I actively reflect on every lesson I give. Just being good enough, well, it’s not good enough.

That seems to be the overall mission of the MAT@USC. Teachers need to be reflective and not settle for the status quo. The topics that are being discussed are cutting edge and incredibly important in today’s education landscape. Everything has a legitimate classroom application. The professors are knowledgeable and approachable — I would be proud to call some of them my friends. But, if for no other reason, the MAT@USC program has changed me because of my classmates.

The friends I have made in this program are second to none. They’ve been my inspiration to move forward. They push me. They fight me. They pick up the pieces when I fall apart. I’ve never made this many good friends this quickly at a brick-and-mortar. It’s an honor to be a part of the Trojan family, and I look forward to making my family proud as I move forward and try to institute the change I wish to see. #FightOn!

Feel free to tweet any comments or questions to me @MrDiGeorge.

Other Posts

• “USC Taking Graduate Degree in Teaching Online” – Campus Technology
• What does it mean to be a teacher?
• Tawio Barksdale
• My surprise? The overall quality of the MAT@USC and the Rossier School of Education.

As you move on to bigger and better things, always remember that you are a part of the Trojan Family and that you are entering the field with a Master of Arts in Teaching from one of the best schools for education in the world. We have done all we can to prepare you for what lies ahead, and we are confident that your future successes will stem from your fervent commitment to education.

Commencement 2012 will begin with the USC Main Commencement Ceremony for all degree candidates on Friday, May 11 at 8:30 A.M. PST. The Rossier School of Education Commencement Ceremony for those receiving their Master of Arts in Teaching will take place at 3:00 P.M. PST.  Remember to remind your family and friends who are not able to attend that there is a live streaming video feed of the ceremony so everyone can be involved.

Again, we congratulate you on your achievements and wish you nothing but the best for the future! How fitting is it that you will graduate during National Teacher Appreciation Week? Just think about how much you have to look forward to in the knowledge that you are changing lives and the invaluable gratitude you will receive from your students. As learners and as student teachers, we at the MAT@USC appreciate you, and we know that by National Teacher Appreciation Week next year, it will be your students who will be honoring you.

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However, it wasn’t until I had asked my students to create life-maps to project where they saw themselves in their futures that I realized they did not partake in a similar awareness. “When I turn 18, I can collect food stamps for my family” littered their assignments and dreams. My students allowed their environment and circumstances to delineate their reality. Consequently, higher education and better opportunities were never a possibility within their limited line of sight.

As an educator, my mission became to help my students fully realize their potential by broadening the range of their self-expectations. However, having only five weeks of actual training in education prior to becoming a classroom teacher, I felt inadequate to help these students onto a path of higher education. It was on a self-defeated afternoon that I noticed an advertisement asking: “Want to be a better teacher?” That link led me to the MAT@USC.

While any Trojan can vouch for the superior education this program provides aspiring and current teachers, its true merit lies in the cohort system. Never mind the fact that they were only pixels and frequencies, these select professors and classmates that I saw three times a week on my desktop became my greatest support and lifelong friends. They advised me when I felt lost and fortified me when I was overwhelmed. Most importantly, they never judged my lack of experience and alternative certification. They are a constant reminder that I am not alone, that, as a Trojan family, we are in this mission together to fight educational inequity.

As a first-year teacher, I was initially hesitant to go beyond my classroom. Yet with reinforcement from MAT@USC, I established Detroit Public School’s first-ever “8th Grade Mock Interview Event,” where directors, principals and members of admission boards from various high schools and universities of the greater Detroit area were invited to practice interview skills with my 8th graders. During that one night, my students held their heads high with confidence in three-piece suits and button-up blouses, indistinguishable from their more affluent suburban peers by transforming themselves into aspiring professionals. Many continuously ran back to me begging for another interview opportunity, another chance to exhibit that they were far more exceptional and outstanding than society gave them credit for.

Incredulously, the boundaries between mock and real interviews became blurred that night as my students captivated their interviewers with this passion. Many were instantly accepted into some of Detroit’s most prestigious high schools and university-run summer programs. It was this drive and absolute starvation for unbound success that I had only dreamed of empowering my students with.

While MAT@USC has provided grounds for being successful within the classroom, I, like my 182 under-served but determined Detroit students, have a deeper longing to seek further scholarship to give back to the city that I now call home. Thanks to the undying faith from my Trojan brethren, who believed in me when no one else did, I will be joining another incredible cohort of 15 USC scholars this fall semester in pursuit of our Ph.D. in Urban Education Policy.

