TEACHING TODAY

Winter 2017, Volume 1

WISCONSIN’S 4K–12 EDUCATION CONNECTION

A n n ou n c in g t h e w in n er s o

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t s e t n o C r e e r a C m a e the 2016 Dr fro m T eac h in g T o day W I! High School Contest Winners:

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e would like to say a big hearty thank you to all of the high school students and middle school students that shared their Dream Careers with us! Again this year, choosing the Winning and Honorable Mention entries was a very difficult task. As always, some entries brought a laugh, a smile and even a tear. Never before were there more tears and smiles than for this school year’s contest. This competition was open to the middle school students as well as the high school students. There were many wonderful essays from the older students but we were pleasantly surprised at the number of middle school entries! We got “snowed under”. Due to the increased number of winning essays we are including four from each age group (8) in this issue. The next issue will have the other four winners and we will start to publish the Honorable Mentions with the rest coming out in early spring. Winning essays can be found on pages 10–13 of this issue. It is an honor to be able to share these dreams with you, our readers, and without further ado here they are.

The six winners of $200.00 each from Teaching Today WI are: Tyler A. — Automotive Technician, Monticello School District Anna W. — Music Educator, Greenfield School District Karl S. — Civil Engineer, Monticello School District Katherine C. — Financial Manager, Luck School District Leah M. — Pediatrician, New Berlin School District Abbigail R. — Lawyer, New Berlin School District The six Honorable Mentions and winners of $75.00 each from Teaching Today WI are: Nathan P. — Chemist, Cornell School District Kaitlyn G. — Musician, Gilman School District Anna N. — Make a Change, Greendale School District Anna K. — Political Journalist, Greendale School District Amelia H. — Accounting, Luck School District Caitlin B. — Clinical Pharmacist, New Berlin School District

Middle School Contest Winners:

The six winners of $100.00 each from Teaching Today WI are: Katelyn V. — Veterinarian, Green Bay School District Anthony D. — NFL Player and Humanitarian, River Ridge School District Madelyn P. — Trauma Surgeon, Northland Pines School District Josie L. — President of the United States, Wisconsin Rapids School District Annabelle S. — Novelist, StanleyBoyd School District John S. — Chef, Cuba City School District The six Honorable Mentions and winners of $25.00 each from Teaching Today WI are: Morgan B. — Veterinarian, Cuba City School District Mikey K. — Sports Statistician, Stanley-Boyd School District Maria C. — Psychiatry, Abbotsford School District Matthew C. — Automotive Engineer, New Berlin School District Rose T. — Veterinarian, Northland Pines School District Lauren P. — Teacher, Cuba City School District

Read the Winning Essays beginning on Page 10!

thank you to our advertisers for your generous support! Meemic Foundation • Angel On My Shoulder • Concordia University Wisconsin • UW Platteville • Carthage College UW Milwaukee • Marquette University Opus College of Engineering • Bellin College • Bemidji State University Destinations Career Academy • WEA Credit Union • Kohl’s Wild Zoo • Chippewa Valley Orthopedics & Sports Medicine Wisconsin School Counselor Association • WEA Member Benefits • Penfield Children’s Center

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Electronic Edition: www.teachingtodaywi.com

Hurry, all nominations for the current grant round must be made by March 31, 2017.

Teaching Today Wisconsin | Winter 2017, Volume 1

TEACHING TODAY WI

™

Publisher/Editor: Renee Feight Editor: Andria Reinke PAGE COMPOSITION: Andrew Clausen WEBMASTER: Scott Bayerl SPECIAL ASSISTANT: Allie Zacharias Account Executive: Shaw Liljeqvist Please direct articles, advertising, questions or comments to: Teaching Today WI™ PO Box 1704 Eau Claire,WI 54702 Phone/Fax 715-839-7074 www.teachingtodaywi.com

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From the Teaching Today WI™ Educational Blog

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Meemic Grants The Meemic Foundation has partnered with Office Depot®/Office Max to provide up to $500 for supplies for a school* you wish to honor. Foundation Club members can apply for a For Our Schools grant through March 31, 2017.

The opinions expressed in Teaching Today WI™ are not necessarily the opinions of Teaching Today WI™. We reserve the right to edit any and all materials submitted due to grammar, content and space allowances. Articles, photos and artwork submitted to Teaching Today WI™ are assumed to be released by the submitter for publication.

Teaching Today MN™ Transportation Today WI™ Manufacturing Today WI™

Schools Tackling the Benefit of STEM Programming at an Early Age . . . . . . . . . . . . Page 5

Dream Career Contest Winners

Logan High School Students Building Exoskeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6

Watch our Facebook and blog pages for the winning essays and more. It was so very difficult to choose! In the coming months we would like to share some of the other essays with you and we hope you will enjoy them as much as we did.

Innovation, Design, Engineering in Sheboygan Falls . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 8 Building Bridges at Phoenix Middle School . . . . . . Page 8 Dream Career Essays . . . . . . . . . . . . . . . . . . Pages 10–13 Wisconsin has Eight New National Board Certified Teachers (Part 1) . . . . . . . . . . . . . Page 14 Educator’s Roadmap . . . . . . . . . . . . . . . . . . . . . . . Page 16

CONNECT WITH TEACHING TODAY WI™!

Please direct all inquiries to: [email protected] Teaching Today WI™ is an independent publication for educators.

In this Issue

Watch for updates, contests, grant deadlines, and breaking news!

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Four Educators are Wisconsin Finalists for Presidential Teaching Awards . . . . . . . . . . . . . Page 16 Kimberly Area School District Receives Platinum Well Workplace Award . . . . . . . . . . . . . . Page 17 Hour of Code: Piquing Student Interest in a High-Demand Career Field . . . . . . . . . . . . . . Page 18 Critical Conversations . . . . . . . . . . . . . . . . . . . . . . Page 19 Karen Grieve is the 2017 Wisconsin School Counselor of the Year . . . . . . . . . . . . . . . . Page 19 New Tutoring Program is ‘Paying It Forward’ . . . . Page 20 Big Bend Elementary in Mukwonago District Works to Nurture Literacy . . . . . . . . . . . . Page 20 Reading To Succeed . . . . . . . . . . . . . . . . . . . . . . . Page 22

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Electronic Edition: www.teachingtodaywi.com

Apply for a

Grant

Meemic Grants The Meemic Foundation has partnered with Office Depot®/Office Max to provide up to $500 for supplies for a school you wish to honor. Foundation Club members can apply for a For Our Schools grant through March 31, 2017, with the selection of grant recipients made no later than May 1, 2017. Grant recipients will receive special instructions on how to purchase their supplies through Office Depot®/Office Max. The grant must be used with Office Depot®/Office Max by September 30, 2017. Through our partnership with Office Depot®/Office Max, the For Our Schools Grant program will provide up to $500 that can be used for any and all of the winning school’s needs. Ready to get started? Login to your Foundation Club member account to apply for the For Our Schools grant. Not a Foundation Club member? It’s easy to join. Register now! Website: www.meemic.com/the-meemicfoundation

AIAA Foundation Classroom Grant Program The AIAA Foundation Classroom Grant program promotes aerospace education activities in classrooms from kindergarten through grade 12. The program encourages development of innovative aerospace activities within the prescribed curriculum. Grants up to $250 are awarded Deadline: Applications are due February 12, 2017 Website: www.aiaa.org/Secondary. aspx?id=4184

Air Force Junior ROTC Grants The Air Force Association Junior ROTC (AFJROTC) grant program was established to promote aerospace education throughout classrooms and units. Applications are judged by the importance and the impact the selected aerospace activity will have on students. Funds may be used for any aerospace education related activity from purchasing textbooks or videotapes, to going on a field trip to an aerospace museum, Air Force base, or other aerospace facility. Grants up to $250 are awarded Deadline: Applications are due February 10 and October 10, annually Website: www.afa.org/afa/informationfor/ teachers/k12grants/airforcejuniorrotcgrant

Toshiba America Grant Program for 6–12 Science and Math Educators Toshiba America Foundation accepts applications from teachers who are passionate about making science and mathematics more engaging for their students. The foundation seeks to support teachers by providing funds to support classroom projects. The foundation strongly encourages projects planned and led by individual teachers or teams of teachers for their own classrooms. Successful projects tap into the natural curiosity of students, enable students to frame their own scientific questions, and incorporate the expertise of community partners. Applications must be for project-based learning. Grants up to $5,000 are awarded Deadline: Applications accepted year-round Website: www.toshiba.com/taf/612.jsp

Education, Youth, and Development Grants The Bridgestone Americas Trust Fund makes grants in the areas of education, child development and welfare, and the environment and conservation. Examples of previously funded programs include expanding music education for students in kindergarten through grade 12 and promoting professional development for music teachers; hands-on botanical and art museum experiences for children who are underserved; and employment and leadership support for people with intellectual and developmental disabilities. Deadline: Applications accepted year-round Website: www.bridgestoneamericas.com/en/ corporate-social-responsibility/community

ecoTech Grants The Captain Planet Foundation, Inc. (CPF) is offering grants through a competitive program for schools and nonprofit organizations. Grants are awarded to support inquiry-based projects in science, technology, engineering, and mathematics (STEM) fields that leverage technology or use nature-based designs to address environmental problems in local communities. Seventeen grants of $2,500 each are awarded Deadline: Applications are due March 15, annually Website: captainplanetfoundation.org/ ecotech-grant

More Grants on Page 21

“I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world.”

