Bright+Futures+01

"Bright Futures" is a report that proposes and outlines twelve core practices that help to create effective middle schools. These practices are as follows: 1. Students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students. 2. Teachers use research-based instructional practices in their classrooms that are effective in increasing the learning and achievement of young adolescents. 3. Teachers in all content areas use teaching and learning practices that are anchored in [|21st century] literacies. 4. Students have access to one-to-one computing technology integrated throughout the curriculum allowing them to acquire the critical thinking skills related to information, media, and technology. 5. All middle level students experience learning opportunities that emphasize [|creativity] and innovation. 6. School leaders, using a collaborative and democratic leadership model, focus on establishing an environment that supports the learning needs of young adolescents. 7. Faculty, administration, and students collaboratively build a safe and caring climate that nurtures the individual while creating a sense of community where everyone is valued. 8. Students benefit from [|organizational structures] within the middle grades that maximize the sense of community, support meaningful relationships, and optimize curriculum delivery. 9. Students have access to a co-curricular program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun. 10. Teachers' professional development is an ongoing process that is embedded into the daily life of the school. 11. [|Parents] are actively involved in the life of the school and their child’s education. 12. Teachers, administrators, and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness.
 * Abstract: **

The core practices in this report are all meaningful and important. Even if some might not be that quick and easy for all schools to implement and acknowledge, they would still be worthwhile for all Maine middle schools to work towards. The report emphasized the importance of having 21st century knowledge and skills. This will [|prepare each student for the future] and ensure his or her place as educated citizens and contributing members of society. If all of the core practices were found in Maine schools, they would be the most ideal and ensure student success. Teams are important. The report put a lot of emphasis on creating teams within the schools and [|collaborating]. It also stresses the importance of connecting students, parents, teachers, and entire communities to create a unified, well-connected team. One other important element of this article was the focus on the connection that needs to be made in the classroom to the students' lives [|outside of the classroom,] and how learners should always be engaged and encouraged to have fun.
 * Reflection: **

Kirsten Petroska
I haven’t even finished the documents yet, but I wanted to talk about the concept of teams in middle level education before I forgot what I wanted to say. I love this idea. I’ve been on “teams” before in middle school, but they were definitely “teams in name only” as mentioned on the website. It meant you kind of traveled with the same group of students and 80 of us had the four same teachers. There was very little—if any—real collaboration between teachers. The idea of have two or three teachers working together to build a curriculum and work closely with 45 to 75 students seems like a dream to me. The opportunity to collaborate with colleagues really thrills me and I believe that when teachers from different disciplines come together and can create a genuine community, students only benefit, because they see how these different subjects their learning lean on one another. Students also get a prime example of how adults should and can interact with one another in a professional environment. I was lucky enough to be in a program called Humex my sophomore year of high school, where the history and English teachers co-taught a class and work very closely with the math and science teachers (we were on a separate team from the rest of the 10th grade). Over the course of the year, we used all four core subjects to create a model government and town and I saw a lot of collaboration not just on the part of us students, but on the part of the teachers as well, and that set a really good example for me. The concept of a team brings up the idea of nurturing a common goal with everyone playing a role. The idea behind “Bright Futures” really seems to play into that. There are twelve core beliefs that the writers believed middle level schools needed to adopt. All of them worked towards nurturing a common goal: building up confident, successful, and prepared young adolescents. I think middle school and junior high school are often viewed as that awkward in between time where students just sort of float through on their way out of childhood and into young adulthood. This is unfortunate because those middle years are often important in the formation of a person. “Bright Futures” looks to connect every aspect of those students’ lives (parents, teachers, and the students themselves) and create one cohesive team that works together to make a place (a school) where students can be nurtured. While there is, of course, emphasis on academics and literacy and working in a 21st century where technology is pervasive and useful, but the authors also talk about one-on-one connections between students and teachers, teachers and parents, and students and students. For example, one point in the article mentioned wanting every student who goes through middle school to feel as though they had at least one adult figure to whom they could go and feel comfortable with within the school. I think this is extremely important. While reading this right now may make me think of a utopian dream, I hope that in the future we adopt this idea of building a nurturing community for our middle level students.

