have been meaning to write this letter for a long time! It is a letter
that I feel is long overdue and with the elves getting all ready for my
long ride, I finally found the time! I have been watching teachers for
many years and I am amazed at the work they do. I have come to a
conclusion that the teaching profession, like my own, must be filled
with bits of magic! Please let me provide ten statements of evidence
for my belief.
I travel the world one night of the year visiting all the boys and
girls of the world. The teaching profession works with every boy and
girl all year long. This equates to each teacher fulfilling educational
needs for 30 – 200 children each and every school day. Seems like magic
I deliver presents to all the boys and girls. From my Toy Repair Shop
statistics I find many of these gifts are broken or no longer garner a
child’s interest within months! Yet teachers find inner gifts in every
child. Teachers nurture these inner gifts until they develop into true
presents that will last a lifetime. These kinds of gifts sure seem like
magic to me!
I keep my naughty and nice list for every child. Some people believe
this job is pretty amazing! Yet when I look at the teaching profession,
teachers provide a constant evaluation of all their students! Their list
covers all the aspects of developing and learning which they report to
children’s parents and to the children themselves! This evaluation is
based on a wide variety of observations, data, and student performance.
Teachers will then use this list to help improve each and every
student! Wow, keeping track of every student’s ability and prescribing
ways to be successful must really be magic!
I leave presents to students who are on the nice list and who believe
in me. Teachers work with all children because they believe in every
student. Teachers continue to do so, even when students stop believing
in the educational system’s ability to help them achieve. That type of
persistence has got to be magic!
I have operated my workshop using the same technology for hundreds of
years and it has worked for me. Then again, I work with children when
they are asleep, delivering presents in my own way. Teachers work with
children when they are awake and they have spent time learning how to
engage children using googles, blogs, phlogs, glogs, prezis, and all
these other words I really don’t know! Being able to teach, transform,
and accommodate for this new digital generation must really be magic!
I have made it a practice to leave coal behind for children who do not
make my good list! It seems every year the same children always get the
coal. Teachers refuse to leave coal, in fact, they are working hard at
leaving no child behind. To work towards a goal of leaving no child
behind is a true act of magic!
I read the news and I am always so thankful to read all the nice
articles about my work. It really does provide me with motivation to
keep up my vocation. I read news articles about the education profession
and it seems that most articles are unsupportive. Yet, teachers keep
working hard at providing success for their students! These teachers
must be operating on a little bit of magic!
I have thousands of elves, of course the reindeer, and the community
of the entire North Pole to assist me. Teachers work every day, many
times by themselves, as they provide new opportunities for their
students! Carrying that load alone must be much heavier than my bag of
toys. It must really be magic!
I receive many a thank you and millions of pictures of happy faces as
children open their presents each year. Teachers don’t always get the
thank yous, or may never see the present get eventually opened. When
they do, appreciation may come from decades later! A thank you that
appears after many years must be the result of pure magic!
I discovered a light in Rudolph brightens up a dark, foggy, or snowy
night so that I can deliver joy to all the children across the world.
Teachers provide the light that brightens our world in both the darkest
night and brightest day! It is the light of learning and knowledge! The
ability to keep that light burning bright must take a quite a bit of
see, I have found that magic does not come easily! It is made possible
only by those who work hard and keep believing, and seek what they know
is possible! As you can see, there must be a great deal of magic in the
education profession! Please continue to keep this magic alive and know
that you are all on my good list! After all, I had to learn all that I
do from somewhere! So from across the years I know I have many teachers
to thank! Last, to all teachers across the world… I really do believe
Thanks for all the magic,
hope you enjoyed this very special message from Santa. Please take a
moment to share this letter with other educators across the world. It
will truly help bring out the magic in our profession! Please accept my
present to you, which is another year of postings by subscribing at 21centuryedtech. Feel free to follow me on Twitter (mjgormans).
Photo Credit: Chie Yu Lin, courtesy of Pardis Sabeti
Brothers David, right, and Yakir, left, Reshef developed the new
statistical tools under the guidance of professors from Harvard
University and the Broad Institute.
It is an unusual starting point for a high-profile paper in a leading
science journal: Two brothers, students a year apart at universities
down the Charles River from one another, decide to work together on a
summer project. The research unfolds through ideas scribbled on the
walls of a laboratory, insights gained during downtime working as an
emergency medical technician, and brainstorms shared at a fraternity
house in Boston.