— Neil Gaiman

Teaching Today Wisconsin | Winter 2017, Volume 1

STEM — Engineering

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Schools Tackling the Benefit of STEM Programming at an Early Age By Glenn W. Schilling, Ph.D., Superintendent Hartland-Lakeside J3 School District The latest trend streaming across educational venues is STEM, Science, Technology, Engineering, and Math. As a long time educator, I have witnessed a plethora of educational ‘fads,’ that promised to be the essential component of learning come into the educational arena, only to dwindle from eye after a few years. Thus, it’s prudent to ask if this too will pass to the wayside of educational buzzwords and sound bites that offer little to real learning? What would set STEM learning apart from recent educational hits such as Twentyfirst Century Skills, Blended Learning, and Professional Learning Communities, as well as a host of other reform methods? In my experience and professional view, there is one key aspect of STEM that all the others lack in practicality, and that is a strong and direct connection to real world application. So why is STEM different? In a CNN interview, Scientist Neil deGrasse Tyson, summed it up eloquently stating, “Innovation and creativity in science, technology, engineering, and math will be the drivers of tomorrow’s economy…. Jobs, and if you are not a participant on that frontier, you will trail behind it and possibly get left behind entirely,” January 2013. That is a powerful statement that has major implications for edu-

cation. Further, SuJeet Chand, Senior Vice President and Chief Technical Officer at an industrial automation company, stated at a 2015, Automation fair, “We live in a world that is driven by technology, so the people working have to have more STEM knowledge. What we really need are students who can come out of college with a passion to apply their mathematics knowledge quickly.” I cannot think of any trend that so profoundly emphasizes the importance of skills being taught in school that directly connect to the career and workforce future of our children as STEM does. Yes, the content areas of reading, science, humanities, math, and the arts have always been important to our children’s education, and that will continue. But having a STEM conceptual framework in the curriculum, especially at an early age, is linked to what is currently happening in our economy and across the globe. As stated in the Occupational Outlook Quarter, “Data from the U.S. Bureau of Labor Statistic (BLS)… Employment in occupations related to STEM — science, technology, engineering, and mathematics — is projected to grow to more than 9 million between 2012 and 2022. That’s an increase of about 1 million jobs over 2012 employment levels,” (Spring 2014 — www. bls.gov/ooq). This is supported by reports from the U.S. Department of Commerce,

Economics and Statistics Administration that, “STEM occupations are expected to grow by 17% from 2008 to 2018, compared to 9.8% growth for non-related STEM occupations,” (July 2011). These are just a couple of many indicators regarding the importance of having students engaged in STEM curricular programming. (www. esa.doc.gov/sites/ defalut/files/stemfinalyjuly14_1.pdf) Over the past several years, STEM and Robotics curriculum have mainly been restricted to middle and high schools. However, districts such as Hartland-Lakeside understand that early exposure and experience with engineering concepts and STEM related instruction must begin at an early age. In April of 2016, Hartland-Lakeside put forth a plan that would develop engineering centers in a Kindergarten thru second grade school and one in their third thru fifth grade building. Further, the middle school added a full

robotics lab in addition to their current STEM lab. What’s more important is that the district is implementing a science and engineering curriculum that will attend to STEM learning. During this school year, children in digital classrooms in kindergarten through fifth grades will begin working with coding and robotic programming. Yet, all students in the district will have opportunities to

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ENGINEERING — A FUN WAY TO LEARN. K–12 Outreach and Academics Problem-solving, critical thinking and creativity — those are the hallmarks of the outreach and academic programs offered by Marquette’s Opus College of Engineering. We offer a variety of courses to challenge students of all ages, as well as continuing education for teachers. Students can expect to solve challenging problems, explore the world of engineering and have fun learning something new. Regardless of their age, students leave the program thinking differently and understanding how they can make a difference as an engineer. All of our programs take place in Engineering Hall, the state-of-the-art home to the Opus College of Engineering on Marquette’s campus. Programs • High School Leadership Program • K–12 School Visits • K–12 Engineering Academies • Continuing Education for Teachers • Community Partnerships Learn more about the programs available and view schedules at marquette.edu/engineering/k12-outreach.

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STEM — Engineering

Electronic Edition: www.teachingtodaywi.com

Logan High School Students Building Exoskeleton

Nick Marcou Community Outreach Coordinator School District of La Crosse The PLTW Digital Electronics class at La Crosse Logan High School is partnering with local industries to design and build a Repetitive Work Exo Arm. Exoskeletons contain rigid and resistant components that fulfill a set of functional roles including protection, support, and as an assistive technology to improve the quality of life. They are fabricated out of steel or aluminum and move with the use of actuators or servo motors. A microcontroller is separately programmed dependent on the function of

the exoskeleton. “Working with our business partners to create high level engineering projects of this nature generates a more authentic learning experience for our students,” said Logan High School Technology and Engineering teacher Steve Johnston. The students will focus on designing, programming, and fabricating an Exo Arm with the following targeted goals – create an authentic engineering learning experience, design and fabricate an Exo Arm for a repetitive work related job (grinding) in manufacturing, and with the completed arm be able to relieve the tension and lifting forces that a worker experiences with a grinding operation. “The project is incredibly interesting because of the practical application of our work,” said Logan High School junior Ben LeDocq. “Everyone in this class is here to learn something, whether that be electronics, engineering, or math and this is a real life use of the skills we are learning. If we do continue into careers in these fields, what we are doing now with this project will help us see what the process is, because it’s very different to sit in a classroom and learn about something compared to actually doing it.”

STEM Programming at an Early Age Continued from Page 5

learn and apply knowledge of engineering as part of their weekly curriculum. The district strongly feels that having designated centers and space designed for teachers to guide students in the application of engineering concepts was essential for students learning of STEM processes. The Hartland/Lakeside District has been involved in Robotics for several years, and has many teams from fourth grade through eighth compete in Lego and Flex Robotic competitions. They have also been active in annual competition in Fluid Challenge. The district anticipates that students’ experiences with engineering and STEM learning will grow rapidly over the next two years and they hope that connecting with manufacturing companies in the greater Hartland area will enhance their objective of preparing children for post high school and college careers. Research indicates that girls generally shy away from robotic STEM courses compared to boys in high school and college careers. According to a 2016 report from the National Girls Collaborative Project, “Women remain underrepresented in the science and engineering workforce,” (https:// ngcproject.org/statistics). A 2016 article in The Atlantic, corroborates that “Girls and women are underrepresentation in STEM,

advanced coursework, degree programs, and Careers.” However, what’s interesting is that the data indicates that girls do just as well and even better on early science and math assessments. Moreover, there are many other groups that are not represented well in STEM programs, such as minorities and those social economic conditions. (May 2016 Educational Writers Association). Hartland-Lakeside is applying strategies that will heighten and maintain the interest girls in STEM programs, beginning in kindergarten and through high school into college. But the district is also focusing engineering and science concepts to all students beginning at the four-year-old kindergarten level. By making STEM fun, challenging, and exciting, the district anticipates that their STEM curriculum will be a beneficial and significant learning experience for students from all backgrounds and genders.

www.hartlake.org (262) 369-6700

The Exo Arm will be designed and fabricated at Logan High School in the Technology and Engineering Department. The businesses will provide technical support and help define the parameters of the project. In recent years, the PLTW Digital Electronics class has worked on projects to build remote-operated underwater and

aerial vehicles, as well as a self-driving car. The project’s targeted completion date is the summer of 2017.

www.lacrosseschools.org (608) 789-7600

anufacturing TODAY

wi™

In Manufacturing Today™ WI, you and your students will explore the world of manufacturing in Wisconsin, including: Manufacturing events in Wisconsin Manufacturing careers Manufacturing in K–12 schools.

Look for Manufacturing Today™ WI in your classroom with the next issue of Teaching Today WI™

www.manufacturingtodaywi.com

Teaching Today Wisconsin | Winter 2017, Volume 1

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Science, technology, engineering, and mathematics are among the fastest growing fields today.

DISCOVER HOW THE COLLEGE OF ENGINEERING, MATHEMATICS AND SCIENCE CAN PREPARE YOU FOR A CAREER IN STEM In the College of EMS, you will find: u High-quality STEM programs in: • Broadfield Science • Chemistry • Computer Science • Engineering (Civil, Electrical, Environmental, Industrial, Mechanical, Physics, and Software) • Mathematics • Sustainable and Renewable Energy Systems u Excellent professors offering personal attention in an engaging educational environment u Real-world experiences through hands-on laboratories, internships and co-ops, and undergraduate research opportunities u Study abroad opportunities including humanitarian engineering projects all over the world u Award winning student success programs, providing a wide array of services designed to enhance your college experience

EVERY DAY IS A GREAT DAY TO BE A PIONEER 877.UWPLATT • WWW.UWPLATT.EDU/EMS

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Choose a DAILY CAMPUS VISIT or register to attend the following event: SATURDAY, APRIL 8 Pioneer Preview Find us on

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STEM — Engineering

Electronic Edition: www.teachingtodaywi.com

Innovation, Design, Engineering in Sheboygan Falls

A demonstration of the 33 ton plastic injection molding machine in the new Innovation and Design Center.

Sheboygan Falls School District Thinking like engineers means taking a project from concept to reality, with planning, creativity, collaboration, and problem-solving in between. Going beyond the limited benefits of specific technical skills that may be needed right at this moment, the overarching ability to think like an engineer will benefit students and the workforce for many years to come, through industrial sea-changes and technological advances. That’s how Jean Born sees it. The superintendent of Sheboygan Falls School District, she’s been in discussions with educators and business partners for about three years on how to improve

engineering and manufacturing education in the district. Rather than limit discussions to a few technical courses at the high school level, the district expanded its vision to implement a K–12 curriculum to help students learn to think like engineers. Beginning at the elementary level and continuing through high school, kids in Sheboygan Falls learn about the thinking, planning, and doing that goes into creating a product. Project-based learning, maker spaces, STEM education, and the FIRST Lego/FIRST Robotics programs help achieve that goal. Community partners from local businesses talk to students about real-world applications.

