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Who will be at IT? Most importantly, we hope YOU will be at IT! You can join several hundred educators that are just like you, professionals that like to be challenged with new ideas and bring the best to students in your school.
Innovative Thinkers...
Larry Rosenstock, Meg Saligman, Lisa Murphy are a few of our IT Thinkers. Check out the rest below...and don't forget to check out the IT Teachers too.
Larry Rosenstock, Meg Saligman, Lisa Murphy are a few of our IT Thinkers. Check out the rest below...and don't forget to check out the IT Teachers too.
Larry Rosenstock
Winner of the The 2010 Harold W. McGraw, Jr. Prize in Education
Larry Rosenstock taught carpentry for eleven years, after law school, in urban high schools in Boston and Cambridge. He served as staff attorney for two years at the Harvard Center for Law and Education, and was a lecturer at the Harvard Graduate School of Education for five years. Larry was principal of the Rindge School of Technical Arts, and of the Cambridge Rindge and Latin School. He directed the federal New Urban High School Project, was president of the Price Charitable Fund, and is the founding principal of High Tech High in San Diego. Larry's program, "CityWorks", won the Ford Foundation Innovations in State and Local Government Award in 1992, and he is an Ashoka Fellow.
A bit about High Tech High…
The roots of the High Tech High program and curriculum lie in earlier work of Larry Rosenstock and colleagues in the New Urban High School Project (NUHS), an initiative of the U.S. Department of Education’s Office of Vocational and Adult Education, 1996-99. The aim was to select, study, and assist six inner-city high schools that were using school-to-work strategies, such as internships and other forms of field work, as a lever for whole-school change. The findings were summarized in a practitioner’s guide and a high school planning guide centered on six design principles.
High Tech High has distilled the six NUHS design principles to three: personalization, adult world connection, and common intellectual mission. Responding directly to the needs of students, all three principles connect to the broad mission of preparation for the adult world. Moreover, all three call for structures and practices that schools do not now routinely employ. High Tech High has also created a more recent design principle, known as teacher as designer.
The design principles permeate every aspect of life at High Tech High: the small size of the school, the openness of the facilities, the personalization through advisory, the emphasis on integrated, project-based learning and student exhibitions, the requirement that all students complete internships in the community, and the provision of ample planning time for teacher teams during the work day. We discuss each design principle in turn below.
Personalization
Each student at HTH has a staff advisor, who monitors the student’s personal and academic development and serves as the point of contact for the family. Students pursue personal interests through projects. They compile and present their best work in personal digital portfolios. Students with special needs receive individual attention in a full inclusion model. Facilities are tailored to individual and small-group learning, including networked wireless laptops, project rooms for hands-on activities and exhibition spaces for individual work.
Adult World Connection
HTH students experience some of their best learning outside the school walls. Juniors complete a semester-long academic internship in a local business or agency. Seniors develop substantial projects that enable them to learn while working on problems of interest and concern in the community. Earlier, in 9th and 10th grade as well as middle school, students may "shadow" an adult through a workday, perform community service in a group project, or engage in “power lunches” with outside adults on issues of interest. The HTH facilities themselves have a distinctive high-tech "workplace" feel, with windowed seminar rooms, small-group learning and project areas, laboratories equipped with the latest technology, ubiquitous wireless laptop access, and common areas where artwork and prototypes are displayed.
Common Intellectual Mission
High Tech High makes no distinction between "college prep" and "technical" education; the program qualifies all students for college and success in the world of work. Enrollment is non-selective, and there is no tracking at HTH. The curriculum is rigorous, providing the foundation for entry and success at the University of California and elsewhere. Assessment is performance-based: all students develop projects, solve problems, and present findings to community panels. All students are required to complete an academic internship, a substantial senior project, and a personal digital portfolio. Teacher teams have ample planning time to devise integrated projects, common rubrics for assessment, and common rituals by which all students demonstrate their learning and progress toward graduation.