Yesterday, the influential journal Science published the fruits of
that labor: the creation of a powerful computer program that rapidly
flags patterns and identifies correlations in huge databases, from
sports statistics to online social networks to the genomes being churned
out by science laboratories.
While it is rare for two brothers in their mid-20s to share credit as
the lead authors of a paper, the achievement demonstrates how
creativity often arises from the back-and-forth of a team, in this case,
David and Yakir Reshef, who have been collaborating since childhood.
“I think, in some sense, David and I have been
roping each other into things for our entire lives,’’ said Yakir, 24 and
a Fulbright scholar at the Weizmann Institute of Science in Israel.
The summer after his senior year at MIT, David began working with
Pardis Sabeti, a biologist at the Broad Institute who had an interest
in global health. David was developing an approach to sift through
large, international health data sets, highlighting potential
relationships between demographic information and the incidence of
infectious diseases, such as cholera or HIV.
“We just wanted a simple way to figure out what was in the data
sets,’’ said David, 25, who is pursuing a dual degree in the Harvard-MIT
Division of Health Sciences and Technology. “At first we thought we
would go find some methods that existed. It turned out to be a much more
complicated question to answer.’’
As the amount of data that comes out of the lab increases, so does
the time it takes to analyze it. Yakir Reshef and his
brother David and have developed an algorithm that will allow
researchers to comb through vast amounts of data to find results they
may not have otherwise noticed.
TriColumbia, the Mid-Atlantic’s premier endurance event production
company, partnered with WLMS to provide
triathlon instruction during physical education classes in an effort to
educate students on the experience and lifestyle benefits of triathlon.
The partnership was formalized with an official signing on September 28
at Wilde Lake Middle School in Columbia, Md. Above are pictures of our students beginning the training process.
Because of this partnership, 15 triathlon bikes have been donated to the school and our students have gained access to use the Columbia Aquatic Center to enhance their swimming skills. Thanks to TriColumbia for their support and to our amazing PE teachers Ms. Middleton and Mr. Tiffany!
The Howard County Council honored WLMS math teacher, Karen Stiller this past Monday evening for being selected Maryland's Outstanding Mathematics Teacher of the Year by the Maryland Council of Teachers of Mathematics! I want to thank Council Member Mary Kay Sigaty and the entire Council for helping to make this special recognition possible for our amazing math teacher. Way to go Karen!
In 2010, Maryland was one of the first states to adopt the Common Core Standards in Mathematics and English Language Arts. As a result of this decision, major changes to the state's curricula and assessments are beginning to take shape. One of the biggest changes is the emphasis on disciplinary literacy.
What is Disciplinary Literacy?
Disciplinary Literacy is defined by Shanahan and Shanahan (2008) as advanced literacy instruction embedded within content-areas. Disciplinary Literacy instruction engages learners with content in ways that mirror what scientists and mathematicians do to inquire and gain understanding in their disciplines.
Consequently, it has become important to review how Howard County middle schools are currently structured and determine whether changes are needed to to deliver the new state curricula for all of our students. This past week, a proposal was presented to the Board of Education that opens an important dialog about middle level education here in our community.
We know the Common Core Standards require students to be fluent thinkers, readers, and writers within the context of a variety of disciplines. Students will need to be able to read, analyze, and respond in writing to complex texts in a variety of subjects. This will require them to be familiar with the vocabulary, compositional style, and particular
structure of texts from all content subjects, as well as the larger perspectives, modes of thinking, and forms of evidence embodied in such texts. The demands of the standards will also be reflected on the new assessments, which will replace the MSA's during the 2014-2015 school year.
Currently, Howard County middle schools provide a stand alone reading class for all students. This practice has served our students very well for more than a decade. In fact, Howard County middle school students have ranked at the top or near the top in reading as assessed by the Maryland School Assessment (MSA) each and every year this state testing program has existed. However, the Common Core makes it necessary
to move away from teaching reading skills in isolation from content and
towards infusing literacy into all disciplines. In doing so, the program will move closer to providing students with the skills, knowledge, and confidence they will need to be successful in high
school and in a variety of educational and career contexts.
While basic reading skills were a foundation of the MSA, the Common Core raises the bar and requires students to use higher level reading skills outlined in disciplinary literacy. Therefore, to help our students meet the rigorous demands of the new curriculum as well as the PARCC assessments which align to the standards, it is important that we restructure the middle school program of study here in Howard County. This includes the elimination of reading as a stand alone course and providing time for content teachers to begin to address the concepts found in disciplinary literacy.
