Monday, July 25, 2011

US Labor Dep't bans hiring of Pinoy teachers in Maryland county

by Rodney Jaleco, ABS-CBN North America Bureau

OXON HILL, Maryland - Hundreds of Filipinos teachers trooped to the Prince George's County Public Schools (PGCPS) in a desperate bid to hold on to their jobs by carrying letters of appeal, following the decision of the US Department of Labor to bar it from hiring Filipino and other foreign teachers for 2 years.

The DOL reaffirmed a decision last April that concluded the PGCPS willfully violated H-1B visa rules by requiring an estimated 800 Filipino teachers to pay visa and other fees that should have been shouldered by the school system. The PGCPS has already agreed to pay back $4.2 million in back wages to the teachers.

Both the PGCPS and Filipino teachers appealed the DOL's findings, many of the mentors saying they paid the fees voluntarily and were more concerned about keeping their jobs.

A majority of them have been working in the Prince George's public schools for the past 4-5 years, with a smaller number who arrived last year and presumably, were still working off the expenses of resettling in Maryland.

"Under the statute governing the H-1B program," the DOL statement read, "willful wage violations are subject to a debarment period of at least two years. Violations are willful when an employer knew or acted in reckless disregard for whether its actions were impermissible."

"Due to the willful nature of some of the violations, PGCPS also has agreed to pay $100,000 in civil money penalties and to be debarred for two years from filing new petitions, requests for extensions or requests for permanent residency for foreign workers under any employment-based visa program," the statement read further.

Labor Secretary Hilda Solis stressed that "the Labor Department has the responsibility for ensuring that employers who use the H-1B program follow the law and do not place U.S. workers at a disadvantage to H-1B workers."

The Filipino teachers vowed to challenge what they saw a "unjust labor practices", pointing out that they are being penalized for a wrong committed by their school employer.

"They will be performing a series of actions geared towards ultimately attaining what is most precious to them, which is keeping their jobs," declared Maricris Urbano in a statement given to ABS-CBN News.

She said this afternoon's "silent walk-through" at the PGCPS Board of Education office in Upper Marlboro, Maryland was just the beginning. They are blaming the school system for "unfair terminations as they capriciously allowed working visas to expire."

Urbano feared these developments would eventually lead to an exodus of Filipino teachers back to the Philippines.

The Filipino teachers have also hastily organized a town hall meeting with visiting Philippine Congressman Erin Tanada at the Philippine Multicultural Center in Oxon Hill, Maryland this evening. They will be asking for help from the Philippine government.

Vice President Jejomar Binay, in his Independence Day address at the Philippine Embassy here last month, cited the struggle of the Filipino teachers in Prince George's county. They were able to convince PGCPS officials to reverse their decision not to renew work visas for Filipino teachers in "non-critical" subjects; but that victory has been erased by the DOL decision.

If the DOL decision is upheld – it still has to be approved by an administrative law judge – only a handful of Filipino teachers will survive the cut. They belong mostly to the first batch of mentors recruited in the Philippines in 2003-2004 and who've gained legal permanent residency status or the so-called "green card". But they are very few.

Maryland schools sought teachers from the Philippines to fill vacancies and help meet federally-mandated "No Child Left Behind" standards imposed by former President George W. Bush.

The DOL order does not cover about 600 Filipino teachers in Baltimore, Maryland public schools, who were subjected to the same hiring practices that got the Prince George's public school system in hot water. The Baltimore Public School System (BPSS) is trying to avoid a similar fate by reportedly quietly paying back the fees that were illegally collected from their Filipino teachers.

The collection of fees from the Filipino teachers brought about a disparity in wages between foreign and local teachers doing the same job. "The H-1B program allows employers to hire foreign professionals in certain specialty occupations to work temporarily in the U.S," the DOL explained.

"Workers hired under the H-1B program must be paid at least the same wage rates and benefits as those paid to U.S. workers doing the same job in the same area, so that the wages of similarly employed U.S. workers are not adversely affected."