I charge forward with the mission that all children, regardless of their socioeconomic background, should have equal access to a quality school, where the value of one’s education and potential for success is not determined by the five digits of their zip-code. College needs to be made a priority and relevant to not only Detroit’s youth, but to all the children in this nation. This should be the standard that we hold our children to — we should never expect any less.

It is with the greatest honor to be a lifelong Trojan and combat the achievement gap alongside my brave-hearted Trojan family. Fight On!

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• Hawaii
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Really Good Stuff
The Teacher’s Lounge, sponsored by Really Good Stuff — a provider of creative classroom tools and resources — will be hosting a week of giveaways for teachers, including a Deal of the Day and a We Love Teachers Contest that gives you a chance to win a $200 Really Good Stuff gift certificate.

Office Max
Office Max offers the Max Perks Rewards for Teachers Program, specially designed to help teaches meet their classroom’s needs. You’ll earn $10 in rewards for every $75 you spend on classroom supplies.

Lakeshore Learning
Lakeshore Learning, a classroom and arts and crafts supply store, offers the Lakeshore Teacher’s Club, which gives you 15 percent off all purchases and special sales each month.

Read Conmigo
Read Conmigo is a new literacy initiative that aims to get bilingual parents and children from grades K to 5 reading together outside of the classroom. To kick start this initiative, teachers can have a one-time shipment of 20 bilingual children’s books sent to their classroom.

Teachers Notebook
Teachers Notebook, an online community for buying, selling and sharing lesson plans and resources, is holding a Teacher Appreciation Sweepstakes that will give $100 worth of Teachers Notebook items away to one lucky teacher each day during the week.

Teachers Pay Teachers
Teachers Pay Teachers is an open marketplace for teachers to sell lesson materials. Teachers form their own stores on the site where you can browse items and resources. Throughout Teacher Appreciation Week, many teachers on this site are having sales of up to 20 percent off all items in their stores.

Barnes & Nobel Educator Program
The Barnes & Noble Educator Program allows you to save 20 percent off the price of all books purchased for classroom use and an additional 20 percent off the price during Educator Appreciation Days. You will also receive coupons and other special promotions.

Apple
To help teachers join the growing movement of integrating technology into the classroom, Apple offers special pricing on computers, tablets and iPods for teachers, and makes educationally enriching tools available for educators everywhere.

The Container Store
The Container Store is helping teachers keep their classroom organized with 15 percent off purchases made for classroom storage supplies.

Jo-Ann Fabrics
The popular craft supplies retailer Jo-Ann Fabrics offers the Teacher Rewards Discount Card that gives you 15 percent off all purchases, with special deals and discounts as well.

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• The Cost of Quitting
• Associate Dean Melora Sundt and Professor Ronni Ephraim Visit New York
• It’s Complicated

We are excited to launch an infographic to support teachers around the world for everything they do each and every day, but especially to honor them today! To thank teachers, our graphic, “Teachers are Heroes,” shares information and statistics about who teachers are, what they do and how they inspire us.

We encourage you to share the graphic below with teachers you know who have made a difference and touched the lives of their students. Enjoy, and thank you for all you do!

Share the infographic on your site by copying and pasting this code:

<a href="http://mat.usc.edu/wp-content/uploads/superheroes8.jpg" target="_blank"><img title="Teachers are Heroes Infographic" src="http://mat.usc.edu/wp-content/uploads/superheroes_600px.jpg" alt="Teachers are Heroes Infographic"/></a><br />Brought to you by USC Rossier Online <a href="http://rossieronline.usc.edu/academics/master-of-arts-in-teaching-program/" target="_blank"<br /> Master's in Teaching</a>

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• A Conversation About Education
• Carlos Cortez
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When I started the MAT@USC I was excited to get back to school because I seem to do well in the classroom. I learned so much throughout my time at USC. All of the classes were intellectually demanding and really improved how I think about true learning as opposed to rote learning.

I have to say that all of the professors were excellent, but Dr. Ferrario really pushed me to do my best and had a very interesting class. My case study on an ESL was very enlightening and helped me to connect with a student who otherwise felt very disenfranchised.