Another key piece is enhancing off-site, experiential, work-based learning. The district unveiled, this fall, a new Innovation and Design Center in a room which used to be the high school auto shop. To start, this room will be a place for high school students to apply their engineering thinking in a hands-on way – conceptualizing, planning, and creating things that didn’t use to exist. The new center will allow the high school to offer a Computer Aided Design and Engineering class next fall for the first time. Students taking the STEM Geometry class will also be using the equipment in the lab. And members of the county-wide robotics team, which is hosted by Sheboygan Falls, will be using state of the art robotics equipment to build their projects. Other engineering classes will be added later, and eventually, younger grades may also use the facility. Starting with computer-assisted design and moving all the way into creating something is quite an attraction, according to Sophomore Raymond Kulow as quoted in a story by WHBL radio. Kulow thinks the new facility will help students connect with good careers they enjoy. “They’ll learn how to make stuff in computers, and they’ll see how it comes from what they make on the computer into a part, and it’ll be something they physically can hold,” he told WHBL. One of the highlights of the new lab is a 33-ton plastic injection molding machine, identi-

cal to ones used in industrial facilities, that comes to the high school through a partnership between the district and a local manufacturing company. According to the machine’s manufacturer, this is the first time this exact unit has ever been used in a high school. The manufacturer and Sheboygan Falls have worked together before including collaborating on a highly successful summer externship program for teachers where educators spend a week touring the company and its suppliers and learning more about the manufacturing process and the types of careers available there. Over the summer, teachers of science, mathematics, engineering, and technology education got together to create curriculum integrating the Innovation and Design Center into their courses. The State Superintendent attended the design center’s ribbon-cutting, and commended the approach. He has often commented on the educational power of learning to “think like” a professional in a given field. He also noted that Sheboygan Falls is lucky to have a large number of local companies who partner on curriculum and equipment needs. Source – Wisconsin DPI ConnectEd

sheboyganfalls.k12.wi.us (920) 467-7893

Building Bridges at Phoenix Middle School

Courtesy of Delavan-Darien School District Science, Technology, Engineering and Math (STEM) all rolled into one project! The opening of the new Fab Lab at Phoenix Middle School has opened up new opportunities for Science, Technology Engineering and Math lessons. All four subject areas were recently

blended together into one extraordinary learning activity for a group of advanced seventh grade math students in Mr. Steve Fouts’s class. Two sections of math students constructed balsa-wood bridges in a friendly competition to see which group could hold the most weight. Each bridge also had to

meet other mathematical and engineering requirements, such as being able to span an eightinch gap, use no wooden pieces longer than 12 inches, and each bridge needed to have a variety of required geometric figures incorporated into its design. The students first had to make and test an initial prototype, which they did over the first three days of the activity. Then, they had three more days to analyze what went wrong and how to improve on the design before fixing it or rebuilding it and testing a second time. Some of the bridges — made with just 1/8th-inch wood and glue, held more than two pounds of water hanging from it in a five-gallon bucket. Despite seeing their hours of hard work destroyed under the weight of a bucket of water, the students really enjoyed the research, creativity and learning that were a part of the Phoenix Fab Lab STEM activity.

www.ddschools.org (262) 233-6800

Teaching Today Wisconsin | Winter 2017, Volume 1

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Student Contests and Awards

EngineerGirl Essay Contest

The annual EngineerGirl Essay Contest encourages students to write about the role of engineering in society and the impact it has on our world. Essays for the current contest, which is entitled, “Engineering and Animals,” should explain engineering ideas to improve life for endangered, critically endangered, and vulnerable animals. First-place winners are awarded $500, second-place entries $250, and third-place entries $100 Deadline: Essays due February 1, 2017 Website: www.engineergirl.org/GetThere/ Contest.aspx

Extreme Redesign Contest 3-D Printing Challenge The Extreme Redesign Contest 3-D Printing Challenge is an annual competition open to students worldwide. Students work alone or in a team of two to design an original piece of art, jewelry or architecture, or to make an existing design better. Winning entries must be creative, mechanically sound, and realistically achievable. There are three contest categories: • Engineering: secondary education is open to students in middle school and high school. • Engineering: postsecondary is open to university, college, or postsecondary school students. • Art, Jewelry and Architecture: open to students of any grade level. Scholarships of $2,500 for a first-place winner, and $1,000 each for second-place winners are awarded Deadline: Entries are due March 9, 2017 Website: www.stratasys.com/industries/education/extreme-redesign

World of 7 Billion Student Video Contest Population Education is sponsoring a video contest open to all middle and high school students in grades 6 through 12. Contest entrants create a short video of 60 seconds or less that illustrates the connection between population growth and one of the three following global challenges: (1) climate change, which includes weather events and patterns, impact on agriculture, impact on coastal cities, human health, and ecosystem disruption; (2) ocean health, which includes overfishing, coral bleaching, climate regulation, habitat loss, pollution, and dead zones; and (3) rapid urbanization, which includes sprawl, sanitation, air and water quality, megacities, migration, slums, and informal settlements. All videos must include how population growth impacts the issue and provide at least one idea for a sustainable solution.

For high school, one first prize of $1,000; one second prize of $500; and two honorable mentions of $250 are given, for a total of 12 prizes. For middle school, one first prize of $500 and one runner up prize of $250 are given for a total of six prizes. Deadline: Entries are due February 23, 2017 Website: www.worldof7billion.org/studentvideo-contest

International Interdependence Hexagon Project The International Interdependence Hexagon Project is a visual arts opportunity for young people aged four to 18 worldwide to explore global themes, issues, and ideas in school. The project asks students to create art within the interlinking shape of a hexagon, a metaphor for interconnectedness. Any art form in a variety of media, such as a drawing, painting, collage, print, digital, and relief sculpture, is acceptable as long as it can be displayed on a plasterboard gallery wall or on a pedestal or floor. Deadline: Entries are due June 30, annually Website: hexagonproject.org

American Association of Physics Teachers High School Physics Photo Contest Photos may be entered in one of two categories: (1) natural photos are those that involve everyday situations that may demonstrate a variety of physics concepts; and (2) contrived photos are those that are set up to show a particular physics concept or related set of concepts. Photos with multiple images or other computer manipulation will be placed in a separate category. They may be displayed at the national meeting and judged for special recognition ribbons, but not for prizes. Deadline: Entries are accepted annually from March 1 to May 15, 2017 Website: aapt.org/Programs/contests/photocontest.cfm

We the Students Scholarship Essay Contest The Bill of Rights Institute seeks to help high school students understand the freedom and opportunity that the Constitution offers through programs such as the We the Students Essay Contest. The grand-prize winning student receives $5,000 and a scholarship to Constitutional Academy; six runners up receive $1,250 each; eight students receive honorable mention and $500 each; and teachers of winners receive $100 each. Deadline: Applications due February 5, 2017 Website: www.billofrightsinstitute.org/engage/ students-programs-events/scholarship

BioenergizeME Infographic Challenge What is biomass? Where does biomass come from? How are biofuels made? What is bioenergy? Participate in this contest from the U.S. Department of Energy to explore these questions and learn about how bioenergy affects you. Teams of students in grades 9–12 will use technology to research, interpret, apply, and then design an infographic that responds to one of four cross-curricular bioenergy topics. Selected infographics are promoted nationally on the challenge website and via social media. One team of students will be selected to present its infographic at the Bioenergy Technologies Office’s annual conference in Washington, D.C. Deadline: Register by 6 p.m. February 3, 2017. Submissions due 6 p.m. March 3, 2017 Website: www.energy.gov/eere/bioenergy/ infographic-challenge

Young Eco-Hero Awards Action for Nature seeks applications from students ages 8-16 for its Eco-Hero Awards Program. This program recognizes the individual accomplishments of young people  whose personal actions have significantly improved the environment. Winners receive a cash prize and a special certificate of achievement, as well as public recognition on a website and elsewhere. Deadline: Apply by February 28, 2017 Website: actionfornature.org/eco-hero-awards/ application-form

Photo Competition — Gathering Waters Celebrating the Seasons: One of the best things about living in Wisconsin is the seasons. Capture them with your camera. Summer, spring, winter, fall—landscapes alone or with people and/or pets enjoying the various types of outdoor activities that Wisconsin is known for each season. Winner receives $100 People Outside: We want to see folks outside in Wisconsin: Hiking, fishing, skiing, swimming, hunting, exploring, camping, or just sitting and reflecting in nature. These are just a few examples of the kinds of activities we want to see. Winner receives $250 Please submit your photo(s) and  photo release form to Outreach & Development Intern Kevin Meyers at [email protected]. Deadline: April 1, 2017 Website: gatheringwaters.org/newsand-events/gathering-waters-events/ gathering-waters-2016-photo-competition/

Items of Interest Alan Shepard Technology in Education Award The Alan Shepard Technology in Education Award rewards excellence in the development and delivery of technology programs. Programs that focus on aerospace or aeronautics are given priority to other programs. Applicants must demonstrate how their programs ultimately benefit the students in a school or organization. The winner receives a cash award of $1,000 Deadline: Applications are due February 1, 2017 Website: www.astronautsmemorial.org/alanshepard-award.html

National Arts and Humanities Youth Program Awards The National Arts and Humanities Youth Programs Awards recognize and support outstanding after-school and out-of-school arts- and humanities-based programs for underserved children and youth that operate on a regular basis in the afternoon, on weekends, or during the summer. This annual award is presented to 12 programs that best meet all award criteria. The President’s Committee on the Arts and Humanities presents the awards, with a ceremony at the White House. Winners are also invited to attend the Annual Awardees Conference in Washington, DC in the summer and are featured on the National Arts and Humanities Youth Program Award website. Grants of $10,000 are awarded to 12 programs Deadline: Applications are due February 8, 2017 Website: www.nahyp.org/how-to-apply/

Sara Jaffarian School Library Program Award The Sara Jaffarian School Library Program Award is an annual award given to a school library that has conducted an exemplary program or program series in the humanities during the prior school year. The humanities program can be focused in many subject areas including, but not limited to, social studies, poetry, drama, art, music, language arts, foreign language, and culture. Programs should focus on broadening perspectives and helping students understand the wider world and their place in it. The humanities program should be initiated and coordinated by the

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Exploring Dream Careers

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Essay Contest High School Winner Automotive Technician Tyler A. Monticello High School My dream career is to be an automotive technician because I’m a person who likes to take things apart, figure out how they work, and then put them back together. Ever since I was a little kid I’ve taken apart toys, electronics, pedal bikes, and more. I’ve wanted my own car for the longest time so that way I could have something that I could take apart and put back together or even fix the problems that it has. When I turned fifteen I bought a 1994 Ford F150 XLT with a V6 and an automatic transmission. I spent almost two years fixing and replacing parts on my truck till it