2011 Educational Bills and Acts in Maryland

Bill Number: SB 0776

Issue Code: Education

Title: PARENT EMPOWERMENT ACT OF 2011

Synopsis: Authorizing specified parents and legal guardians of students attending public schools that are subject to corrective action and are not making adequate yearly progress to petition county boards of education to implement specified interventions based on improving academic achievement or student safety; requiring county boards to notify the State Superintendent of Schools and the State Board of Education of the receipt and disposition of specified petitions; etc. Preliminary analysis: local government mandate EFFECTIVE: OCTOBER 1, 2011

Staff Assigned: Leslie Knapp Jr. (lknapp@mdcounties.org)



Bill Number: HB 1081

Issue Code: Education

Title: EDUCATION – PUBLIC SCHOOLS – PETITIONS FOR INTERVENTION Synopsis: Authorizing specified parents and legal guardians of students attending public schools that are subject to corrective action and are not making adequate yearly progress to petition county boards of education to implement specified interventions; requiring county boards to notify the State Superintendent of Schools and the State Board of Education on receipt and of final disposition of specified petitions; requiring county boards to make specified determinations in a specified manner in a specified time frame; etc. Preliminary analysis: local government mandate.

EFFECTIVE: OCTOBER 1, 2011

Staff Assigned: Leslie Knapp Jr. (lknapp@mdcounties.org)



Bill Number: HB 1208

Issue Code: Education

Title: HIGHER EDUCATION – EXEMPTION FROM TUITION FOR FOSTER CARE RECIPIENTS – ELIGIBILITY AGE.

Synopsis: Altering from 21 to 25 the age before which foster care recipients must be enrolled at public institutions of higher education to be exempt from paying specified tuition; and altering from 21 to 25 the age before which foster care recipients must be enrolled as candidates for specified degrees to not be required to pay the difference between the amount of specified scholarships or grants and the amount of specified tuition.

EFFECTIVE: JULY 1, 2011

Staff Assigned: Leslie Knapp Jr. (lknapp@mdcounties.org)


Bill Number: HB 1228 crossfiled with SB 882

Issue Code: Employee Benefits and Relations

Title: UNEMPLOYMENT INSURANCE – FEDERAL EXTENDED BENEFITS FOR THE LONG–TERM UNEMPLOYED.

Synopsis: Specifying that, for specified weeks of unemployment, a State “on” indicator for extended unemployment benefits exists under specified circumstances; specifying that a State “off” indicator exists for specified extended unemployment benefits under specified circumstances; prohibiting specified extended benefits from being payable for any week of unemployment beginning before a specified date; specifying the total amount of specified extended benefits that are payable to an eligible individual; etc.

EFFECTIVE: OCTOBER 1, 2011

Testimony: Testimony

Staff Assigned: Andrea Mansfield (amansfield@mdcounties.org)

MACo Position: Support with Amendment Revised Position: Support Bill Status: PASSED Comment: Bill was amended to reimburse local governments for a portion of the costs associated with providing the extended benefits.


Bill Number: SB 0262 crossfiled with HB 127

Issue Code: Education

Title: STATE BOARD OF EDUCATION – FINANCIAL LITERACY CURRICULUM – GRADUATION REQUIREMENT.

Synopsis: Requiring the State Board of Education to develop curriculum content for a course in financial literacy; requiring each county board of education to implement the financial literacy curriculum content developed by the State Board in every high school in the county; and requiring students to complete a course in financial literacy in order to graduate from high school.

EFFECTIVE: OCTOBER 1, 2011

Staff Assigned: Leslie Knapp Jr. (lknapp@mdcounties.org)


Bill Number: SB 0474 crossfiled with HB 191

Issue Code: Education

Title: PUBLIC SCHOOLS – STUDENT ATTENDANCE – PREVENTING CHRONIC ABSENTEEISM.