Teacher as Designer
High Tech High teachers work in interdisciplinary teams to develop the program for 50-70 students per team. The schedule accommodates team teaching, common planning time, project-based learning, work-based learning, and other regular interaction with the outside world.
www.hightechhigh.org/about/
Winner of the The 2010 Harold W. McGraw, Jr. Prize in Education
Larry Rosenstock taught carpentry for eleven years, after law school, in urban high schools in Boston and Cambridge. He served as staff attorney for two years at the Harvard Center for Law and Education, and was a lecturer at the Harvard Graduate School of Education for five years. Larry was principal of the Rindge School of Technical Arts, and of the Cambridge Rindge and Latin School. He directed the federal New Urban High School Project, was president of the Price Charitable Fund, and is the founding principal of High Tech High in San Diego. Larry's program, "CityWorks", won the Ford Foundation Innovations in State and Local Government Award in 1992, and he is an Ashoka Fellow.
A bit about High Tech High…
The roots of the High Tech High program and curriculum lie in earlier work of Larry Rosenstock and colleagues in the New Urban High School Project (NUHS), an initiative of the U.S. Department of Education’s Office of Vocational and Adult Education, 1996-99. The aim was to select, study, and assist six inner-city high schools that were using school-to-work strategies, such as internships and other forms of field work, as a lever for whole-school change. The findings were summarized in a practitioner’s guide and a high school planning guide centered on six design principles.
High Tech High has distilled the six NUHS design principles to three: personalization, adult world connection, and common intellectual mission. Responding directly to the needs of students, all three principles connect to the broad mission of preparation for the adult world. Moreover, all three call for structures and practices that schools do not now routinely employ. High Tech High has also created a more recent design principle, known as teacher as designer.
The design principles permeate every aspect of life at High Tech High: the small size of the school, the openness of the facilities, the personalization through advisory, the emphasis on integrated, project-based learning and student exhibitions, the requirement that all students complete internships in the community, and the provision of ample planning time for teacher teams during the work day. We discuss each design principle in turn below.
Personalization
Each student at HTH has a staff advisor, who monitors the student’s personal and academic development and serves as the point of contact for the family. Students pursue personal interests through projects. They compile and present their best work in personal digital portfolios. Students with special needs receive individual attention in a full inclusion model. Facilities are tailored to individual and small-group learning, including networked wireless laptops, project rooms for hands-on activities and exhibition spaces for individual work.
Adult World Connection
HTH students experience some of their best learning outside the school walls. Juniors complete a semester-long academic internship in a local business or agency. Seniors develop substantial projects that enable them to learn while working on problems of interest and concern in the community. Earlier, in 9th and 10th grade as well as middle school, students may "shadow" an adult through a workday, perform community service in a group project, or engage in “power lunches” with outside adults on issues of interest. The HTH facilities themselves have a distinctive high-tech "workplace" feel, with windowed seminar rooms, small-group learning and project areas, laboratories equipped with the latest technology, ubiquitous wireless laptop access, and common areas where artwork and prototypes are displayed.
Common Intellectual Mission
High Tech High makes no distinction between "college prep" and "technical" education; the program qualifies all students for college and success in the world of work. Enrollment is non-selective, and there is no tracking at HTH. The curriculum is rigorous, providing the foundation for entry and success at the University of California and elsewhere. Assessment is performance-based: all students develop projects, solve problems, and present findings to community panels. All students are required to complete an academic internship, a substantial senior project, and a personal digital portfolio. Teacher teams have ample planning time to devise integrated projects, common rubrics for assessment, and common rituals by which all students demonstrate their learning and progress toward graduation.