As part of the restructuring, we hope to include world language classes for 6th graders, extending access to physical education, and providing additional assistance for students who need more instruction in mathematics and/or literacy. We will continue to provide direct reading supports for those students who are reading below grade level.
The time for change is now!
Source: Howard County Public Schools Middle School Report, 2011
I had the opportunity on Tuesday to meet Secretary Duncan and Alexa
Posny, assistant secretary for special education and rehabilitative
services, on a visit to Wilde Lake High School in Columbia, Md. During
the visit, Duncan and Posny observed classrooms and joined in a
discussion with students, parents and community members about the
importance of inclusion and closing the achievement gap for students
with disabilities. The discussion was facilitated by Patty Daley,
director of special education from the Howard County Public School
System (HCPSS) and James LeMon, principal at Wilde Lake.
During the discussion, Duncan and
Posny probed students with a
variety of questions aimed at drilling down to the reasons why students
at the high school have been so successful, with a particular focus on
the tremendous gains that Wilde Lake has made in the achievement
measures of its special education students. Secretary Duncan observed
that the faculty here is “absolutely committed to making sure that every
fulfills their academic and social potential.” When Alexa asked the
students on the panel what makes special education students so
successful at Wilde Lake, one student shared that the cultural stigma of
being a special ed student had been eliminated and declared that it had
been taken over by the notion that, “I am a student!” We know that
Wilde Lake takes this belief very seriously, as more than 90 percent of
their students spend more than 80 percent of the school day in a general
Through the discussion, we learned that the staff at Wilde Lake, led
by Principal LeMon and supported by Patty Daley, has taken extraordinary
measures to establish and promote a culture of acceptance and
individualized instruction within their school programming. They have
taken purposeful steps to engage families in a meaningful way, even
including them as stakeholders in professional development activities.
The school community has a strong belief that each individual is a
stakeholder. They routinely analyze student data, make instructional
decisions based upon this data, and identify targeted interventions
aimed both at supporting students who are falling behind and enriching
those who need an extra push. They use research-based instructional
practices to maximize the learning for all of their students, citing the
use of Classroom Focused Improvement Process (http://www.blogger.com) as one example.
This targeted, “laser” focus of both Wilde Lake and HCPSS, led by the
district’s superintendent, Dr. Sydney Cousin, has enabled an effective
mainstreaming environment for all students with disabilities,
recognizing that they can and should succeed. They have developed an
expectation that all students are self-advocates.
Assistant Secretary Posny noted in her opening remarks that, “There is a greater tragedy
than being labeled as a slow learner, and that is being treated like
one.” Students with disabilities at Wilde Lake are not treated like slow
learners, but are treated as equal partners in education with the same
expectations for success as their peers. Truly, the mantra “I am a
student!” is a pervasive part of the culture, and in that regard Wilde
Lake should be a model for all schools across the country. (Source: Greg Mullenholz, a Teaching Ambassador Fellow with the U.S. Department of Education.)
Thanksgiving is one of my favorite holidays! I love its simple premise that we gather with the ones we love to give thanks for our many blessings. There’s no need to exchange gifts and few expectations beyond a properly cooked turkey, stuffing and a large enough TV to watch the football games. It is a day where we can focus on the people we love as we sit across from them and enjoy good conversation, laughter and a deliciously cooked meal. It is a wonderful opportunity for each of us to express how thankful we are for family, friends, and those we work with.
With this in mind, I wanted to thank the staff of Wilde Lake Middle School, the central office staff of the HCPSS, my McDaniel friends, my amazing wife, my incredible kids, my mom and dad and all of the wonderful people who read this blog whom I don't know. I am thankful for each of you and I am wishing you a wonderful Thanksgiving Day.
Here is my Principal TOP 10 List of what I am thankful for as
I head into the 2011 Thanksgiving Break.
I am thankful for:
11. High fives and pounds from students, the daily laughs in the front office, working out solutions to problems, and seeing growth in faculty while initiatives move forward.