Synopsis: Requiring public schools to maintain a record of the daily attendance of students in kindergarten through 12th grade using a specified identifier, calculate and maintain a record of specified attendance information, and submit a report to the county board of education that includes specified student attendance information for each grading period each year; requiring each county board to calculate and maintain a specified record of countywide student attendance information; etc.

EFFECTIVE JULY 1, 2011

Staff Assigned:

Leslie Knapp Jr. (lknapp@mdcounties.org)


Bill Number :SB 0676

Issue Code: Education

Title: COUNTY BOARDS OF EDUCATION – ALIEN STUDENTS.

Synopsis: Requiring each county board of education, on or before March 1 of each year, to make a good faith effort to provide the governing body of the county with the total number of students enrolled in the public school system of the county whose presence in the United States cannot be reasonably documented; and prohibiting a county board from associating a student’s race, appearance, language, or name with citizenship or immigration status.

EFFECTIVE: JULY 1, 2011

Staff Assigned: Leslie Knapp Jr. (lknapp@mdcounties.org)

Sunday, July 10, 2011

Mrs. Kimberly K. Parker, Discusses Summer Time Fun





SUMMER TIME FUN

There are exactly six weeks left before school begins again. Wow! Where has the summer gone? Holding on to all the joys of summer for as long as they can, children everywhere are still looking forward to spending countless hours in the pool and attending a variety of summer camps specializing in culinary arts, horseback riding, and academic enrichment. After all the work they have done during the 2010-2011 school year, they really deserve a break.

As you may very well know and may even have experienced, the state of the economy has forced many households to forego tuition based activities. Realistically, the luxury is one many parents simply cannot afford. Yet, the need to actively engage children still remains.
Determined not to plant them in front of the television for hours on end, one question remains: What am I going to do to ensure my child has fun while learning for the remainder of the summer and not break the bank in the process?

I am so glad you asked! Here are a few suggestions to help you not only enrich your child’s summer academically, but socially as well…all while having a very cost effective great time:
1. Start with a schedule. Just like teachers during the school year, parents need to plan every moment of a child’s day. Be sure to incorporate a little rest and relaxation as well.

2. Visit your local museum. Here in the Washington, DC metropolitan area, the Smithsonian museums are plentiful. Also, the Newseum is offering free admission for children with a paid adult. Visit www.si.edu and www.newseum.org for more information.

3. Incorporate curriculum enrichment. Before you know it, science fair projects will be due. Why not get a jump start on them now? Since your child will more than likely read at least 30 minutes a day anyway (I hope), may I suggest you have them read a book centered around their upcoming science fair project? What a way to accomplish two goals with one task, huh?

4. Hang out at the local library. Story time, games and activities on the computer, and events are always funs to enjoy. Most importantly, it’s free! Visit www.publiclibraries.com to find a library near you.

5. Spend a cool evening at The National Harbor in Fort Washington, MD (if you’re in the area). They have a free movie night on Friday and Sunday. Visit http://www.nationalharbor.com/consumer/entertainment.htm#movies.

6. Make the Community News section of your local newspaper the “go to” resource for other free events. You’d really be surprised at what you will find.

There you have it! I sure hope these will help you to enjoy the last few weeks of the summer with your children!


Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” in Clinton, MD for youth between the ages of nine and 18. Additionally, she is hosting “Write On!” an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

Saturday, July 2, 2011

Living Education eMagazine

Hello Engaged Parents, Dedicated Educators, and Business Leaders,

You are receiving this exciting press release because we value your contributions to expanding the conversation about the importance of education.

Forest Of The Rain Productions' mission is to serve as a conduit by which conversations regarding challenges confronting education today are presented unfiltered. Forest Of The Rain Productions prides itself on introducing leading researchers, scholars, engaged parents, dedicated educators, and involved civic leaders to those who are as equally passionate about education.

In an effort to bolster and expand the dialogue about the role education plays in the lives of all Americans we created Living Education eMagazine. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society.