Essay Contest Middle School Winner NFL Player and Humanitarian Anthony D. River Ridge School Middle School Ever since I was a kid, I have always wanted to be in the National Football League (NFL). Everyone always tells me that I will never be in the NFL, but that just makes me strive harder. I’ve always looked up to one guy and that is Cam Newton. He has always has been my role model after I saw him play on TV. He is an amazing athlete to me and I’ve always wanted to see him play in real life. The reason I look up to Cam Newton is because he has earned many awards. Cam was selected   NFL Offensive Rookie of the Year in 2011. He has gone to 3 Pro Bowls, starting

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was totaled. Then at the beginning of my senior year right after I turned 17 I wanted a vehicle that I had an interest. The one vehicle that I had an interest in was a Ford Mustang. At first my family told me “NO”, but then as I showed them that I would be responsible owning a vehicle like that I started changing their minds. Then one day my grandma walked up to me and said “ok if you can find one under $4,500 I’ll help you pay for it. So then I was pumped, I went upstairs and looked everywhere I could online. Finally, I found the one, it was in Milwaukee. The owner wanted $1,600 for it, so I texted him and he said he’d go down to $800. I was so happy I showed my grandma and she said ok so we scheduled a time with him to meet. I ended up buying it and it needed its work which is normal for a used vehicle. I found out that it needed a new catalytic converter on the driver’s side, so I figured out the prices and then fixed it. But, in the process of fixing it I found a misfire. Now I had to worry about if it was the spark plugs, wires, or coil

packs. If it was a spark plug it would be an easy fix, if it was wires it’s a little pricy but challenging, and then a coil pack that’s a different story there is so much labor but at the same time your spending $45 to $50 just for one coil pack. Now that gets expensive. With my vehicle I was fortunate, it was only a spark plug. But, the thing that upset me was when I pulled the spark plug out there was oil in the cylinder. So then my guess with the oil leak was head gasket so now I have to find time to fix that. In the end, it was very informational and educational I really like this career and I hope everything works out how I want it. I am almost done with senior year and I plan to

in his rookie year. Cam was selected the NFL’s Most Valuable Player last year. He was also the NFL’s Offensive Player of the Year last year. I hope that I can win as many awards as he has in his career. I really want to be in the NFL. I would play without being paid a single cent. I know I’m going to get paid, but I really don’t want to take it, but I guess I have to pay the bills and have money for food. It would be nice to have a decent amount of money. I would use the money to help my family and homeless people. I visited Washington D.C. last year at Thanksgiving and was really shocked at the number of homeless people there. I would be able to earn enough money to help the homeless. I would use my money to build more shelters and food pantries. The shelters will have beds, showers, bathrooms and a kitchen for the people to prepare their own meals. I would also start programs for job training to give the homeless people a “new way to make a living”. I would also get involved in the community and help with the food pantries, soup kitchens and other programs. I also would be a role model for the youth of America. I would create a charity called Anthony’s Kids of America. This charity would help cancer patients receive treatment and provide financial help for the families. Money would be given to the families to pay for hotels, foods and help with bills since they won’t be able to work. My charities would also provide money to small struggling

school football programs to keep the program running with little expense to the parents and players. I know that I must practice hard, but I am willing to give it a shot. I may struggle in the heat of practice. I might be nervous in front of a crowd, but I will play my hardest each time

go to college in the fall of 2017 at Blackhawk Technical college to become an Automotive Technician. I plan to get into a great profession in that required field that I’m interested in and to succeed at the same time. This is why I’d like to become an Automotive Technician.

I step onto the field. I have always dreamed of walking out of a tunnel and hearing the roar of the crowd. I know that with the help of my family anything is possible. Someday my dream will come true! Hope to see you in the stands.

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Teaching Today Wisconsin | Winter 2017, Volume 1

Essay Contest Middle School Winner Trauma Surgeon Madelyn P. Northland Pines Soar Middle School A Trauma surgeon is someone who works with other surgeons with different specialties to help stabilize a patient that is in critical condition. For example they got hit by a car or their appendix burst or even if something happened were there lung collapse, (pneumothorax) a Trauma Surgeon could take care of it. This type of surgeon is one who has to be on their toes and is ready for anything. Most if not all of their work is under pressure. While under that pressure they have to make life or death decisions for their patients. I would like to become a Trauma surgeon because so many of family members

Exploring Dream Careers

and my friends’ family members had to go see a Trauma Surgeon because something happened to them. When nothing like this happens to you yeah of course you appreciate them but when it does happen to you, you look at them through a whole new perspective. I would like to become one to help save people’s lives. I would like to say I have saved someone’s life because two of my friends almost got pulled into the undertow of Lake Superior and I pulled them back out. That was one of the greatest feelings in my life I would like to do that all the time. I would like to make a really positive

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Essay Contest High School Winner Pediatrician Leah M. New Berlin West High School As a senior in high school everyone asks me, “What do you want to do with your life?” Many people my age are exasperated by this question, but I actually have

Page 11 a pretty clear idea of how I want my future to be. Throughout my life I have been influenced by many experiences that have helped me to reach the conclusion that I want to be a pediatrician. Ever since I began babysitting in sixth grade I have known I want to work with children in my career. Furthermore, an experience that increased my interested in being a pediatrician is a mentorship that I currently participate in through my school in which I shadow a pediatrician. I absolutely love this position! I have been shadowing the pediatrician for a semester, and I have seen such a wide range of cases. I’ve seen everything from a simple checkup to sport injuries to a fluorescein exam to a MRSA examination and everything in between. This experience has definitely grown my interest in becoming a pediatrician in the future. Another goal I have is to use Spanish in my career. I hope to use Spanish because I have been taking classes all throughout middle and high school and plan to

Continued on Page 18

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Exploring Dream Careers

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Essay Contest Middle School Winner President of the United States Josie L. Wisconsin Rapids Area Middle School My name is Josephine. People call me Josie, Jojo, JZ, Fifi, or Joey! I am 11 years young and I am in 6th grade at WRAMS. People tell me I can be whatever I want to be when I grow up. But when I tell them that someday I would like to be President of the United States when I am older and wiser, they tell me that I can never accomplish such a lofty goal. Then I remember that people also told me that I can’t do things because I have Trevor’s disease, a disease that makes my body grow extra bone where it’s not needed.

Essay Contest High School Winner Financial Manager Katherine C. Luck High School Let’s be honest, no one knows exactly what they want to do at eighteen or seventeen years old, some people in their thirties still don’t have a clue. People tend to go into careers they have personal interest in or something that may challenge them and stuff we also like to do. My dream career is to be a financial manager, I am a very self-motivated person and driven by the progress I see being made. Not only can I benefit from the financial skills in my own life this career will give me, I also have advancement opportunities to go into as well such as: loan officer, accountant, securities sales agent, financial analyst, and even own my own business. High school can even prepare you for your

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They told me I’m weak and could never run long distances or change the world because I am just a girl in 6th grade that doesn’t stand out from the crowd. I kept letting every horrible thought into my head about not being able to become president. About not being able to make the world a better place. About how I would always get treated less than I should because I have a disease. I don’t want to sit around getting treated unfairly and being bullied all my life. I want to show that even though you have problems you can still do anything you want to, whether it’s running long distances, helping children find homes, helping people with disabilities, or being president of the United States of America. But just like Hillary Clinton said, “For all the little girls that stayed up tonight to watch this, someday this could be you!” I will always remember that night when I first wanted to become president. Bill Clinton was talking about first meeting Hillary, and how she never stood out of the crowd; how she wore big,

thick glasses, and no makeup; how she was just a normal girl like me. And then all those thoughts were rushing through my head about not accomplishing such a big goal, and that I couldn’t change the world to make it a better place. I remember how boys told me that girls can’t change the world because they are too weak and that men are stronger and they can rule better than woman. But there is a shirt that sits in my dad and stepmom’s closet that says, “A woman’s place is in the White House.”. And one day I was listening to a song from Greatest American Hero and I thought about how he changed from a normal man to a super hero, and how someday I can be able to stand out and become what I have always

future career as well. Accounting, algebra, finance, English, and business management are all things in high school you can take to help with college to receive a bachelor’s degree. Learning these things early on can also give you an idea of what you like and what you’re good at. Knowing your weaknesses and strengths can help you early on before you decide if this career is right for you. A financial manager is responsible for the financial health of the organization. Financial managers need to have a bachelor’s degree and some organizations like the government wants you to have at least five years or more of experience. The finance manager should manage funds in such a manner as to maximize return on investment while minimizing risk, and while also ensuring that an adequate control structure is in place over the transfer and investment of funds. The finance manager engages in financial analysis in such areas as forecasting, budgeting, engaging in cost reduction analysis, and reviewing operational performance. The employment outlook is pretty good with salaries ranging from $63,020 - $187,200 a year. While being a financial manager you also have to look towards being full time, at least 40 hours a week, but this may vary from company to company. Being that the outlook on payment tend to pay pretty well this also means more responsibility which leads to a high stress level. The first major federal financial management reform took place just after World War I (1919). Although the predecessors of today’s Fiscal Service organizations were established in 1919, most federal payment functions remained decentralized until 1933. A new era began in January 1974 when a Fiscal Service reorganization plan established the Bureau of Government

Financial Operations (BGFO) and merged all of the Bureau of Accounts’ functions under the new bureau. In 1984, BGFO was renamed FMS. Treasury Fiscal Assistant Secretary, Carole Jones Dineen explained the reasoning behind the change in name being Financial Management Service “It reflects the bureau’s new emphasis on achieving greater efficiency and economy in

wanted to be since I was 4 years old.  So now I am not going to listen to what anybody says, because women are just as strong as men no matter what people say. Someday women will lead, and guide us into battle. And someday I can become president.

government financial management”. My strengths are: accounting, algebra, finance, English, and business management. I know how to budget my time and money wisely. I am a leader and I push myself forward. Working with others and fixing problems are all things I enjoy doing. That is why being a financial manager is my dream career.