Teacher as Designer
High Tech High teachers work in interdisciplinary teams to develop the program for 50-70 students per team. The schedule accommodates team teaching, common planning time, project-based learning, work-based learning, and other regular interaction with the outside world.
www.hightechhigh.org/about/
Meg Saligman, Artist - "Creativity + Community = Opportunity"
Meg Saligman was born in Olean, New York in 1965. There she experimented with many kid friendly medias including finger paint, the etch-a-sketch, and play dough. She painted her first mural in 1989 in Philadelphia, Pennsylvania. Since then her talents have blossomed into an internationally recognized mural career. Meg has created Philadelphia’s landmark “Common Threads” at Broad and Spring Garden Streets. Other well known works include “Philadelphia Muses” on 13th and Locust Streets, a multimedia “Theatre of Life” on Broad and Lombard Streets and the new “Passing Through” wall that can be seen looming over the Schuylkill Expressway. Saligman’s work can be seen in both the national and international arena of public Art. She has created work from a fresco in Mexico City to the largest publicly funded project in the United States in Shreveport, Louisiana.
Her work has been influential from the very beginning. In Philadelphia, she was the first artist to include community members in the actual mural itself. One of Saligman’s greatest innovations was that she devised a system where people from communities could easily paint the murals themselves. This technique has enabled entire cities and even prison communities to participate in the public art making process. Saligman was the first artist to use a computer in the designing of murals here in Philadelphia. Her influence continues as she has developed many computer techniques that are widely used in the designing process. She currently is developing digital works incorporating LED and moving images.
Meg’s work has been celebrated nationally. In 2006, Saligman was featured as one of ten muralists from throughout the country who has been influential in the past decade in the national publication, Public Art Review. She has received numerous awards that include honors from The National Endowment of the Arts, The Mid Atlantic Arts Foundation, The Pennsylvania Council on the Arts, and Philadelphia’s Leeway Foundation.
megsaligman.com
Meg Saligman was born in Olean, New York in 1965. There she experimented with many kid friendly medias including finger paint, the etch-a-sketch, and play dough. She painted her first mural in 1989 in Philadelphia, Pennsylvania. Since then her talents have blossomed into an internationally recognized mural career. Meg has created Philadelphia’s landmark “Common Threads” at Broad and Spring Garden Streets. Other well known works include “Philadelphia Muses” on 13th and Locust Streets, a multimedia “Theatre of Life” on Broad and Lombard Streets and the new “Passing Through” wall that can be seen looming over the Schuylkill Expressway. Saligman’s work can be seen in both the national and international arena of public Art. She has created work from a fresco in Mexico City to the largest publicly funded project in the United States in Shreveport, Louisiana.
Her work has been influential from the very beginning. In Philadelphia, she was the first artist to include community members in the actual mural itself. One of Saligman’s greatest innovations was that she devised a system where people from communities could easily paint the murals themselves. This technique has enabled entire cities and even prison communities to participate in the public art making process. Saligman was the first artist to use a computer in the designing of murals here in Philadelphia. Her influence continues as she has developed many computer techniques that are widely used in the designing process. She currently is developing digital works incorporating LED and moving images.
Meg’s work has been celebrated nationally. In 2006, Saligman was featured as one of ten muralists from throughout the country who has been influential in the past decade in the national publication, Public Art Review. She has received numerous awards that include honors from The National Endowment of the Arts, The Mid Atlantic Arts Foundation, The Pennsylvania Council on the Arts, and Philadelphia’s Leeway Foundation.
megsaligman.com
Lisa Murphy - If Today Were Their Only Day
Lisa Murphy, B.S., is an early childhood specialist. She has been involved with early childhood education for over 20 years. She has taught and worked with children in various environments including Head Start programs, kindergarten, private preschools, family childcare, park and rec centers, group homes and many child care centers.
Lisa is the founder and CEO of Ooey Gooey, Inc. and she presents hundreds of workshops each year to both domestic and international audiences on dozens of topics related to early childhood education; specifically how to be more play-based in the classroom. She has appeared on NBC TV with science guy Steve Spangler as a part of his Science Mondays program on 9NEWS, Denver and has been featured in various publications including Child Care Business Exchange, Parents and Pre-K Today. Lisa has authored numerous books and articles. Additionally she has filmed and produced dozens of teacher training DVD’s. A highly sought after keynoter for educational conferences, Lisa uses humor and real life anecdotes to reach and engage her audiences. Lisa’s standing room only seminars have become nationally known for their information, humor, inspiration and energetic delivery. Frequently asked if she has ever been a stand up comic, Lisa practices what she preaches and continues to blend the laughter with the learning! Lisa has become known for her ability to link hands-on activities to educational standards and is dedicated to creating child-centered, play-based early childhood environments. Her commitment to reinforcing the importance of play in the lives of children is obvious in both her professional and personal life.