In our inaugural edition, we examine a variety of educational topics we believe important to Americans and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that! Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversation.


Thanks for all you have done to expand the discussion about the value of education in our everyday lives. Below you will find the link to Living Education eMagazine. If you have any questions, please feel free to contact me at editor.forestoftherain@gmail.com

http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1

Also, please review our video discussion on bullying at http://education4and2parents.podbean.com/2011/04/15/living-education-magazine-discusses-bullying-video/

Sincerely,

Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813
www.forestoftherain.net

African American Male Teachers


QUESTION:

What is the Value of African American Male Teachers in the Classroom?


Dr. Chance Lewis
Associate Professor
Urban Education
College of Education
Texas A&M University

Having an African American male in the classroom breaks the stereotype that classroom teaching is only for females. It presents an image that African American males and males in general are able to be classroom teachers. This is important because many students really aspire to be like those they see. So, they [students] may never see an African American male in the classroom and these results in a ripple effect of students’ aspirations to become a teacher. I am pushing through my research to have more African American male quality teachers in the classroom, as a means to present a strong image for all students, particularly African American males. This is very important for students. It really breaks the stereotype that teaching is only for females

Thursday, June 23, 2011

Living Education eMagazine


Enlarge this document in a new window
Online Publishing from YUDU



Hello Engaged Parents, Dedicated Educators, and Business Leaders,

Forest Of The Rain Productions is proud to announce the publication of our first magazine, Living Education eMagazine. Forest Of The Rain Productions' mission is to serve as a conduit by which conversations regarding challenges confronting education today are presented unfiltered. Forest Of The Rain Productions prides itself on introducing leading researchers, scholars, engaged parents, dedicated educators, and involved civic leaders to those who are as equally passionate about education.

In an effort to bolster and expand the dialogue about the role education plays in the lives of all Americans we created Living Education eMagazine. It is our goal, our purpose to introduce our readers to the multiplicity of roles education has in our everyday lives. Through our exploration and examination of all educational issues germane to parents, students, educators, and political leaders we hope to play a role in redefining the economic benefits to an educated society.

In our inaugural edition, we examine a variety of educational topics we believe important to Americans and global educators alike. Staff at Living Education eMagazine was sent on a mission to find unique views and perspectives on education as a means to re-establish the importance of education in our everyday lives. We believe the staff of Living Education eMagazine has done just that! Educators and civic leaders from all over America have provided their voice to our discussion. We welcome you to join the conversation and to make Living Education eMagazine a part of your educational conversation.


Thanks for all you have done to expand the discussion about the value of education in our everyday lives. Below you will find the link to Living Education eMagazine. If you have any questions, please feel free to contact me at editor.forestoftherain@gmail.com




Sincerely,


Forest Of The Rain Productions
P.O. Box 326
Savage, Maryland 20763
240.593.3813

Thursday, June 2, 2011

Summer Learning Loss Can Be Prevented


Dr. Michael A. Robinson

I just reviewed data on the percentage of fourth grade students passing their 2008-2009 state reading exams, according to NBC’s Education Nation website. Click here to see the Maryland data for yourself. Below are a few Maryland public school systems and their percentages of fourth grade students passing state reading:

Anne Arundel County (91%)
Baltimore City (78%)
Baltimore County (87%)
Calvert County (94%)
Howard County (93%)
Montgomery County (91%)
Prince George's County (77%)

As engaged parents, we have to address the low percentage of students performing well in the classroom and on state exams. This is especially important during the summer when academically centered activities give way to summer fun and frolic.

Former CEO for the National Summer Learning Association Ron Fairchild stated that 65% of the achievement gap can be attributed to summer learning loss. If this is true, we as parents cannot sit idly by and watch all the gains our children have made during the previous school year fall back. In a report released by the National Summer Learning Association, summer learning loss has been linked to low academic achievement and extremely high dropout rates.