Teaching Today Wisconsin | Winter 2017, Volume 1

Essay Contest Middle School Winner Novelist Annabelle S. Stanley-Boyd Middle School My name is Annabelle Sanchez and my chosen career is novelist. The skills you need are usually a bachelor’s degree in creative writing, an active imagination. You have to be content with working alone, often for long

Exploring Dream Careers

periods of time. You must be able to work whenever creativity hits, and work weekends and well into the night. Why would I be a good novelist? Well first, literature has always been a large part of my life, from Fairy Tales being read to me as a young child to my librarians knowing me by name. Second I constantly find myself writing scenes and characters in my mind, plots and storylines spiraling into short stories just sitting there, waiting for me to breathe life into them and give them meaning. I’ve always had an active imagination, so why not put it to good use? Third, I am what you may call a loner, I am content with my own company and perfectly pleased with the idea of working alone. Novelists, to put it simply, write books and novels to be published and sold. And while, yes, Novelist may not be the most realistic of careers, I am following a pursuit of passion and happiness, not one of greed and money. This country is failing in literacy as we are becoming more consumed by technology. It is imperative for us creative writers and novelists to pick up our pens and create beautiful

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works for young minds to read. A writer can do so much good in this world, books can even be their own worlds. I have seen people turn their life around because of a book. My goal in writing my books is not to make money or to become well known. My goal is to simply give a story to the masses, give them something to think about and a wholly imperfect hero that they can relate to and find solace in. I want to say something and leave the world better than when I came into it. I seek not immmialization within history textbooks nor do I seek fofttune or fame. I will

Page 13 follow my dreams down the rabbit hole and create a new world with my pen. I will create new laws of time and space, new social constructs to be broken! Many people say that in order to make something out of yourself you must be rich or well known. That you have to go to college and get a degree in business or law. But is that truly what we are as people? Mindless machines? I say cast away your premonitions of how little money you make, pick up your pen, and begin writing.

college life (of usually 4 years) is largely based on their desired field of engineering. Civil engineers have to more than just a mathematician, they have to be artistic to design the projects, outgoing to communicate with the people they will be coordinating with to finish the project. They will also need to be detail oriented to find any structural flaws or design flaws in their projects blueprints. Civil engineers don’t work in just the office or just the job site, they work in a mix of both. There’s no telling which place you’ll have to work in but it heavily depends on the igh chool projects that you are working on at the time. inner Engineers also work normal office hours unless they are working on a project or have to meet a deadline to finish it on time. One Civil Engineer downside is that you may also not only have to work extra hours but you may have to be on Karl S. call for 24-hours at a time. Monticello High School Salaries are very important when considA dream career to me would be to be a civil engineer because it’s a very well ering a job and a civil engineer is satisfying of respected career and there are many different that demand. The median average is around Explore a Career Construction Industry 80,000 of an annual salary, with most entry ways you could go inina the career path point of level positions starting around 55,000. Seaview after becoming a civil engineer. There Destinations Career Academy of Wisconsin, a tuition-free, online is public a lot charter of math involved with being a civil9-12 soned school, prepares students in grades to enter or moderately experienced engineers apprenticeship becomethat a journeyman operating can make around 100,000. One of the things engineer so thattraining is oneto thing I wouldn’t engineer. These are the skilled professionals that operate heavy, that makes an engineer’s salary so good is all appreciate. power construction equipment, such as graders, bulldozers, and Being a civil engineer would be a very the math involved in getting the title of engicranes to move and grade earth, erect structures or pour concrete. well respected career because of all the neer. A civil engineers job is also a very good job to look into going into a different career schooling needed to beEngineer one. Many schools in program Our exclusive Operating Pre-apprenticeship gives students opportunity to: Wisconsin are the schools of engineering. There paths perspective. Mechanical engineer is Embrace Technology is a• large difference between just being a civil easily transferable or environmental engineer • Prepare for Apprenticeship and Earn While You Learnis just as easy to transfer to after you receive engineer and being any other kind of engineer. • Create a Legacy Civil engineers oversee the construction of the title. You can also be government conbuildings, roads, sewage systems, levees, and tracted or privately owned and operated. Equipment is very useful to complete dams. They don’t just oversee they also design and help build or survey the work area. If high most of the engineers’ jobs or projects. They school students are thinkingLEARN or preparing to work with surveyors’ rods and transits. A lot MORE of the engineers’ job is surveying whether its be a civil engineer, they are recommended K12.COM/OEProgram to take advanced math classes. Even into an stadia or topographical. So my dream job is to be an engineer engineer’s college life they855.773.3255 are required to take 6 advanced math classes. The first year because it’s a well-respected career, it fits with of an engineer’s college life is focused mainly a lot of the requirements I am already planon their advanced math classes and also some ning on having filled. Also because the pay science classes. The second half of their scale is very satisfactory.

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In the Classroom/Leadership

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Wisconsin has Eight New National Board Certified Teachers (Part 1) Another 75 educators renewed their national certification Eight teachers from Wisconsin public schools joined the ranks of those holding national board certification, considered the gold standard in teacher certification. Another 75 Wisconsin educators renewed their national certification this year. The class of 2016 includes 533 new and 3,384 renewed National Board Certified Teachers

for a total of 112,000 nationwide. Wisconsin now has 945 active National Board Certified Teachers and is ranked 20th in the nation for the number of teachers who hold the national credential. National board certification is open to all educators who have a baccalaureate degree and three years of classroom experience in either a public or private school. (Source – WI DPI) years to attain my certification from the National Boards! It was a lot of time and hard work, but I am extremely excited it paid off in the end.”

Natalie Buhl, English Teacher West De Pere High School Natalie has been teaching high school English in West De Pere for 16 years. She holds a Master’s of Science and has been a member of WDP Education Association and is currently serving her third year as president. Natalie has spent 16 years coaching forensics through WHSFA, 6 years coaching the English Academic Games Team, and 10 years advising the Gay-Straight Alliance.

Lindsay Falkowski 4th Grade Teacher Lake View Elementary, Madison

Debra Bowman, Music/Choir Teacher Spring Valley School District Debra has been teaching for 22 years. She taught Middle and High School Choir, and 6th grade general music at Boyceville School District for 12 years. She has now been in the Spring Valley School District for 10 years, teaching Middle and High School Choir as well as K–6 General Music. Debra holds a Bachelor’s in Music Education and a Master’s in Masters in Professional Education. “It took me a LONG 3

Kathy Noteboom, 5th Grade Teacher Bayfield School District Kathy has been teaching at the School District of Bayfield for 17 years. She taught English/Language Arts in 6–8th grades for seven years, then moved to the 5th grade, where she teaches all subjects. “I really enjoy working here!”

Lindsay has been teaching for seven years in the Madison Metropolitan School District. She spent 3 years teaching fourth and fifth grade at Leopold Elementary and four years teaching fourth grade at Lake View Elementary. Lindsay holds a Bachelor’s Degree in Elementary Education and Geography and a Master’s Degree in English as a Second Language.

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Teaching Today Wisconsin | Winter 2017, Volume 1

Page 15

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Page 16

In the Classroom/Leadership

Educators’ Road Map to Graduate Studies

How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Most commonly, postsecondary teachers must have a Ph.D. However, a master’s degree may be enough for some postsecondary teachers at community colleges. In career and technical schools, work experience may be important for getting a postsecondary teaching job.

Education Postsecondary teachers who work for 4-year colleges and universities typically need a doctoral degree in their field. Some schools may hire those with a master’s degree or those who are doctoral degree

candidates for some specialties, such as fine arts, or for some part-time positions. Doctoral programs generally take multiple years after the completion of a bachelor’s degree program. They spend time completing a master’s degree and then writing a doctoral dissertation, which is a paper presenting original research in the student’s field of study. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges or career and technical schools also may hire those with a master’s degree. However, in some fields, there are more applicants than available positions. In these situations, institutions can be more selective, and they frequently choose applicants who

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have a Ph.D. over those with a master’s degree. Postsecondary teachers who teach career and technical education courses, such as culinary arts or cosmetology, may not be required to have graduate-level education. At a minimum they must hold the degree of the program in which they are teaching. For example, the teacher must hold an associate’s degree if they teach a program that is at the associate’s degree level. In addition, work experience or certification may be just as important as education for getting a postsecondary teaching job at a career or technical school.

Other Experience Some institutions may prefer to hire those with teaching or other work experience, but this is not a requirement for all fields or for all employers. In health specialties, art, or education fields, hands-on work experience in the industry can be important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of expertise. In fields such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. These short-term jobs, some-

times called “post-docs,” usually involve working for 2 to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants—students who are enrolled in a graduate program and teach classes in the institution in which they are enrolled. Some postsecondary teachers, especially adjunct professors, have another job in addition to teaching.

Advancement A major goal for postsecondary teachers with a doctoral degree is attaining a tenure—a guarantee that a professor cannot be fired without just cause. It can take up to 7 years of moving up the ranks in tenure-track positions. The ranks are assistant professor, associate professor, and professor. Tenure is granted through a review of the candidate’s research, contribution to the institution, and teaching. Some tenured professors advance to administrative positions, such as dean or president. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition

Four Educators are Wisconsin Finalists for Presidential Teaching Awards tary School, Sun Prairie Area School District; and • Leigh Kohlmann, science finalist, sixth grade teacher, Rock River Intermediate School, Waupun Area School District.

Four Wisconsin educators are finalists for the 2016 Presidential Awards for Excellence in Mathematics and Science Teaching, one of the nation’s highest honors for mathematics and science teachers. The 2016 awards will recognize teachers at the elementary level (K-6). Wisconsin’s finalists for the Presidential Teaching Awards are: • Susan Hammer, mathematics finalist, first grade teacher, Sauk Trails Elementary School, Middleton Cross Plains Area School District; • Rebecca Saeman, mathematics finalist, interventionist (K-4), Sauk Trails Elementary School, Middleton Cross Plains Area School District; • Jay Garvey Shah, science finalist, fifth grade teacher, Creekside Elemen-

“Wisconsin’s finalists for Presidential Teaching Award inspire their students to learn complex math and science concepts,” said The State Superintendent. “They nurture mathematical thinking and problem-solving and let their students be scientists through hands-on learning. We wish them well in the next steps of the Presidential Teaching Awards program, which brings needed recognition to the work of our teachers and their dedication to students and the teaching profession.” Nominations for the award can be made by principals, teachers, parents, students, or members of the general public. Nominees must complete an extensive written and video application that demonstrates their mastery of mathematics or science content; use of appropriate instructional methods and strategies; effective use of student assessments to evaluate, monitor, and improve student learning; reflective practice and life-long learning to improve teaching and student learning; and leadership in education outside the classroom.