After I graduated from USC, I was hired at a hybrid online and brick-and-mortar charter school. My teaching was all online (through AdobeConnect, the same software used in the MAT@USC, so I got lucky there!), and I also had a few on-site students. I enjoyed teaching there, but ultimately got laid off due to budget constraints and lack of enrollment.

Through my time at the hybrid school, I found out how hard it is to teach science online in an inquiry-based setting (though it is rather easy if all you want to do is bookwork and worksheets). I also saw how much schools are concerned with making adequate yearly progress and the lengths to which they will go to ensure students with individualized education programs are best prepared to pass each class, so that the school can receive all of its funding. I realized that there are a lot of problems with the public school district and felt that something needed to be done to try and fix them.

At around the same time that I got laid off, I decided to further my education and was accepted into the Ph.D. program at Penn State for instructional studies. My research is going to focus around cyber charter schools, specifically how to ensure students are learning and that the schools are advancing the public good; in fact, I am already helping to coauthor a chapter in a book on cyber charters!

I am very excited to start this next chapter in my education and career, and feel that USC prepared me well for the challenge.

Torrie Raish
MAT@USC Alumni
September 2009 Cohort

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Tony Willis is an AP English teacher who has taught in Indiana public schools for 33 years. In 1988, the Indiana Department of Education named Tony the 1988 Indiana Teacher of the Year. He also was honored as the 1992 Indiana Publications Adviser of the Year. Tony earned a bachelor’s degree with Phi Beta Kappa honors in English and journalism from Indiana University and a master’s degree from IU. He has completed 32 additional graduate courses in English, journalism and education. His professional experience includes teaching journalism and English and instructing summer workshops and courses at Indiana University, Ball State University, Franklin College and the University of South Carolina. Follow Tony on Twitter @Willis_AP_Eng.

Steve Jarvis is an AP US History teacher from Northwest Iowa. He graduated from Morningside College in 1993 with a History major, American History, World History, Government and minor in Physical Education. Steve currently teaches 7th grade Civics, 8th grade US History, Junior level Modern US History and AP US History. He also coaches Middle School track for boys and girls. Steve encourages all of his students to enter his classroom prepared with questions, an open mind to a variety of ideas and a willingness to discuss any relevant issues. Check out his classroom site, US History Comes to Life, and follow Steve on Twitter @stevejarvis47.

David Knuffke is an AP Biology teacher at Deer Park High School in Deer Park, NY. He uses two sites to facilitate his classes’ learning outside of school: Science Land keeps his classes on schedule with assignments, news and events. David also uses Prezi to host presentations on the various units in AP Bio that he covers in class. In addition to teaching, David also serves as District Mentor for his school and is Secondary Vice President of the Deer Park Teachers Association. He describes his personal blog, Pseudopodia, as a place that “exists to display the aspects of my thought process as it protrudes, amoeba-like, from my brain.” Check out David’s sites and follow him on Twitter @DavidKnuffke.

Jeff Silva-Brown is in his eleventh year of teaching at Ukiah High School. He teaches Economics, American Government, Advanced Placement Comparative Government, Advanced Placement United States History and coaches Junior Varsity Boys Basketball. Jeff’s class resource site, Mr. Silva-Brown’s Class Blog, hosts news and information for students in all of his subject areas. His last post discusses the economy and job market within the city of Ukiah. Jeff also hosts a personal blog called A Passion for Teaching and Opinions. Check out Jeff’s sites and follow him on Twitter @UkiahCoachBrown.

Amy Brown is a mother of two and a teacher to many. She has 27 years of experience teaching Biology, Chemistry, and AP Biology. Her blog, Science Stuff, chronicles a day in the life of a high school biology teacher. From the triumphs and failures to everything in between, Amy seeks to share teaching tips and materials that have worked for her and her students. One of her latest blog posts discusses how Amy enjoys teaching about plants around this time of the school year. She explains how most students are crazed over standardized testing season and feels it’s a shame that plants get left out of lesson plans as a result. Check out Amy’s blog and follow her on Twitter @ScienceStuffAmy.

Lucas Ames is a US History and AP Macroeconomics teacher at an independent school in Northern Virginia. He’s been in education for seven years and has amassed a diverse array of experiences that have given him unique insight into what it takes to be a quality teacher. In addition to teaching, Lucas has worked as an athletic coach, a consultant to over 30 teachers and a manager of 20 teaching assistants at the college level. His blog, Entrepreneurial Teaching, explains why entrepreneurial teachers make for good teachers and shows how you can be one too. Check out Lucas’ blog and follow him on Twitter @LRAmes.