The research brief cites the work of Dr. Karl Alexander and his colleagues which suggested that students from low economic backgrounds tend to experience a greater degree of academic drops in skills during the summer. Their research also discovered that students from economic disadvantaged backgrounds typically enter the school year at a lower level than typically middle class students, however, the researchers’ suggested that by the end of the year students from the low income families have progressed at or about an equal rate of those from a more affluent economic background. According the writers, their struggles really pick up during the summer when they experience the summer slide. The summer slide was not a phenomenon their more well off peers encountered.

Dr. Alexander when asked to explain why income levels impacted summer learning and more specifically why higher income students performed better upon return from summer breaks, he posited there were “some definite differences (Alexander, 2010). He further explained,

I don’t want to break it down into a checklist, but some differences seemed relevant. For example, better-off children were more likely to go to the library over the summertime and take books home. They were more likely to engage in a variety of enrichment experiences such as attending museums, concerts and field trips. They were more likely to take out-of-town vacations, be involved in organized sports activities, or take lessons, such as swimming or gymnastics lessons. Overall, they had a more expansive realm of experiences.

Many of the activities outlined by Dr. Alexander could be out of the reach of lower income families and to an extent a growing number of middle class families. Thus families have to create alternative learning opportunities to for their children. Scholars and school administrators agree there are ways this can be accomplished.

Tuesday, May 31, 2011

Summer Learning

FACTS


“For many children in America, summer vacation means camp, trips to new or familiar destinations, visits to museums, parks and libraries, and a variety of enriching activities – either with families or as part of a summer learning program. But for millions of others, when schools close for the summer, safe and enriching learning environments are out of reach, replaced by boredom, lost opportunities and risk” (America After 3PM Special Report on Summer, 2010).


Part 1: National Facts about Summer Learning Loss


In the United States today, only 25 percent of school-age children (an estimated 14.3 million children) participate in summer learning programs.



  • Based on parent interest in enrolling their child in a summer learning program, 56 percent of all non-participating children (an estimated 24 million children) would likely enroll in summer learning programs.

  • Parents of only one-third of children show no interest in enrolling their children in summer learning programs.

  • Low-income and ethnic minority children are more likely to attend summer learning programs than other children, but the unmet demand among low-income and minority families are also greatest.

  • By an overwhelming margin, parents support public funding for summer learning programs, with the strongest level of support coming from low-income and ethnic minority parents (America After 3PM Special Report on Summer, 2010).

Part 2: Maryland Facts about Summer Learning



  • Just 31 Percent of Maryland Children Attend Summer Learning Programs

  • An Estimated 358,000 Maryland Kids Would Likely Participate in a Summer Learning Program, Based on Parent Interest

Part 3: Just The Facts and Nothing But The Facts



  • All young people experience learning losses when they don't engage in educational activities during the summer.

  • Students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of summer vacation (Reading Is Fundamental, 2011).

  • Low-income children and youth experience greater summer learning losses than their higher-income peers (Reading Is Fundamental, 2011).

  • On average, students lose approximately 2.6 months of grade level equivalency in mathematical computation skills over the summer months (Reading Is Fundamental, 2011).

  • Low-income students experience an average summer learning loss in reading achievement of more than 2 months (Reading Is Fundamental, 2011).

  • Studies show that out-of-school time is a dangerous time for unsupervised children and teens. They are more likely to:

    • Use alcohol, drugs, and tobacco

    • Engage in criminal and other high-risk behaviors

    • Receive poor grades; and drop out of school than those who have the opportunity to benefit from constructive activities supervised by responsible adults.

    • Without practice, students lose reading skills over the summer months and children from low-income families lose the most (The National Summer Learning Association’s Research website, 2011).

Part 4: An Interview with Dr. Kim James of Harvard University



  • Here is a snippet of an interview between Dr. James and The National Summer Learning Association.