10. WLMS parents who are overwhelmingly positive about what we do here and when they are critical, they do it kindly.
9. A staff full of professionals who not only work hard but are still hungry to learn more.
8. Our custodial crew for keeping our school looking so beautiful!
7. The new teachers who have entered our WLMS community and have brought new ideas and fresh energy.
6. The students who are generally responsible, respectful, ready, safe and eager to learn.
5. The WLMS Leadership Team who are able to give me advice and counsel with a perspective unlike any one else’s.
4. The front office staff here at WLMS. Need I say more?
3. The talented content team leaders (Lindsay, Brett, Emily, Laura and Lauren!)
2. The hard working and amazing grade level team leaders (Joanna, Jeanette and Damisha!)
1. Lisa, Ann and Michele for helping me each and everyday!
Of course, this is not an exhaustive list, and, it is more than 10!
IN recent years, we’ve been treated to reams of op-ed articles about how
we need better teachers in our public schools and, if only the
teachers’ unions would go away, our kids would score like Singapore’s on
the big international tests. There’s no question that a great teacher
can make a huge difference in a student’s achievement, and we need to
recruit, train and reward more such teachers. But here’s what some new
studies are also showing: We need better parents. Parents more focused
on their children’s education can also make a huge difference in a
How do we know? Every three years, the Organization for Economic
Cooperation and Development, or O.E.C.D., conducts exams as part of the
Program for International Student Assessment, or PISA, which tests
15-year-olds in the world’s leading industrialized nations on their
reading comprehension and ability to use what they’ve learned in math
and science to solve real problems — the most important skills for
succeeding in college and life. America’s 15-year-olds have not been
distinguishing themselves in the PISA exams compared with students in
Singapore, Finland and Shanghai.
To better understand why some students thrive taking the PISA tests and
others do not, Andreas Schleicher, who oversees the exams for the
O.E.C.D., was encouraged by the O.E.C.D. countries to look beyond the
classrooms. So starting with four countries in 2006, and then adding 14
more in 2009, the PISA team went to the parents of 5,000 students and
interviewed them “about how they raised their kids and then compared
that with the test results” for each of those years, Schleicher
explained to me. Two weeks ago, the PISA team published the three main findings of its study: “Fifteen-year-old students whose parents often read books with them
during their first year of primary school show markedly higher scores in
PISA 2009 than students whose parents read with them infrequently or
not at all. The performance advantage among students whose parents read
to them in their early school years is evident regardless of the
family’s socioeconomic background. Parents’ engagement with their
15-year-olds is strongly associated with better performance in PISA.”
Schleicher explained to me that “just asking your child how was their
school day and showing genuine interest in the learning that they are
doing can have the same impact as hours of private tutoring. It is
something every parent can do, no matter what their education level or
For instance, the PISA study revealed that “students whose parents
reported that they had read a book with their child ‘every day or almost
every day’ or ‘once or twice a week’ during the first year of primary
school have markedly higher scores in PISA 2009 than students whose
parents reported that they had read a book with their child ‘never or
almost never’ or only ‘once or twice a month.’ On average, the score
difference is 25 points, the equivalent of well over half a school
Yes, students from more well-to-do households are more likely to have
more involved parents. “However,” the PISA team found, “even when
comparing students of similar socioeconomic backgrounds, those students
whose parents regularly read books to them when they were in the first
year of primary school score 14 points higher, on average, than students
whose parents did not.”
The kind of parental involvement matters, as well. “For example,” the
PISA study noted, “on average, the score point difference in reading
that is associated with parental involvement is largest when parents
read a book with their child, when they talk about things they have done
during the day, and when they tell stories to their children.” The
score point difference is smallest when parental involvement takes the
form of simply playing with their children.
These PISA findings were echoed in a recent study by the National School
Boards Association’s Center for Public Education, and written up by the
center’s director, Patte Barth, in the latest issue of The American School Board Journal.
called “Back to School: How parent involvement affects student
achievement,” found something “somewhat surprising,” wrote Barth:
“Parent involvement can take many forms, but only a few of them relate
to higher student performance. Of those that work, parental actions that
support children’s learning at home are most likely to have an impact
on academic achievement at school.
“Monitoring homework; making sure children get to school; rewarding
their efforts and talking up the idea of going to college. These parent
actions are linked to better attendance, grades, test scores, and
preparation for college,” Barth wrote. “The study found that getting
parents involved with their children’s learning at home is a more
powerful driver of achievement than parents attending P.T.A. and school
board meetings, volunteering in classrooms, participating in
fund-raising, and showing up at back-to-school nights.”
To be sure, there is no substitute for a good teacher. There is nothing
more valuable than great classroom instruction. But let’s stop putting
the whole burden on teachers. We also need better parents. Better
parents can make every teacher more effective.