Dr. Radi Jishi received his Ph.D in Physics from MIT and has been teaching over 20 years. Professor Jishi understands where students have problems in Physics and makes sure to thoroughly explain everything in his AP Physics C course. While not teaching, Dr. Jishi researches carbon systems, nanotubes, and superconductivity with prestigious grants from entities such as the Air Force, National Science Foundation, and the National Institute of Health. He has also published over 60 papers in peer-reviewed physics journals. Check out his profile on Educator.com and follow Dr. Radi on Twitter @prof_physics.

Tom Rogers has taught AP Physics since 1993. He currently teaches in the International Baccalaureate magnet program for gifted and talented students at Southside High School in Greenville SC. He began using movie physics in 1996 as a way to get his students thinking about physics outside of his classroom. In 1997 he set up Insultingly Stupid Movie Physics which has gone on to become the internet’s premier movie physics site and has grown to about 1,000,000 visits a year. Check out his site and follow Tom on Twitter @MoviePhysicsGuy.

Rich Mackrell is a Math Department Chair and Geometry & AP Calc teacher from Dicksonon City, PA. His teaching resource site, Math Fun Da Mentals, shares stories and tips from his classroom activities as a means to assist other teachers in their practice. Rich’s latest post gives a review of the Echo Pen from LiveScribe. In it, he explains how you can use the pen to create a PenCast and links to his class wiki to show how he demoed two ways to factor trinomials for his class. Check out Rich’s Echo Pen demo and follow him on Twitter @mackrellr.

Rob Quarles is an Economist from Austin, TX. He currently teaches AP Biology & AP Environmental Science and is a part of the Sierra Student Coalition at Pflugerville High School. Rob hosts a teaching resource site called Teaching and Outreach. In it, he includes documents he’s used for past and future teacher workshops as well as sections his students can access for class material within both of his subject areas. He also has a section on his site for the Sierra Student Coalition, which is the nation’s largest grassroots youth environmental organization and the youth-run chapter of the Sierra Club. Check out Rob’s site and follow him on Twitter @RobQuarles.

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To help you get an idea for which schools in Florida are using technology in the classroom, here’s our list of five great Floridian schools that have exhibited a commitment to educational technologies:

West Florida High School of Advanced Technology
This magnet high school in Pensacola is known for its extensive offering of technical disciplines. In the classroom, students can take classes on aerospace engineering, agricultural biotechnology, biomedical sciences, architecture, civil engineering and more — and teaching these topics demands access to the respective advanced technologies. The fact that WFHS offers these subjects speaks volumes about their commitment to STEM education and employment of educational technologies in the classroom.

Lakewood High School: Center for Advanced Technologies
According to its mission statement, the Center for Advanced Technologies at Lakewood High School strive “to provide application-based learning opportunities in a state-of-the-art supportive environment integrating mathematics, science and technology through student research.” The Center for Advanced Technologies is a public magnet program that is housed at Lakewood High School. Students enjoy advanced math and science instruction in classrooms that are fully equipped with some of the best educational technologies out there. By capitalizing on research as a pedagogical tool, CAT is able to integrate subjects and promote hands-on learning.

Palmview Elementary School
Palmview Elementary was recently featured by SMART as a Showcase School for their commitment to bringing educational technology into the classroom. Through a grant writing effort spear-headed by Sheri Kleinman Dominguez, the school’s grant-writing liaison and media specialist, Palmview has been able to acquire 10 SMART Board interactive whiteboards as well as other SMART technologies, like the SMART Document Cameras, Smart Slate wireless slates and SMART Response interactive response systems — technologies that are re-framing the way classrooms run. These new resources have inspired students to learn and think in new ways, and have made this school a pride of the Palmview community.

Dunbar High School
Together, Dunbar High’s Academy for Technology Excellence and its Center for Math and Science represent the school’s deep commitment to educating the next generation of modern scientists and thinkers. But most of all, Dunbar’s Microsoft Academy Program displays the school’s investment in educational technology. Dunbar High offers Microsoft certification in technology, a program that sets this school apart from others across the country that merely teach technology without offering any sort of recognized certification. Students who have been a part of the Microsoft program have been hired to work in banks and corporations immediately after receiving certification, and have shown to be making an impact at their respective workplaces. Microsoft has partnered with Dunbar High, offering curriculum guidance and administrative support, in order to truly bring technology into the classroom.