Lisa lives in Upstate NY with her husband Tom and their dog Otis.
www.ooeygooey.com
Lisa Murphy, B.S., is an early childhood specialist. She has been involved with early childhood education for over 20 years. She has taught and worked with children in various environments including Head Start programs, kindergarten, private preschools, family childcare, park and rec centers, group homes and many child care centers.
Lisa is the founder and CEO of Ooey Gooey, Inc. and she presents hundreds of workshops each year to both domestic and international audiences on dozens of topics related to early childhood education; specifically how to be more play-based in the classroom. She has appeared on NBC TV with science guy Steve Spangler as a part of his Science Mondays program on 9NEWS, Denver and has been featured in various publications including Child Care Business Exchange, Parents and Pre-K Today. Lisa has authored numerous books and articles. Additionally she has filmed and produced dozens of teacher training DVD’s. A highly sought after keynoter for educational conferences, Lisa uses humor and real life anecdotes to reach and engage her audiences. Lisa’s standing room only seminars have become nationally known for their information, humor, inspiration and energetic delivery. Frequently asked if she has ever been a stand up comic, Lisa practices what she preaches and continues to blend the laughter with the learning! Lisa has become known for her ability to link hands-on activities to educational standards and is dedicated to creating child-centered, play-based early childhood environments. Her commitment to reinforcing the importance of play in the lives of children is obvious in both her professional and personal life.
Lisa lives in Upstate NY with her husband Tom and their dog Otis.
www.ooeygooey.com
Jonathan Bergmann and Aaron Sams - Flip Your Classroom
We'll hear briefly from Jonathan and Aaron. Jonathan Bergmann and Aaron Sams are award-winning teachers in Colorado who use the term, Mastery Learning to describe how they have ‘flipped’ their classrooms inside out. Instead of lecturing in class, they have created hundreds of vodcast videos which their students view for homework. When the students are at school, they do hands-on, interactive, problem solving, and active learning. For a brief intro to this concept, check out Jonathan and Aaron’s short video titled, The Flipped Classroom, by Learning4Mastery.
We'll hear briefly from Jonathan and Aaron. Jonathan Bergmann and Aaron Sams are award-winning teachers in Colorado who use the term, Mastery Learning to describe how they have ‘flipped’ their classrooms inside out. Instead of lecturing in class, they have created hundreds of vodcast videos which their students view for homework. When the students are at school, they do hands-on, interactive, problem solving, and active learning. For a brief intro to this concept, check out Jonathan and Aaron’s short video titled, The Flipped Classroom, by Learning4Mastery.
Randy Sprague, Entrepreneur - "The Sweet Smell of Success"
Sprague's Maple Farms makes a variety of maple products, including syrup, maple cream, maple sugar, jelly, and granulated maple sugar. All of their products are packaged in very decorative containers, some in glass, which has been imported from Italy. There is something for everyone-all sizes, prices and quantities. Sprague's ships large orders across the country and into Europe as well, and they sell a lot of syrup to specialty shops across the country.
The bright new facility has been and continues to be an area attraction that allows people to see the maple operation from start to finish-how they handle the sap and the processing. The addition of our rustic sugarhouse and Indian village have been a great enhancement for educational tours. There is a lot of history in sugaring, which has been passed down through generations. Now you'll be able to see the tradition of the industry, with a real hands-on feel. Marked trails and bird feeders will make Sprague's a pleasure to visit, and you'll also be learning something about the ecology of the forest.
SpraguesMapleFarms.com
Dr. Kevin Spigel, Geoscientist - "The Dirt on Dirt"
Dr. Kevin Spigel's research interests are focused on lake sedimentation, environmental change, and geomorphology with emphasis on the role weather, climate, and vegetation change, and fire on landscape processes involving erosion and sedimentation in river and lake systems. Dr. Spigel is Assistant Professor at Unity College in the Department of Geosciences.