The Howard County school system is considering major changes to its
middle school class schedule that include discontinuing reading as a
stand-alone subject for most students, school officials said.
addition, the school day might be reduced from eight instruction periods
to seven 50-minute periods, with physical education classes held every
The proposed changes are part of the system's efforts
to implement the common core curriculum, adopted by the Maryland State
Board of Education last year for math and English language arts. The
common core is a nationwide set of shared goals and expectations for
students at each grade level.
This past Wednesday evening, we conducted our annual National Junior Honor Society Induction Ceremony. It was really a wonderful event. It is great to have an opportunity to celebrate the many talented young scholars we have here at WLMS. In addition, attendees had the opportunity to hear about all the great acts of service each inductee is doing to improve our community.
I want to thanks Ms. Baldwin and Mr. Merrills for organizing this event for our school and serving as the advisers for this amazing group of students.
As millions of Americans search for work, and millions more scrape by
to make ends meet, researchers affiliated with two Washington think
tanks -- the American Enterprise Institute and the Heritage Foundation
-- have recently announced a "finding" that defies common-sense:
America's teachers are overpaid by more than 50 percent.
The new paper from Jason Richwine and Andrew Biggs fails on several
levels. First, it asks the wrong question. Second, it ignores facts
that conflict with its conclusions. Lastly, it insults teachers and
demeans the profession.
Instead of asking whether teachers are overpaid, Richwine and Biggs
should have asked what it would take to recruit and retain highly
effective teachers for all students. Surveys show that many talented
and committed young people are reluctant to enter teaching for the long
haul because they think the profession is low-paying and not prestigious
McKinsey & Co. did a study (PDF)
last year comparing the U.S. to other countries and found that
America's average current teacher salaries -- starting around $35,000
and topping out at an average of $65,000 -- were set far too low to
attract and retain top talent.
The McKinsey report found that starting teacher salaries have not
kept pace with other fields. In 1970, beginning New York City lawyers
earned $2,000 more than first-year teachers. Today, a starting lawyer
there can earn three or four times as much as a beginning teacher.
Money is not the reason that people enter teaching. But it is a
reason why some talented people avoid teaching--or quit the profession
when starting a family or buying a home. Other high-performing nations
recruit teachers from the top third of college graduates. That must be
our goal as well, and compensation is one critical factor. To encourage
more top-caliber students to choose teaching, teachers should be paid a
lot more, with starting salaries more in the range of $60,000 and
potential earnings of as much as $150,000.
Great teachers stand at the summit of one of the hardest, most
challenging, and most consequential professions for our children and the
country's future economic prosperity. They deserve our respect and
should be well-remunerated. Nevertheless, through tortured analysis,
and in some instances a disregard of their own data, the authors of this
new study reach a predictably contrary conclusion.
Traditionally, economists have analyzed teacher pay the same way they
analyze pay in other professions--they have compared the pay of
teachers to workers with similar education and work experience. Like
many before them, Richwine and Biggs found that teachers did indeed
receive lower pay than similarly educated workers -- almost 20 percent
I agree that educational credentials are not the best measures of
teacher effectiveness -- but the researchers go on to assert that
teachers should not be compared to workers with similar educational
credentials because teachers do not score as well on the Armed Forces
Qualifications Test. Setting aside the fact that the AFQT does not
measure teacher effectiveness, it is insulting and demeaning to argue
that teachers are not smart enough to receive market compensation
comparable to their peers based on the results of a test that most of
them took as teenagers.
The researchers also ignored a chart in their own paper showing that
teachers have similar overall benefit packages to private employees.
Unhappy with those findings, they then exaggerated the value of teacher
compensation by comparing the retirement benefits of the small minority
of teachers who stay in the classroom for 30 years, rather than
comparing the pension benefits for the typical teacher to their peers in
Finally, they appeared to create out of thin air an 8.6 percent "job
security" salary premium for teachers -- despite the fact that hundreds
of thousands of education jobs were lost in the recession and teachers
continue to face layoffs.
By the end of this decade, more than half of America's 3.2 million teachers are expected
to retire. That demographic shift presents a stiff challenge and a
special opportunity. States, districts, and schools have a
once-in-a-lifetime chance to modernize the teaching profession and
expand the talent pool. But doing so will require dramatic change in the
way we recruit, train, support, evaluate, and compensate teachers.