Suncoast High School
Suncoast High is one the gems of Palm Beach County. The International Baccalaureate World School was named the ninth best high school in the country in 2010, and has enjoyed a top-10 ranking for the better part of the decade. Suncoast is a magnet school that offers its 1,000 students instruction in the following four areas of study: Computer, Interdisciplinary, International Baccalaureate, and Math, Science and Engineering. The school has always been focused on providing a top-tier science education to its students through the hiring of great teachers and its usage of technology in the classroom.

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There are literally hundreds of job fairs for teachers every year. Here is a small sampling of some upcoming events in different states:

Southern California Recruitment Fair
When: Saturday, April 28, 2012, 9:00 A.M. — 5:00 P.M.
Where: Costa Mesa Campus
3390 Harbor Boulevard
Costa Mesa, CA 92626

This is an annual recruitment event hosted by the California Association for Employment in Education, which works with 1,000 teachers in over 70 school districts in one of California’s largest teaching job fairs of the year. This event is for teachers certified to work in California to meet with recruiters from California schools and other education agencies.  To register, please visit California Association for Employment in Education’s website. There is a $5 fee to attend. 

Michigan Charter Public Schools
When: Saturday, April 28, 2012, 8:30 A.M.  — 12:30 P.M.
Where: Suburban Collection Showcase
46100 Grand River Avenue
Novi, MI 48374

This is a free event for anyone looking to teach in one of Michigan’s 300 charter schools. It is hosted by the Michigan Association of Public School Academies (MAPSA) to recruit dedicated new teachers who are looking to work with gifted children in a different kind of school and to help uphold the mission of “providing leadership to advance quality and promote choice in education through a strong community of chartered public schools and their supporters, offering every Michigan child an opportunity to learn.” It is a chance to network with current charter school teachers and administrators, and learn about the charter school system in general.  To register, please visit Michigan Charter Public School website. Please note that the vast majority of Michigan public charter schools require that teachers possess a valid Michigan teacher credential.

The Great Arizona Teach-In
When: Saturday, May 19, 2012, 10:00 A.M. —3:00 P.M.
Where: Renaissance Phoenix Glendale Conference Center
9495 West Coyotes Boulevard
Glendale, AZ 85306

This year marks the seventh annual Arizona Teach-In, a recruitment fair that offers Arizona schools a chance to attract and retain teachers, administrators, related service providers and more. This job fair is for anyone who wants to work in Arizona schools in some educational capacity. It is a “one step” career fair that aims to match qualified candidates with Arizona district and charter schools based on the mutual needs of the candidate and the schools. This is a chance to be interviewed by schools, receive assistance with certification, attain information and have your resume reviewed. Many Arizona colleges are also represented at the event to provide information and resources.  Pre-registration is not required. 

NYC Charter School Job Fair
When: Tuesday, May 22, 2012,
6:45 P.M. — 7:30 P.M: Special Education and ESL Certified Teachers
7:30 P.M. – 9:00 P.M: General Job Application Session
Where: Harlem Children’s Zone
35 East 125th Street
New York, NY 10035

This job fair is an excellent opportunity for New York State certified teachers to learn more about the charter school system in New York City. The New York City Charter School Center and the Special Education Collaborative host this event to recruit teachers that want to work with gifted or special-needs students in unique learning environments that offer innovative approaches to education apart from the traditional public school system. The fair is open to individuals who possess (or will possess by 8/31/12) a valid New York Sate general education or special education teaching certificate.  To register, please visit the NYC Charter School website.

Texas Gulf Coast Job Fair
When: Tuesday, June 12, 2012, 9:00 A.M. — 12:00 P.M.
Where: M.O. Campbell Center in Aldine ISD
1865 Aldine Bender Road
Houston, TX 77032

This job fair connects teachers in Texas who are certified in high-demand subjects with school districts and charter schools in high-need Texas areas. Schools that have job vacancies for the 2012-2013 academic year review resumes and conduct screening interviews, as well as offer information about their schools or the teaching job market in general. This job fair is open to candidates who hold (or will hold by the start of the 2012/2013 school year) a valid Texas Teacher Certificate. There is no pre-registration. Registration will take place the morning of the job fair at the M.O Campbell Center. There is a $10 fee to attend.

