Universal Orlando Resort’s Post

At the start of the year, almost half of the third graders (43%) started the year with kindergarten-level phonics skills (3+ years below). At the end of the year 66% of 3rd graders had advanced one grade level or more. #structuredliteracy #reading #95percentgroup

The Duke of Edinburgh’s International Award (‘The Duke of Ed’) is an exciting international youth development program in which all of our elected Year 9 Leaders participate, along with other students who nominated to be part of the program. The program plays a pivotal role in developing our students’ leadership skills and resilience as they transition from Middle School into Senior School. A big shout out to Duke of Edinburgh Leader and Head of Inclusion, Kirsty Keay for her passion and drive in leading the Duke of Ed Awards program at KG and to Middle School Principal Jessica Walker for her enthusiasm and support of the program. The program has many benefits including: 1. Personal Development: Participation in the Duke of Edinburgh Awards encourages students to set goals, push their boundaries, and develop essential life skills such as teamwork, communication, and problem-solving. 2. Physical Fitness: The program promotes physical activity through its requirements for participation in sports, physical recreation, and adventurous activities, fostering a healthy and active lifestyle among students. 3. Leadership Skills: Students have the opportunity to take on leadership roles within their groups, honing their leadership abilities, decision-making skills, and confidence in their own capabilities. 4. Community Engagement: Through volunteering and service activities, participants contribute positively to their communities, developing empathy, social responsibility, and a sense of civic duty. 5. Resilience and Perseverance: Undertaking the challenges presented by the Duke of Edinburgh Awards cultivates resilience and perseverance in students as they navigate obstacles, setbacks, and the demands of the program. 6. Recognition and Achievement: Completing the program and earning the Duke of Edinburgh Award provides students with a tangible recognition of their efforts, achievements, and personal growth, enhancing their self-esteem and motivation. 7. Global Perspective: The program encourages participants to explore new environments, cultures, and experiences, fostering a broader understanding of the world and promoting global citizenship. Below is a fantastic video produced by Education Queensland showcasing KGSC and our staff and students involved in the program. https://lnkd.in/gRrVMjFv #dukeofedinburgh #dukeofedinburghaward #youthleadership #PersonalGrowth #GlobalCitizenship #nurturinggloballycompetentlearnersleadersandcitizens #ThePursuitofExcellenceWithAllOurMight #YourPreptoPathwaysExperience

A national example of fostering learner agency and learning from those that education impacts the most - the student. Schools and systems tapping into learners’ perspectives, insights and analysis and solutions to drive school improvement? That’s what the Learner Commissioner work is all about. I love seeing the work being done and lead by schools in NT (and now elsewhere) that authentically brings in learners as tangible and valued partners. Read more below in Summer Howarth’s post and the E4L capture of some examples. #learneragency #leadership

Can't wait to get the leadership download from Dr. Aquino!

The "TK Expansion in Action" blog series from the #TKCalifornia website covers California’s #TransitionalKindergarten (#TK) expansion through interviews with school districts 🏫 and institutes of higher learning 🎓 across the state to highlight strategies they have employed to make expansion successful. There are currently twelve blogs in the series which has been running since the beginning of the 2022-23 school year. Read more: https://ow.ly/uNSR50SuMZ5

Local school boards establish policies and practices that have an incredible effect on student outcomes and student experience. So, what characteristics ensure they make a positive impact? Effective trustees understand their role boundaries, have a clear student focus, take a data-driven approach, hold the administration and themselves accountable, and exhibit strong community leadership. Great school board trustees reimagine policy, practice, and resources to ensure that every child has the support they need to achieve their boldest dreams. Learn more → https://lnkd.in/gyVuceiH

Whole Education and Schools of Tomorrow believe that, given the enormity of the challenge facing schools and all of us, it is incumbent on all of us who share common values and a vision for a better future to collaborate as closely as possible in the interests of young people. We believe that now is the time for us to work more closely together for the benefit of the school, trust and local authority leaders in our networks and the communities they serve. We jointly commit to: 1. Collaborate to share planning and information so as to avoid duplication of timing or content, while aligning more closely our membership offer and pricing, to avoid unhelpful competition 2. Each offers members of the other organisation member rate access for any ticketed activity they wish to attend. 3. Jointly organise a live conference event in the spring term. This will be held on March 6th in London 4. Offer a new joint membership subscription for individuals who want to be associated with our work, and values, in addition to and alongside our respective offers for schools and trusts. 5. Create a shared online resource area for members. Read our full statement of intent ⬇️

June 21 is National Indigenous Peoples Day, a day to honour the rich cultures, traditions and contributions of First Nations, Inuit and Métis peoples. At Sheridan, we believe it’s our profound responsibility to cultivate the systemic change needed to forge meaningful access to Indigenous education, truth and relationships. Mino miikana - to clear a good path - is a part of our strategic plan and a guiding principle. We are not just talking, we are implementing the commitments in our Indigenous Engagement and Education Plan, clearing a path forward for Indigenous leadership, reciprocity, land, and relationship-building.

This week's Thoughtful Thursday question explores the connection between a collective mission and vision for student experience, and the impact on educational justice. For more guiding questions about creating equitable school communities, check out CEL's 4 Dimensions of School Leadership: https://hubs.ly/Q02hKNxh0

#SchoolBoardAppreciationMonth Serving students 📚 requires the expertise 🧠 and compassion ❤️ of many people with many forms of expertise, but in this month, let’s take the opportunity to express gratitude 🙏 to our school board members 🏫. They are a vital link 🔗 between the local community 🏡 and the school district 🏢. Each week this month, we look forward to highlighting each of our board members! 🌟 An effective school board models collaboration 👥, operates within the domain boards were created for 📜, and does so with ever-growing professionalism 🌟 and expertise 🧠. The board’s domain 📚, or primary functions, are to provide visionary leadership 🌠, effective governance 📊, and strategic advocacy 📣 on behalf of their local districts 🏘️ and K-12 education 🎓 as a whole. While doing so, they should remain committed to educational equity 📚, student achievement 🎉, and community engagement 🤝. In fact, studies 📈 have shown a correlation between a school board’s performance 🏆 and its students’ achievement levels 📊. Learn more at ysd7.org/board. 📖💻