I agree with Richwine and Biggs on one point. If teachers are to be
recognized and compensated as professionals, states and school districts
must shift away from a blue-collar assembly line model of
compensation--and do more to reward effectiveness and performance in the
classroom. A performance-based compensation model will enable great
teachers to earn more, justify higher salaries, and raise the stature of
Americans need and deserve an honest, open debate about the teaching
profession, framed by evidence, not ideologically-tilted studies like
this one. The debate in Washington today should be about how to
judiciously invest in education. How can we best modernize schools with
crumbling infrastructure so they can teach 21st century skills? How can
we keep teachers in classrooms, instead of on unemployment lines? And
yes--even when budgets are tight--how can we make teaching a more
attractive career and elevate the profession?
The answer to these questions cannot be to cut teacher pay and put
tens of thousands of teachers out of work. Even in a time of fiscal
austerity, education is more than just an expense. It's an investment
in the future.
Arne Duncan is the U.S. Secretary of Education
This post was updated on November 10, to more accurately reflect the authors of the study.
Secretary Duncan will be coming to Wilde Lake High School this week. I have been invited to attend a briefing that he will conduct this coming week. I am looking forward to the opportunity to meet him and hear the message he will deliver.
I continue to learn many lessons in the middle! I have learned that middle school teachers are some of the most amazing people I know. I have learned that despite the widely held belief that public schools in America are not succeeding, I see children working hard and meeting rigorous academic standards on a daily basis. I have learned that if I were to be accused of a crime (I hope this will never be the case), I want a jury comprised of 7th and 8th graders. Without question, students in these two grades believe deeply in fairness and justice for all. I have learned that creating positive relationships with students, staff and parents is the key to success. I have learned that being a middle school educator allows me to have a front row seat to witness some pretty hilarious situations as well as those issues that are very sensitive and often life altering.
As a veteran middle level leader, I can say that I have the best job in the world. I have the opportunity to touch lives, teach valuable life lessons, plant seeds of hope, develop innovative programs and sip from the fountain of youth on a daily basis. Often, I have been told by my friends that I should write a book about my experiences. Since I don't have a lot of spare time these days, I have decided to BLOG instead. I hope to share various experiences, opinions and beliefs on a regular basis (probably less than regular basis).
If my writings should be of interest to you, I hope you will drop me a comment or two in the appropriate place. In this era of being able to reach the entire world through the world wide web, I am counting on the fact that I will attract a few comments.
I am the Instructional Director of Middle Schools in Frederick County Maryland. From 1987-2012, I served in various roles in the Howard County Public School System, including: teacher, team leader, assistant principal and Principal. In 2007, I was awarded the Washington Post’s Distinguished Educational Leadership Award/Howard County Principal of the Year and most recently I received the 2008 Howard County Outstanding Technology Leader in Education Award. I am a member of two boards: Past President of the University of Maryland’s College of Education Alumni Board and the McDaniel College’s Teacher Education Advisory Board. In 2008, I started teaching one of the Intro to School Administration classes at McDaniel College in Westminster, Maryland.
I am a life-long Washington Redskin fan and I love to root against the Cowboys. I am also an avid blogger.
But most importantly, I am the proud father of two wonderful and amazing kids! I am also fortunate to have a very supportive wife who also happens to be my best friend.
I am always excited to share and collaborate! I have been asked to present to students, teachers, parents and leaders in the educational world and beyond. As both a trainer and a keynote presenter, I have had the opportunity to deliver workshops on topics like:
Leadership Engaging the Millennial Learner Leading from the Middle School Improvement Made Easy (Well Sort Of…) High Impact PD
Some of the organizations I have had the privilege to work with are: Iksan City Public Schools, South Korea University of Maryland, College Park, Maryland McDaniel College, Westminster, Maryland Michigan City Public Schools, Michigan City, Indiana National Middle School Association MSET/MICCA NECC/ISTE Montgomery County Department of Recreation, Rockville, Maryland Maryland Association of Student Councils
For more information about these programs and others I can offer, please email me at email@example.com
This is a personal blog. The views represented herein are that of the blogger, and do not represent the views of the blogger's employer(s). Furthermore, the views expressed herein should not be imputed to any volunteer boards or other community associations to which the blogger may belong. Comments presented on these pages may be attributable to outside users. If you have questions or concerns about this blog, please feel free to contact me at firstname.lastname@example.org. Thank you!