The Great Florida Teach-In
When: Thursday, June 21, 2012
Where: Tampa Convention Center
333 South Franklin Street
Tampa, FL 33602

The Great Florida Teach-In is an annual job fair that allows teachers seeking employment in Florida to obtain interviews with Florida school districts and charter schools. The job fair aims to recruit qualified teachers in high-needs subjects and is therefore only open to those who hold a valid Florida teaching credential in one of the following areas: elementary education, English, exceptional student education, foreign language, guidance/counseling, mathematics, reading, biology, chemistry, Earth science, physics, physical education and speech language pathology. It is a great event for new teachers who have just moved to Florida and are looking to network.

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Image by USAG-Humphreys via flickr.com

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Many teaching candidates plan their four-year degree around the teaching program that they plan to enter. Students who want to teach at the elementary level often earn a bachelor’s or master’s degree in education. Some colleges don’t offer a degree in education, in which case students are expected to focus on education-related courses while earning a liberal arts degree.

Students who plan on teaching at the secondary school level usually earn a bachelor’s degree in the subject area that they plan to teach. For example, a student who wants to be a math teacher would major in mathematics. However, it’s not strictly required that a bachelor’s degree be earned in a certain subject in order to teach that subject. Each state has rules on how many college courses a student needs to complete in order to obtain a single-subject credential.

There are several factors to be taken into account when deciding to pursue a generalist or single-subject credential. Single-subject teaching allows a teacher to develop a high level of expertise in one subject area. Some teachers prefer single-subject teaching because it can be easier to prepare lesson plans and assignments. There are also teachers who purse a single -subject credential because their temperament and skill set is more suited to working with older secondary school students.

School districts across the nation have high demand for single-subject teachers in high-need subject areas, like math, science, bilingual education, reading and special education. Teaching students may find it easier to obtain financial aid when they target a high-need subject for their credential.

Single-subject credentials also have some drawbacks. A single-subject teacher at the secondary school level usually has many more students to keep track of (often more than 100 compared to about 30 for an elementary teacher). Also, some teachers may be challenged with keeping their interest level high while teaching the same subject matter for several class periods a day. Thus, one of the keys to successful single-subject teaching is choosing a subject area that you are passionate about.

It’s important that teaching candidates understand all applicable certification requirements for the state where they plan on teaching. Visit the website for the state department of education or contact the department directly to find out more about the types of credentials offered and specific requirements for each.

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The are five of the oldest schools in America, and each offers unique insight into where we came from and even where we are today:

Boston Latin School
Boston Latin School (BLS) is the first public school in America, founded in 1635. The first classes were held in the home of Philemon Pormort, the first public school teacher in the country. Town funds were used to support the school, and it was decreed that 50 pounds per year would be given to Pormort as a salary.

Admission was determined by reading bible verses. Latin, Greek, grammar and arithmetic were the core of the first curriculum, and the school day went from 7 A.M. to 5. BLS has a long history of schoolmasters, ranging from Revolutionary War patriots to famous colonial thinkers. Of the 56 signers of the Declaration of Independence, five began their education at BLS: John Hancock, Samuel Adams, Benjamin Franklin, Robert Treat Paine and William Hooper.

Nowadays, BLS is a six-year college preparatory school grounded in education in the classics.

Harvard University
Harvard University, one of the most famous colleges in America, is also the oldest, founded in 1636 by the Great and General Court of the Massachusetts Bay Colony. The court awarded 400 pounds to the establishment of a “colledge” that was used for the purchasing of a house and a plot of land. The plot of land, known as the “College Yard,” remains today at the southern edge of Harvard’s campus. In 1638, John Harvard, the first benefactor, willed his library of 400 books to the University. In his honor, the court decided that the college would be named Harvard instead of Cambridge.

Nine students became Harvard’s first graduating class in 1642, and over the last 360 plus years, Harvard has grown enrolled to enroll more than 20,000 students each year. Currently, there are over 360,000 living alumni in the world.

Hartford Public High School
Founded in 1638, Hartford Public High School (HPHS) is the second public secondary school in the United States, serving the community of Hartford, Connecticut. Originally Thomas Hooker’s Latin School, HPHS began as a Puritanical school to educate young men to join the ministry. By the 18 century it was known as Hartford Grammar School and primarily taught Greek and Latin. By 1847, the school became HPHS, and for the first time, allowed women to enroll. The original building burned down in 1882, and the building that was erected in its place is the foundation for the school’s modern campus.