Kimberly Hudson
The commission that was doing this points out that there isn’t a model for successful middle schools. They also state the need to balance the goal of education as well as the need of improvement and that current research. Also they recognize that middle schoolers need have skills in tune with the 21st century. It also emphasizes the importance that middle school has in connection to elementary school and high school. Many of Maine schools have not implemented programs and practices that have shown from research to work. There are core principles that need to be implemented in the middle schools in order to achieve the goal of having all middle school students learning at a high level. Some of the core principles that need to be recognized are that academic success of students are more likely to happen if students development needs are met. Also schools must use evidence to show that they are successful schools. There also must be opportunities for high learning. The middle school also needs to prepare its students for the next level of their education as well as life beyond. There are twelve core practices for effective middle schools, the first is that students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students. Another is teachers in all content areas use teaching and learning practices that are anchored in 21st century classroom. Also students need to have access to a co-curriculum program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun. Lastly teachers, administrators and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness. This commission also made recommendations on how this can be done in the middle school. Two things really stuck me about this commission. One is how they seem to value the importance of 21st century skills. This is so important, not only for students but for teachers as well. I really don’t think someone should be teaching if they do not have any knowledge of technology. More and more of it is coming out every day and educators; we need to be able to use these technologies to our advantage. We also need to know how these technologies affect our students. I also really liked how the curriculum needs to be set up so that it is relevant as well as interesting to students. If a student is not interesting in the subject, chances are, he or she will not want to learn about it. Also I think it is really important for students learn how to work with people and one of the core principals states this. I also think that they acknowledge that students need to have fun.

Kayla Coombs
This article "Bright Futures: A Framework of Twelve Core Practices for Maine Middle Grades Schools Developing Full Academic, Personal and Social Potential for Maine Young Adolescents," presents the twelve Core Practices that should be implemented and adhered to to ensure effective middle schools for Maine youth. The concept behind these practices is to fully prepare students to be contributing members in today's society and to be successful in their futures. The first practice states that students should have access to curriculum that is relevant, challenging, integrative, and exploratory and maximizes accessibility for all individuals. The second says that teachers use instructional practices that are research-based and are effective in upping the learning and achievement of the students. Core practice 3 is about teachers in every content area using teaching and learning practices that have their foundation in 21st century literacies. In the fourth practice students can access one-to-one computing technology integrated throughout the curriculum, which allows them to gain the critical thinking skills related to information, media, and technology. The fifth practice states that all middle school students experience learning opportunities that stress creativity and innovation. In the sixth practice school leaders focus on establishing an environment that supports the learning needs of the students. In the seventh, faculty, administration, and students all work together to build a safe and caring climate that nurtures the individual. Number eight focuses on how students benefit from organizational structures within the middle school that increase the sense of community, support meaningful relationships, and optimize curriculum delivery. The ninth core practice says that students have access to a co-curricular program that encourages all students to become involved, develop skills, be a member of a team, and simply have fun. Number ten states that teachers' professional development is an ongoing process that is included in the school daily. The eleventh is about how parents are actively involved in the life of the school and their child's education. The twelfth and final core practice states that teachers, administrators, and staff who are responsible for the education of the middle grade students are knowledgeable about their developmental needs and appreciate them for being unique.

One thing I did want to reflect on after reading this was the idea of having teams in the middle school. Prior to my practicum experience at Mt. Blue Middle, I had never heard of or seen in place teams, and so I sort of assumed that this was just something this school did. After reading this, however, I realize that not only do other schools implement this, but it is highly suggested that they do so. One of the core practices that related a great deal to my own beliefs about myself as a future educator was the twelfth one. Since my time in the middle school during Practicum, I knew this was where I wanted to teach; I appreciate the students and what stage they are at developmentally in their lives in and out of school and I enjoy teaching the content. Core Practice 12 assured me that if this is how I feel, then I will be in the right place, for myself and my students. I think that all middle schools should try to put in place and adhere to any and all of the 12 Core Practices, I think they would benefit on an individual, community, and state-wide level.