Applications for Wisconsin’s four finalists will be judged at the national level by a committee organized by the National Science Foundation. The panel may select one teacher of mathematics and one of science to receive Presidential Awards from each state and four U.S. jurisdictions. In addition to recognition and professional development events in Washington, D.C., winners receive $10,000 and a citation signed by the president. The National Science Foundation administers the Presidential Awards for Excellence in Mathematics and Science Teaching on behalf of the White House Office of Science and Technology Policy. Since 1983, more than 4,700 teachers have been recognized for their contributions to mathematics and science education. Nominations for 2017 awards that will be made at the seventh- through 12th-grade level are due April 1. For more information and nominations go to www.paemst.org Source – Wisconsin DPI

“Pure mathematics is the world’s best game. It is more absorbing than chess, more of a gamble than poker, and lasts longer than Monopoly. It’s free. It can be played anywhere — Archimedes did it in a bathtub.” —Richard J. Trudeau 





“Equipped with his five senses, man explores the universe around him and calls the adventure Science.” —Edwin Powell Hubble

Teaching Today Wisconsin | Winter 2017, Volume 1

In the Classroom

Page 17

Kimberly Area School District Receives Platinum Well Workplace Award Only school district in the nation to be recognized at Platinum level Kimberly Area School District The Wellness Council of America (WELCOA), with local affiliate Wellness Council of Wisconsin, recently presented its coveted Platinum Well Workplace Award to the Kimberly Area School District (KASD). The Platinum Well Workplace Award recognizes an organization for its commitment to the health and well-being of their employees. KASD is the only school district in the nation to have earned Platinum level recognition. By achieving the Well Workplace Award, KASD is recognized for its long-lasting commitment to the health and well-being of its employees. As stated by WELCOA President Ryan Picarella, “Good companies know that their employees are their most valuable asset. Great companies adopt policies that support employees’ efforts to reduce health risks and are bold about motivating them through bold strategies, programs, and tactics. Great companies know that by improving their employees’ health, they can reduce health care costs.” The Kimberly Area School District is at the forefront of continuous innovations in health and wellness as recognized by receiving the Platinum award. The District’s Wellness Program is an all-encompassing initiative that supports the mental, social and physical well-

being of its staff. “Our District’s success is made possible by Board policies and practices, a supportive environment and the dedication of our 16-person Wellness Committee who plan and help carry out wellness initiatives all year,” said Bob Mayfield, Superintendent of the KASD. “Just like we strive to ensure our students reach their potential, we want our staff to reach their potential and that means supporting their well-being any way that we can.” “We consistently seek input to shape the program and bring innovative ideas to life, such as our Health & Wellness Center for staff and their families,” said Cindy Vandenberg, a School Nurse and the Health and Wellness Manager for KASD. “Our Wellness Committee works very hard to support staff and their families to be healthy by choice, not by chance.” “The KASD Wellness Program has changed my life and my husband’s because it has given us the opportunity to improve our health through knowledge gained and support given in the different programs,” said Beth Kinzel, a Music Teacher at Westside Elementary School. Kinzel and her husband Nate have changed their lifestyles for the better. “I knew I needed a change and saw the oppor-

tunity to get involved in the District’s Wellness Program,” said Kinzel. “My husband joined me in my wellness journey after he suffered a heart attack last May.” Through nutrition and fitness habits, the couple has significantly improved their health and together have lost over 115 pounds. “I think KASD’s Wellness Program deserves the Platinum level recognition because it is organized and multi-fold. There are so many choices and levels available for people wanting to improve their well-being,” added Kinzel. The Well Workplace Awards initiative is driven by a rigorous set of criteria outlined in WELCOA’s seven benchmarks to a resultoriented Well Workplace. Since its inception in 1991, over 1,000 organizations, ranging from educational institutions to non-profit and profit sectors, have joined the list of “America’s Healthiest Companies” by receiving the Well Workplace Award. “The Kimberly Area

School District worked hard to successfully meet the rigorous standards set by the Well Workplace process. It is our pleasure to recognize them as the newest Wisconsin employer to achieve Well Workplace status,” said Wellness Council of Wisconsin’s Executive Director, Jessica Raddemann.

www.kimberly.k12.wi.us (920) 788-7900

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In the Classroom

Page 18

Electronic Edition: www.teachingtodaywi.com

Hour of Code:

Piquing Student Interest in a High-Demand Career Field

Badger High School Lake Geneva Schools On Dec. 9, 2016, students at Badger High School joined millions of other students around the globe participating in Hour of Code (HoC), a tagline created by a former Microsoft Software Engineer who noticed a large deficiency in the field of Computer Science and Information Technology. Intended to reach individuals from ages 4-104, according to their website, HoC is simply a one-hour, guided tutorial in basic

Essay Contest Middle School Winner

coding. Participants have several options to choose from to create a video game or other coded application ranging from basic skill of click-and-drag, to typed code and everything in between. Coding is another term for computer programming. Today, most people have some kind of computer, be it a laptop, desktop, smart phone or tablet. Using them has become second nature, even for youth. But behind every device, app, and software is programming: a detailed set of instructions written to complete even the simplest activity. The process of teaching the computer what to do and how to do it is known as computer programming or coding. Led by Computer Science teacher Jake Popanda, this year 837 Badger students participated in HoC, nearly 60 percent of

Essay Contest High School Winner

Trauma Surgeon

Pediatrician

Madelyn P. Northland Pines Soar Middle School

Leah M. New Berlin West High School

Continued from Page 11

Continued from Page 11

impact on many people’s lives. I know how it feels to have someone go to the hospital and it is not the greatest feeling in the world. I do not wish that on any other soul on the planet. I want patients to come and know that they are going to be ok. Knowing you made a difference in someone else’s life, even if you do not know that person, is possibly the most amazing feeling on the planet. Yes, trauma surgeons can be put on the spot, and not everything goes their way. I would be willing to give so much so everything does go right. Now to most people it most likely is not the most fun job but to me it is amazing and possibly the coolest surgeon out there. It is what I want to be and what I want to do. I would give so much and do so much to get that job, because they make a huge difference in world and that is what I want to do. I want to make a difference.

continue learning the language in college. Also, this past summer I was given the chance to travel to Ecuador through the Bertie Green Travel Award from La Sociedad Honoraria Hispánica. One place we volunteered at was the St. Vincent de Paul orphanage. It was amazing to see the connections we students made with the kids by simply being able to communicate with them in Spanish. I understand the importance of knowing a second language and being culturally aware, and as a result I plan on using Spanish in my future occupation. One final interest of mine that I would like to incorporate into my future career is helping those in need. I realized this passion when I helped organize and run a Hunger Banquet through my school’s chapter of Sociedad Honoraria Hispánica,

the student body. Of those, 44 percent were female students, a highly underrepresented demographic in a workforce where only 18 percent are women. Popanda said that many students beginning their HoC did not think they would be able to understand code writing. “I polled many students on the way into the event and most seemed very skeptical of computer science for various reasons,” he said. From thinking it would be too hard, to thinking it would be boring, to thinking it would not be important to their personal career plan, there was doubt. The sentiment changed as students concluded their HoC and feelings of success were expressed by many as they left. “After I figured it out I made a Monkey Game and got to level 17,” said Diana Cordova. “It made me feel pretty nice because I accomplished it.” “I impressed myself,” said Reese Mikrut of her HoC experience. Mikrut opted for an Angry Bird game and was able to move the character through code writing. Popanda currently teaches Computer Science Essentials, the first in a series by Project Lead The Way. Next year, the second level course, Computer Science Principals,

El Sol. For this banquet students paid to learn about malnutrition around the world and even experienced it personally by receiving a small, typical Guatemalan meal made of only a tortilla, beans, and rice for lunch. This Hunger Banquet brought me to realize not just how significant world hunger truly is, but also how many people are not as fortunate as I to have access to basic necessities. From this event I realized I have a passion for helping others, and I want to use my career to help people around the world. Through my future career I hope to incorporate all three of these interests: working with children, using Spanish and learning about cultures around the world, and helping those let fortunate than I. To work for Doctors Without Borders or a similar organization that provides international medical relief would be ideal because they relate to all my interests and strengths. In all, I want to provide children in need all around the world with medical care as a pediatrician for Doctors Without Borders. Although my plans may slightly change, I look forward to the challenges and adventures the future has in store. When people ask me how I want my future to be, I can’t even begin to explain the myriad of amazing adventures I hope my future entails

will be added to the pathway. According to the Bureau of Labor Statistics (BLS) Computer Science and Information Technology careers have median salaries ranging from $51,000 to $110,000 with most careers earning $75,000 and more. Job growth between 2014-2024 in the fields ranges from 9-27 percent, significantly higher than the average for other careers. These statistics factor into the importance of teaching coding to all. Freshman Ashley Kaddatz said she now understands why coders get paid so much. “It’s difficult and takes a lot of education. The entire world is getting more technically advanced. Next year, Popanda is aiming for 100 percent participation. To learn more about HoC or try coding, visit their website at Hourofcode.com/us.

www.badger.k12.wi.us (262) 348-1000

Thank you for sharing your

DREAM CAREERS!

These are eight of the twelve winning Dream Career Contest essays. We will be featuring the other four along with some of the Honorable Mentions in the next issue if Teaching Today, WI™. The rest of the Honorable Mention essays will be published in subsequent issues. We wish that we could have had fifty winners! There were so many wonderful essays! It was very hard to choose and we are going to be sharing as many entries as we can on Facebook and our blog pages. Thank you to Wisconsin’s students for sharing your dreams with us and our readers!