Currently, HPHS serves grades nine through 12, and uses a system of academies, or “small learning communities,” to emphasize different areas of education. There is an Academy of Engineering/Green Technology, an Academy of Law and Government, a Nursing Academy and a Freshman Academy. HPHS prides itself on its remarkable fossil collection and is one of the only high schools to have received a donation of dinosaur tracks.

Cambridge Rindge and Latin School
In 1648, Cambridge became Massachusetts’ fifth town to establish a public school, and it was the first school aimed at preparing students for college. In 1660, the school was taken over by Old Cambridge and began to teach English grammar as well as classic Greek and Latin. By 1832, it opened its doors to women as well, and in 1886, the two components were divided: classics became the Cambridge Latin School, and English became the Cambridge English High School.

The Cambridge Rindge and Latin School was founded in 1977, when Cambridge Latin School, Cambridge English High School and the Rindge School of Technical Arts were merged to become one of the most diverse schools in the United States. Some famous alumni include Matt Damon, and Ben and Casey Affleck.

Hopkins Academy
Hopkins Academy was founded in 1664 in the town of Hadley, Massachusetts, through money from a wealthy London merchant named Edward Hopkins. Hopkins was devoted to education and stipulated in his will that his money would go to the founding of schools in America. Four schools in total were founded by Edward Hopkins. For years, Hopkins Academy was a private school, though it is currently the only public high school in the town of Hadley.

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Photo credit to cliff1066â„¢ and Seth Tisue via flickr.com

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Plastic-Free School Supplies

Many school supplies are made from vinyl, a PVC plastic product that releases carcinogenic dioxins during production, use and incineration. Backpacks, lunchboxes, three-ring binders and notebooks are a few of the PVC products that find their way into the classroom. PVC isn’t the only dangerous plastic; polycarbonate (PC), polystyrene (PS) and other plastics can pose health risks from repeated exposure. To be safe, avoid plastic school supplies whenever possible.

The Center for Health, Environment and Justice has published a Guide to PVC-Free School Supplies that lists the most common schools supplies made from PVC or vinyl and suggests safer PVC-free alternatives:

• Art supplies: Polymer modeling clays like Fimo and Sculpey are made from PVC. Look for plastic-free clays or make your own dough-based clay. Avoid art smocks and aprons made from shiny vinyl; instead, ask students to bring old shirts from home. You can also buy paints based on vegetable dyes and non-toxic glue sticks.
• Notebooks and binders: Avoid notebooks and binders with plastic coatings as well as notebooks with metal spirals coated with colored plastic. Instead, choose notebooks and binders with covers made from recycled cardboard or cardboard covered with fabric. Look for products labeled “PVC-free.”
• Packaging: Many school supplies are packaged in plastic. You can find out if packaging is made from PVC by looking for a three-arrow recycling symbol that includes the number three. Avoid PVC in favor of packaging made from recycled materials.

Recycled School Supplies

You can also teach students to help the environment and avoid waste by using recycled paper products. In addition to using recycled paper whenever possible, here are a couple of other eco-friendly recycled school supplies:

• Pencils: Many pencils are made from wood harvested from non-regulated forests. Teach students a lesson about recycling by distributing pencils made from recycled materials. Leading office supply manufacturers like Paper Mate now make recycled pencils, or you can check out Tree Smart’s recycled newspaper pencils. These pencils show newsprint as they are sharpened — a fun feature for students!
• Crayons: Traditionally crayons are made from petroleum-based paraffin wax. Prang, a leading art supply company, now makes biodegradable crayons from a sustainable blend of soybean extract and wax. Unlike traditional crayons, these soybean crayons are completely biodegradable. Crayon Rocks, which are in the shape of pebbles, are also soy-based and, additionally, designed to help develop handwriting skills. Each set of crayon rocks comes packaged in an eco-friendly cloth bag.

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If you’re shopping for Earth Day-themed materials for your classroom, remember to look for items that are made from recycled, sustainable and plastic-free materials. And remember: Avoid teacher supply stores and websites that advertise Earth Day posters and decorations that not earth friendly!

(Plastic-free image via blog.aquahealth.com)

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