Dr. Kevin Spigel's research interests are focused on lake sedimentation, environmental change, and geomorphology with emphasis on the role weather, climate, and vegetation change, and fire on landscape processes involving erosion and sedimentation in river and lake systems. Dr. Spigel is Assistant Professor at Unity College in the Department of Geosciences.
Jennifer Andrews - “The Creative Compass: Finding One’s Path in the Arts”
In her senior year of art school, Jennifer Andrews (Fillmore Central School Alumni) heard a statistic that she didn’t want to believe: in ten years only 5% of her fellow classmates would still be making art. In contrast to many other career paths, the definition of “success” as an artist can be a confusing one. Sometimes just being able to make art as a daily practice is a challenge and satisfaction in itself. Andrews feels fortunate for the creative problem solving skills she developed early on as a student in Western New York. She also credits the resourcefulness required of a rural lifestyle with helping her as an adult to ‘just keep going’ as an independent artist in a variety of different environments.
Artist Jennifer Andrews received her degree in painting in 1997 from Hartford Art School in CT. Working in thin layers of oil paint and beeswax, her narrative paintings investigate the structure of memory, myth and our connection to the natural world. Her work has been shown in numerous group and solo exhibitions across the US and internationally. Andrews enjoys dividing working time between her studio in Brooklyn, NY and residencies abroad. Previous working locations include the Netherlands, Viet Nam and Costa Rica. (Please visit www.andrewsjennifer.com for images of recent work.)
In addition to painting, Andrews works as part of the collaborative team Andrews LeFevre Studios (www.andrewslefevre.com) creating site-specific public art for communities and institutions. In their sculptural installations the team seeks to unearth the untold or forgotten histories of an area – including the native species, peoples and myths that disappear as concrete takes over a landscape. The team is currently working on a sculpture for the Cardinals baseball stadium in St. Louis, MO and is a finalist to design a memorial to NAACP lawyer and Civil Rights leader Charles Hamilton Houston in Alexandria, VA.
In her senior year of art school, Jennifer Andrews (Fillmore Central School Alumni) heard a statistic that she didn’t want to believe: in ten years only 5% of her fellow classmates would still be making art. In contrast to many other career paths, the definition of “success” as an artist can be a confusing one. Sometimes just being able to make art as a daily practice is a challenge and satisfaction in itself. Andrews feels fortunate for the creative problem solving skills she developed early on as a student in Western New York. She also credits the resourcefulness required of a rural lifestyle with helping her as an adult to ‘just keep going’ as an independent artist in a variety of different environments.
Artist Jennifer Andrews received her degree in painting in 1997 from Hartford Art School in CT. Working in thin layers of oil paint and beeswax, her narrative paintings investigate the structure of memory, myth and our connection to the natural world. Her work has been shown in numerous group and solo exhibitions across the US and internationally. Andrews enjoys dividing working time between her studio in Brooklyn, NY and residencies abroad. Previous working locations include the Netherlands, Viet Nam and Costa Rica. (Please visit www.andrewsjennifer.com for images of recent work.)
In addition to painting, Andrews works as part of the collaborative team Andrews LeFevre Studios (www.andrewslefevre.com) creating site-specific public art for communities and institutions. In their sculptural installations the team seeks to unearth the untold or forgotten histories of an area – including the native species, peoples and myths that disappear as concrete takes over a landscape. The team is currently working on a sculpture for the Cardinals baseball stadium in St. Louis, MO and is a finalist to design a memorial to NAACP lawyer and Civil Rights leader Charles Hamilton Houston in Alexandria, VA.
Sponsored by the Joint Management Team of Western New York
Cattaraugus-Allegany BOCES • Erie 1 BOCES
Erie 2 BOCES • Orleans-Niagara BOCES
Cattaraugus-Allegany BOCES • Erie 1 BOCES
Erie 2 BOCES • Orleans-Niagara BOCES