Teaching Today Wisconsin | Winter 2017, Volume 1

Counselor’s Corner

Counselor’s Corner Critical Conversations

A

Adriana Plach, WSCA Director Academic and Career Coordinator, Pewaukee School District

s educators and counselors, our worlds revolve around having “critical conversations”. We are regularly presented with opportunities and obligations to address or respond to others in ways that feel uncomfortable for us. By nature, many of us are wired to be “peace-keepers”, and we seek ways to smooth out tension, mend relationships, and calm rough waters. However, in our field it is equally important — albeit often anxiety-producing — to engage in tough dialogue with others to ensure that we are advocating for our learners. It is challenging to make that shift, especially if it does not come naturally. However, perhaps now more than ever, it is paramount that counselors fully embrace having critical conversations in order to advocate for our students. By encouraging counselors to engage in critical conversations, I am not encouraging arguments. Critical conversations are unique and powerful in that they remain learner-cen-

tered, and are grounded in the philosophical underpinnings of best practice. When optimal critical conversations take place, a mutual respect exists for all involved in the conversation, and there is a willingness to truly listen to the perspective of others. In addition, it is vital to be receptive to feedback — regardless of how it is delivered. Adding another layer of complexity, we also need to recognize and honor the fact that we are often entering these conversations with people that we hold in high esteem or consider friends. In sum, entering this type of dialogue requires courage on all fronts. If this seems overwhelming, here are some pointers for how to successfully engage in critical conversations: • Prepare: Consider your thoughts ahead of time, and map out how evidencebased practices support your opinions or proposals.

ANNUAL CONFERENCE: FEBRUARY 21–23 MONONA TERRACE, MADISON

• Think “Big-Picture”: How does this impact ALL? Does this create a domino effect that you haven’t foreseen? • Face-to-Face is Best: Schedule a meeting to discuss this in person, and avoid catching others by surprise. Be respectful, and don’t draw an audience. • Remember the Focus: Frankly, this isn’t about you. It isn’t about your colleague, your administrator, or the parent. It is about your student. In this, you share a solid connection with the other person in the conversation. • Don’t be Afraid to Table It: If the conversation starts to go south, agree to disagree for the moment and return to it at a later date and time. • Listen: Avoid preparing your rebuttal while the other person talks. Listen with your whole self. • Process: This isn’t about “being right”. Process what the person is saying, and what you are hearing. Ask questions for clarification if needed. Miscommunication and misunderstandings can send a critical conversation in an unproductive direction. • Reflect: This is perhaps the most critical element. Reflect on feedback you gave and received in the light of how this helps your learner, helps you as a professional, and supports your organization.

The 2017 WSCA Conference will be focused on providing school counselors with tools, ideas, and resources to most effectively Answer the Call. Participate in workshops and hear from keynote speakers you won’t want to miss! For more information or to register, visit:

www.wscaweb.org/2017-Conference-Home

Forms for vendors or sponsors also available at the website above. Becoming a member of the Wisconsin School Counselor Association is a tremendous asset to your professional career. It is an organization that is comprised of school counselors throughout the state of Wisconsin.

Learn more at: www.wscaweb.org/Why-Be-a-Member

After over a decade in the field of school counseling, I don’t know that I will ever say that I am comfortable initiating or being drawn into “critical conversations”. That being said, I didn’t enter this field to be comfortable. Teachers and administrators don’t enter this field to be comfortable. We followed our passion to make a difference in our future generations, to keep children safe, and guide them in reaching their true potential. Empower yourself to be reach your true potential in advocacy. Engage in critical conversations.

Karen Grieve is the 2017 Wisconsin School Counselor of the Year

Register before Jan. 20 to avoid late fee!

Mark your calendars now and clear these dates!

Page 19

Karen Grieve, Elementary and Middle School Counselor at Bayfield School District, has been selected as the Wisconsin School Counselor of the Year. School Counselor for 23 years in the School District of Bayfield, Karen puts her heart, soul, and creativity into her work. Karen is a skilled professional school counselor and leader. She is a positive force in students’ lives through creative programming that enhance students learning and overall school climate.  The Bayfield Mentor Program is a pillar of our school leadership programming. Karen coordinates this program, along with middle school students, providing social skills lessons alongside elementary

children. The weekly meetings are profound and highly valued.  Most recently Karen has been fulfilling her lifelong career goals of expanding and facilitating middle school team building and school climate programs.  The result has been an introductory teambuilding/leadership program for the incoming 6th grade at Madeline Island in the Fall, an enhancement program for the 7th grade at Camp Manito-wish in the Winter and a capstone program for the 8th grade on Stockton Island in the Spring.   Students participate in extensive environmental, cultural, historical, and team building activities during these annual events and the significance and depth of connection created between students and staff are monumental. Karen will be recognized at the Wisconsin School Counselor Association’s (WSCA) annual conference February 22–23, 2017. She will also represent the state of Wisconsin as WSCA’s School Counselor of the Year and be considered for the 2018 American School Counselor of the Year.

www.bayfield.k12.wi.us (715) 779-3201

Page 20

In the Classroom

Electronic Edition: www.teachingtodaywi.com

New Tutoring Program is ‘Paying It Forward’

Courtesy of Delavan-Darien School District It’s kind of a thing across school districts nationwide . . . middle schools don’t hang out with high schoolers. High schoolers don’t hang out with middle schoolers. Well, not in Delavan-Darien. A new tutoring program — which is also a mentoring program, big brothers/big sisters-type of program and anti-high school anxiety program all rolled into one — was just launched at Phoenix Middle School. Six freshmen and sophomore students are volunteering to come over to the middle school on Tuesdays and Thursdays to tutor sixth,

seventh and eighth graders in language arts, social studies, math and science. “We noticed a need for more academic support for our middle school students here,” said Phoenix counselor Steve Gross, who started the program. “So, this is an opportunity for students at the high school to pay it forward and make a difference in the lives of the students in the grades below them.” Good news about the program travels fast and after the first night on Thursday, Dec. 8, Gross said he already has more middle school students coming forward and self-identifying that they need help, and he has gotten emails from additional high school students who didn’t sign up initially but want to help now. “These students couldn’t wait to come back and pay it forward for the teachers and the staff here at Phoenix who have helped them become successful,” Gross said. “They’re not only being tutors for our middle schools, they’re in almost a big brother or big sister kind of a role and they will be mentors

for these kids when they get to high school in a year or a couple of years.” It’s a program that will bring more success to the district on many levels, Gross said. • Middle school will receive 45-minutes or more of extra academic help. • High school students will get community service hours if they want to apply for them. • Middle school students will have less anxiety when they get to high school having built relationships with high schoolers who may still be there. • High school students are building up their résumés for college and job applications. • Middle school students are showing courage and coming forward, not afraid to admit that they need help in a subject area. • High school students are seeing the value of giving back and providing a service that is improving the school culture and community.

sign up and saying it’s something they want to be a part of. “(Tutor) Alex Banda said he’d come every day if necessary. Another tutor, Kaitlyn Kraayeveld, came up to me after working with one of the girls and said, ‘I never thought it would feel this good… actually helping someone like this.’ “It’s powerful to see a group of high school kids, teens, wanting to make a difference. On the flip side, it’s powerful to have middle schoolers coming up and having the courage to say I want some help and I don’t mind if high school kids help me.” Powerful. Successful. And it will continue to grow. This program will cycle itself,” Gross said. “The middle school kids who are in it now, I know they will want to come back and tutor when they’re in high school.” And Gross said he’d take them all back in a second. Any student who is willing to help and willing to say they need help, is welcome into this new tutoring program.

“There are high school kids who said, ‘I know it’s already 3:30, but if you want me to stay, I’ll stay.’ We have kids in middle school hearing about the opportunity and wanting to be a part of it,” Gross said. “More high school kids are hearing about it who didin’t initially

www.ddschools.org (262) 233-6800

Big Bend Elementary in Mukwonago District Works to Nurture Literacy

Julie L. Hanisch Coordinator of Technology and Communications Mukwonago Area School District Last school year, literacy assessment data showed that while students at Big Bend Elementary School were performing much higher than the state average, literacy scores were slightly below the Mukwonago Area School District average. As a result, BBES staff were motivated to hone their understanding of the foundations of literacy development and implement best practices for teaching reading across all grade levels. To assist with their goal,

Rhonda Schoonover, a reading consultant from a nearby university, joined BBES teachers this past spring for five interactive workshops during Wednesday professional development sessions. Their focus areas were the five pillars of reading instruction: phonemic awareness, decoding, vocabulary, fluency, and comprehension. Reflecting on her takeaways from the workshops, second grade teacher Carrie Jester summarized, “The motto, ‘Verbalize to Internalize!’ is the key to reading success. Teachers must model thought processes to teach students how to verbalize their understanding in all subject areas throughout the day. Modeling, practice, and feedback are essential.” In addition to welcoming an external reading audit from the university and participating in Rhonda Schoonover’s professional development, ten staff members also worked with the Wisconsin RTI (Response to Intervention) Center to reflect, analyze, and implement the same key tenets — or, as Big Bend staff refer to them: Guiding Principles — of universal reading instruction. Fourth grade teacher Mary Johnson, describing the effects of those efforts, observed, “I have implemented Big Bend’s Guiding Princi-

ples in my classroom by personalizing my reading and language instruction. My students participate in literature circles, readers workshop, writers workshop, vocabulary instruction, and word study groups at their instructional levels. Moreover, as a parent of two Big Bend students, I am a first-hand witness to the success of Big Bend’s Guiding Principles as my own children have become more comprehensive readers.” The work begun by the Big Bend Ele-

mentary teachers will continue as the district reviews its elementary reading and language arts curriculum over the next year.

www.masd.k12.wi.us (262) 393-6300

Teaching Today Wisconsin | Winter 2017, Volume 1

Grants Continued from Page 4 Project Produce: Fruit and Veggie Grants for Schools

healthy proteins. Website: www.saladbars2schools.org

The Chef Ann Foundation and Skoop have teamed up to help schools increase access to fresh fruits and vegetables for children and youth, and nutrition education in schools. The purpose of Project Produce is to create planned lunchroom activities to showcase and taste fresh vegetables and fruits. Proposed projects must be planned with the intention of offering activities to all students in the school building. Grants of $2,500 are awarded Deadline: Applications are accepted yearround Website: www.chefannfoundation.org/programs-and-grants/project-produce