Q. So it’s not enough to just give a child a book and expect him or her to read it?


A. Access to reading materials is crucial, of course, but according to our research, that’s not enough, especially in the early elementary school years. Many people are aware that children lose reading skills over the summer and that low-income children fall behind, compared to their more advantaged classmates. We also know that kids who read a lot over the summertime sustain reading comprehension and vocabulary. Consequently, some people conclude that, in order to increase reading skills, we need to increase access to books—but the research indicates it’s not that simple. In fact, in one study, when we gave books to kids but did nothing else, they did no better than the kids who did nothing over the summer. There was no difference.


Part 5: Information, Tidbits, and Knowledge about Summer Learning Loss



  • About two-thirds of the ninth-grade achievement gap between lower and higher income youth can be explained by unequal access to summer learning opportunities during the elementary school years. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al. 2007).

  • Parents consistently cite summer as the most difficult time to ensure that their children have productive things to do (Duffett et al. 2004).

Guest Blogger Kimberly Parker: My Child Is A Bully



MY CHILD IS A BULLY


Recent news headlines of how bullying is pervasive in schools all across the nation sounded the alarm in my heart and mind. What’s worse, such incidences have led to “bullycide.” Bullycide, according to Wikipedia, “refers to suicide attributable to the victim having been bullied.” I’m truly saddened that tragedy strikes our children in this manner. To think that a child feels such a sense of hopelessness should sadden us all.

While chatting with a parent not long ago, I began to share my thoughts and concerns on the subject. She, too, was concerned and thought that we should do something about it. After brainstorming for a moment, she suggested that we have a workshop in an attempt to bring awareness to other parents in the community. No longer, we felt, that the subject was taboo; the time was ripe to shed light on this not-so-often spoken of problem. Ironically, neither of us was aware that National Bullying Week was on the horizon.

I will be the first to admit that my expertise was not in “bullying prevention.” While I can speak about it from a victim perspective considering I was bullied from kindergarten through sixth grade, I was not equipped to impart information from the clinical vantage point. With that, I searched the internet and discovered tons of information. In the interest of time, I’ll merely highlight a few thoughts I pulled from a Power Point presentation entitled “Take a Stand Against Bullying”:

1. Bullying is an intentional written, verbal, or physical act that intimidates or subjects a person to hostility or ill treatment.

2. Bullying involves repeated actions which causes another to feel afraid, humiliated, embarrassed, threatened, or shamed.

3. There are four ways bullying happens: verbally, physically, sexually, or whereby property is extorted or vandalized.

4. There is typically an imbalance of power in the relationship whereby the culprit seeks control.

5. Bullying can lead to feelings of alienation, insecurity, anger, and fear. The victim can experience a drop in grades, weight loss or gain, headaches, and even suicide.

6. If you suspect your child is being bullied, talk to your child, contact the school, and/or notify the police. (NOTE: My mother never knew I was being bullied because I was afraid to tell her. I thought I was going to get in trouble and be blamed for what was happening to me. Please assure your child that it’s not their fault if this is taking place and that you are there to advocate and support them.

7. If you suspect your child is a bully, talk to your child, encourage empathy for others, review consequences of bullying behavior, and, if necessary, contact the school for help.

Two days after this presentation, I received this email from a parent:




Good Morning, Mrs. Parker. I was planning to not come to the meeting the other night because I was very tired from working all day. However, I am very glad that I did. The information you shared helped me to realize that my child is a bully. Up until the meeting, I dismissed what he was doing as “kids being kids.” But, when you started sharing those bullying traits and said, “It can lead to the death of another person” I knew I could no longer be in denial.

Initially, I was at a lost for words. I never expected an email like this. In short, I told the parent I was glad to assist and encouraged her to reach out if I could do more.

There is so much more helpful information I gleaned from this presentation. Unfortunately, I can not capture it all here. If you would like a copy, feel free to contact me directly. I will gladly share it with you.

Bullying is very serious. It is neither a normal childhood activity of rite of passage. Please take a moment to share this information with your child. In fact, let them read some of the news articles for themselves, if age appropriate. We can no longer afford to ignore this very serious problem. It’s time to take a stand against bullying.

Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” for youth between the ages of nine and 18. Additionally, she is hosting “Write On!”, an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

UPCOMING INTERVIEWS

UPCOMING INTERVIEWS
“PARENT TALK LIVE”
HOSTED BY:
Dr. Michael A. Robinson



Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk Live is hosted by Dr. Michael A. Robinson.






Felecia Hatcher
Author
The “C” Students Guide to Scholarships
Topic: “The “C” Students Guide to Scholarships”
Date: June 5, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents

Felecia Hatcher was recently named one of the Top 10 Superstar Entrepreneurs under the age of 30 by Allbusiness.com and she has been featured in Essence Magazine, Black Enterprise Magazine, ABC News, Inc.com, Entrepreneur and the Food Network. As an entrepreneur, motivational speaker and author Hatcher has dedicated her life to motivating young people to look past their circumstances and get creative!

Hatcher has recently published her first book titled The 'C' Students Guide To Scholarships, to help students with less then stellar grades beat the odds and put themselves in the running for scholarship funds. As an average high school student - with a GPA that fluctuated between 2.1 and 2.7 - Hatcher beat the odds and managed to pull down over $100,000 in scholarship money to attend Lynn University. At 19, she started her first college coaching business called Urban Excellence. Hatcher has since traveled around the country conducting workshops and building successful college prep programs for companies like DeVry, the YMCA, Texas A&M, TED and the Urban League.

Hatcher has also spearheaded a number of successful experiential marketing campaigns while working for Nintendo, Sony and the WNBA, and in 2008 she embraced her inner foodie and took to the Miami streets with her now wildly successful Feverish Ice Cream Truck and boutique ice cream catering company. In her free time, Felecia Hatcher works with the NFTE (National Foundation for Teaching Entrepreneurship), consults with start-ups, and travels the country speaking to parents and students about scholarships and youth empowerment.



Dr. Jonathan Cohen
Cofounder and President
National School Climate Center
(Formerly the Center for Social and Emotional Education)
Topic: The Importance of a Positive School Climate
Date: June 12, 2011
Time: 8:00pm-8:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents



Dr. Cohen is an adjunct professor in psychology and education at Columbia University, adjunct professor in education at City University of New York and a practicing clinical psychologist and psychoanalyst. Dr. Cohen has worked in and with K–12 schools for over 30 years in a variety of roles: as a teacher, program developer, school psychologist, consultant, psycho-educational diagnostician and mental health provider.





Dr. William R. Hite
Superintendent
Prince George's County Public Schools
Topic: Leading A Large Urban School System in Times of Fiscal Challenges
Date: June 17, 2011
Time: 2:00pm-2:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents



Dr. William R. Hite, Jr. was named Superintendent of Prince George’s County Public Schools (PGCPS) on April 3, 2009, by the Prince George’s County Board of Education, after serving as Interim Superintendent since December 1, 2008.

In June 2006, Dr. Hite was hired as Deputy Superintendent of PGCPS, Maryland’s second largest school system and the 18th largest system in the nation. During his tenure, he focused on student access and educational equity to ensure that all students graduate college-and work-ready. This work continues at a rapid pace and without interruption.

Among his many leadership responsibilities, Dr. Hite has led major efforts resulting in increased student achievement, significant improvements in teaching and learning, and school improvement status. This included work on the Intensive Support and Intervention Schools (ISIS) that provided significant support to schools most in need based on student and school performance indicators, as well as work in partnership with the Institute for Learning at the University of Pittsburgh, which focused on improving the capacity of teachers and administrators to strengthen the teaching and learning process. Most recently, he oversaw a major reorganization of the district’s regions into zones to reduce cost and provide greater support to schools.

Photos of the 2010 Parental Engagement Conference

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The Middle School Years

Visits From Engaged Parents and Dedicated Educators