High School Weight Room Grants

Let’s Move Salad Bars to Schools Grant K-12 school districts participating in the National School Lunch Program that serve at least 100 reimbursable meals are eligible to receive a six-foot (five-well) salad bar package. Our goal is for every school in the United States to have a salad bar as part of their school food service program so that every child—from elementary school, to middle school, to high school—has daily access to fresh fruits and vegetables, whole grains, and

Items of Interest Continued from Page 9 school librarian, and exemplify the role of the library program in advancing the overall educational goals of the school. Grants of $5,000 are awarded Deadline: Applications are accepted from February 3 through May 5, 2017 Website: www.ala.org/programming/jaffarianaward

Summer Research Education Experience Program The purpose of the National Institutes of Health (NIH) Summer Research Education Experience Program is to provide a high-quality research experience for high

The Lift Life Foundation’s mission is to help provide young people with tools to improve their fitness levels and boost selfworth. The foundation provides high schools across the United States with the opportunity to have their school weight room transformed with brand-new equipment. To be considered for a weight room makeover, high schools must be nominated. Anyone may nominate a high school; nominations must be submitted online. Deadline: Nominations are accepted yearround Website: www.liftlifefoundation.org/#spark

Japan Foundation’s Center for Global Partnership Grants The Japan Foundation’s Center for Global Partnership (CGP) awards education grants for projects designed to increase awareness and understanding of Japan in the United States by students and teachers in kindergarten through grade 12. Grants may fund support of teacher training, curriculum development, and community outreach efforts. Grants up to $5,000 are awarded school and college students and for science teachers during the summer academic break. The overarching goal of the program is to support education activities that foster a better understanding of biomedical, behavioral, and clinical research and its implications. Grants up to $100,000 in direct costs per year are awarded Deadline: Optional Letters of Intent are due 30 days before the deadline. Applications are due March 23, 2017 and March 23, 2018 Website: grants.nih.gov/grants/guide/pa-files/ PAR-15-184.html

Energy Educator of the Year Awards KEEP is proud to be launching the ninth year of the Energy Educator of the Year awards program. This award recognizes formal and non-formal educators who take the extra step to improve energy literacy in Wisconsin. The award includes $500 to support energy education initiatives.

Page 21 Deadline: Grant applications are accepted year-round Website: www.cgp.org/grassroots-exchangeand-education/education-grants

Mary Lou Anderson Reflections Arts Enhancement Grants The National PTA Mary Lou Anderson Reflections Arts Enhancement Grants provide matching grants to local PTAs to support inschool and after-school arts enhancement programs. Grants may be used to engage families, support student success, improve the health and safety of students and families, increase access to arts education, and celebrate advocacy and diversity. Grants up to $1,000 are awarded Deadline: Applications are accepted January 10 through March 17, 2017 Website: www.pta.org/members/content. cfm?ItemNumber=3101

Music Performance Attendance Grants The Sharon Gewirtz Kids to Concerts Fund provides small grants to provide the opportunity for children and youth to attend live performances of classical music and other related programming. Grants are open to schools and nonprofit music programs throughout the United States, and eligible applicants must demonstrate financial need to be considered. Grants up to $500 are awarded Deadline: Applications are due June 30, annually Website: sites.google.com/site/gewirtzkidstoconcerts

Amber Brown Grant The Society of Children’s Book Writers and Illustrators (SCBWI) offers the Amber Brown Grant to commemorate author Paula Danziger. The grant is awarded annually to one school and includes a visit by a children’s book author or illustrator to encourage children and youth to read and connect them with creative influences. The winning school receives a visit by an author or illustrator, a $250 stipend, and $250 worth of books by the visiting author or illustrator Applications are accepted November 1 through April 15, annually Website: www.scbwi.org/awards/grants/ amber-brown-grant/

Dollar General Literacy Foundation Youth Literacy Grants Dollar General Literacy Foundation Youth Literacy Grants provide funding to schools, public libraries, and nonprofit organizations to help students who are below grade level or experiencing difficulty reading. Grant funding is provided to assist in the following areas: • Implementing new or expanding existing literacy programs • Purchasing new technology or equipment to support literacy initiatives • Purchasing books, materials or software for literacy programs Grant Amount: $4,000 Deadline: May 18, 2017 Website: www2.dollargeneral.com/dgliteracy/Pages/grant_programs.aspx#ylg

Deadline: The due date for nominations is February 1, 2017 Website: www.uwsp.edu/cnr-ap/KEEP/Pages/ Networking/Energy-Award.aspx

Deadline: Apply by March 1, 2017 Website: www.epa.gov/education/ presidential-innovation-award-environmental-educators

Presidential Innovation Award for Environmental Educators

Wisconsin School Forest Awards

The Presidential Innovation Award for Environmental Educators recognizes outstanding K-12 teachers who employ innovative approaches to environmental education and use the environment as a context for learning. Up to two teachers from each of EPA’s 10 regions, from different states, will be chosen. Each awardee will receive a Presidential award plaque and an award of up to $2,500 to be used to further the recipient’s professional development in environmental education. They will also receive a congratulatory letter from a senior official from EPA and/or the White House. Each winning teacher’s local education agency will receive an award of up to $2,500 to fund environmental educational activities and programs.

Nominations are now being accepted for the 2016 School Forest Awards. These awards recognize individuals and organizations that have provided leadershipfor local school forests. LEAF (the Wisconsin K-12 Forestry Education Program) will recognize individuals and organizations that have made significant contributions to school forest programs. Deadline: All nominations are due by January 27, 2017. Website: www.uwsp.edu/cnr-ap/leaf/schoolforests

In the Classroom

Page 22

Electronic Edition: www.teachingtodaywi.com

Reading To Succeed

School District of Sheboygan Falls Reading IS fundamental to academic success. And a new effort aimed at preschoolers in the Sheboygan Falls School District seeks to achieve that goal. Launched by the Sheboygan Falls Memorial Library, 1000 Books Before Kindergarten is part of a national initiative designed to foster and strengthen per-literacy skills in young children. Although children

generally learn to read after they start kindergarten, being exposed to books and especially having their parents or other adults read to them helps get them ready to read on their own. “It’s huge for kids to see that pictures have meaning, that those letters have meaning,” explained Beth Anzia, a literacy specialist at Sheboygan Falls Elementary School who was one of the first to sign up for the program with her own preschooler. Ashley Bisterfeldt, another literacy specialist at Sheboygan Falls Elementary, also signed up for the program with her son. “My little boy is crazy about reading. We read every night,” she said. “The more vocabulary a student knows, the more ready they will be for kindergarten.” Lynn Bub, principal of Sheboygan Falls

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™

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Schools across Wisconsin benefit from the participation of readers like you. We encourage you to submit articles on your programs, awards, grants received, and special school projects. Thank you for your positive contributions to the educational community in our state.

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Elementary, pointed out that the program will help the district since students enter kindergarten at various levels of readiness. Learning vocabulary and beginning literacy skills like how to hold a book the right side up and which direction to read text – left to right – will give students a head start on reading skills. Tina Beining, children’s programming librarian at the Sheboygan Falls Memorial Library, set the program up, making it as simple as possible so children — and their parents — aren’t overwhelmed. Children sign up at the library and get a tote bag and a library card if they don’t already have one. They also receive a reading log that has room for 100 entries. Children color in a shape to record each book they have “read.” Once the entire sheet is completed, they bring it to the library and receive a reward — a simple toy or other incentive. When they reach their goal of 1,000 books, there will be a “graduation ceremony” and the children will dress up in a cap and gown. Their photograph will be sent to the local newspaper, posted on the library’s Facebook page, and hung in a large Wall of Fame display at the library. “We’re real excited to get this launched,” said Beining. “We can’t wait to

see that first smiling face in that cap and gown.” Although 1,000 seems like a lot of books, children can count the same book more than once. The length of the book doesn’t matter — picture books and board books count too. Bisterfeldt noted that it takes about 30 seconds to read a board book. The program brochure also breaks down the total in achievable chunks of time. For instance, reading 20 books per week for a year adds up to a total of 1,040 books. “It’s very doable when they break it down like that,” Bisterfeldt added. One of the beauties of this program is its simplicity, according to Beining. “They don’t have to spend any money,” she said. “All they need is a library card and we have thousands of books.” Let the reading begin.

sheboyganfalls.k12.wi.us (920) 467-7893

Teaching Today Wisconsin | Winter 2017, Volume 1

Page 23

Individuals don’t get cancer – entire families do. Angel On My Shoulder is a registered 501 (c) (3) non-profit cancer support foundation that offers cost-free camps to kids and teens with a sibling, parent, or grandparent living with cancer or lost to cancer. We provide them with a chance to have fun and grow in their shared experiences.

We have two exciting winter camps coming up soon!

Camp Angel is for kids ages 7-12 and is being held January 27th -29th, 2017 in Boulder Junction, Wisconsin. Kids enjoy many fun and exciting winter activities including:

Angel Adventures is for teens ages 16-18 and is being held February 10th -13th, 2017 in Three Lakes, Wisconsin. Campers will experience: Tubing

Ice Fishing

Cross-country Skiing

Sledding

Snowshoeing

Snowmobiling

Broomball

Snow Shoeing & More!

Directed sharing sessions held in a safe & nurturing environment

All enrollment is on a first come, first serve basis. For more information on these or our other camps held throughout the year, please contact [email protected] or visit our website at angelonmyshoulder.org

Page 24

Electronic Edition: www.teachingtodaywi.com

Graduate Programs in Education at Carthage

Our curriculum is designed and delivered by educators who understand the current needs and trends in education, and we are dedicated to providing the programs needed to advance your career, gain licensure, or refresh your skills.

Learn more at an Information Session

March 8 | April 12 | May 5

carthage.edu/grad

programs offered: Master of Education | Accelerated Certification for Teachers