Anna Schools
Maine has begun to take steps to improve their middle schools so that they are developmentally responsive for 10 to 15 year olds. The MLRs provided a framework for how schools should change their curriculum to better suit the students. Middle schools are a transitional place for student from elementary school to high school, but also are essential to students’ growth and development. There are 12 core practices that help to create effective middle schools. Separated into different categories, these core practices help to ensure that ME students become productive and contributing members of society. 1. Students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students. 2. Teachers use research-based instructional practices in their classrooms that are effective in increasing the learning and achievement of young adolescents. 3. Teachers in all content areas use teaching and learning practices that are anchored in 21st century literacies. 4. Students have access to one-to-one computing technology integrated throughout the curriculum allowing them to acquire the critical thinking skills related to information, media, and technology. 5. All middle level students experience learning opportunities that emphasize creativity and innovation. 6. School leaders, using a collaborative and democratic leadership model, focus on establishing an environment that supports the learning needs of young adolescents. 7. Faculty, administration, and students collaboratively build a safe and caring climate that nurtures the individual while creating a sense of community where everyone is valued. 8. Students benefit from organizational structures within the middle grades that maximize the sense of community, support meaningful relationships, and optimize curriculum delivery. 9. Students have access to a co-curricular program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun. 10. Teachers' professional development is an ongoing process that is embedded into the daily life of the school. 11. Parents are actively involved in the life of the school and their child’s education. 12. Teachers, administrators, and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness. The article offers general recommendations for creating better middle schools, including one recommendation for the UMaine system-offer courses specifically for the middle levels (5-8) and have certification be K-5, 5-8. 9-12.
 * Under “learning and teaching practices in ME’s Middle Level School”:**
 * Under “Schools practices to support learning and teaching”:**

I found this article very interesting. I was eve more interested to read it once I saw it displayed at Mt. Blue middle school. While I strongly agree with most of the core practice, some of them may be hard to come by in certain schools. Like #4-that all students have access to one to one computing technology integrated throughout the curriculum. While most middle level students now receive laptops that allow access for one to one, many teachers do not use this technology to their full potential in their classes. Some of laptops are simply used to occupy the students during “free” time. As for #11, I would love to have parents that are actively involved in the life of the school and their child’s education, however I am a realist and I know that many parents do not (seem to) care. It’s a perfect world situation.

Margaux DePue
ABSTRACT: //Bright Futures// is a report about the specific goals and concepts that have been established in Maine Middle Schools, ensuring ultimate success for students ages 10-15. The article outlines twelve core principles that teachers should use as guidelines in the classroom. These practices emphasize the importance of paying attention to the student as a whole, not just their intellectual needs, but also their physical and emotional needs. Special attention is payed to their needs at their particular age based on

The twelve Core Practices are as follows: 1. The curriculum that is chosen should be engaging and relevant. 2. Research should help to choose lessons that will improve student performance. 3. Students should be literate, not just in reading comprehension, but other facets of education as well (technology, etc.). 4. Students have full access to technology and use it frequently. 5. Opportunities to be creative are always presented in the classroom. 6. School leaders form a positive environment that is cohesive with learning. 7. Students, staff and Faculty create a positive environment and decide on discipline terms together. 8. A strong community is created for students to share. 9. Fun extra-curricular activities for ALL students are offered. 10. Teachers continue to develop their professional background, which students benefit from. 11. Parents are active in their children's education. 12. Educators understand and respect the uniqueness of the learners.

REFLECTION: The general structure of this article was incredibly helpful and relatively thorough, pointing out the positive examples and negative examples of each principle in action. For each core practice, the experts offer several positive components and a realistic scenario where each practice is implemented. They even offer a list of false examples of each practice in action, showing the ways that educators could use each practice that are actually ineffective. By looking at these examples, educators can see how their current lesson plans may be effective, or how they can be altered to make learning more exciting and genuine for students.

What I most enjoyed the fact that this document integrates all facets of student, from the emotional to the physical. One of the core practices discusses the importance of strong extra-curricular activities, which is something that I rarely see when learning about standards. This is an age where students are starting to discover their passions and are perhaps even thinking about what their future occupation might be when they are adults. We need to nurture these desires and find ways to encourage their pursuit of happiness through their passions. The content we teach in classes is not the only material that matters. We want students to enter high school feeling that they have accomplished so much and are participating in activities that make them happy. After-school activities also help break down social barriers and help students understand one another, making friends that they may not have made in their classes. Community is a major aspect that is stressed throughout this entire article, and what better way is there to get students involved with the community than joining a sports team, singing in choir, performing in a play or participating in a volunteer project? All of these activities support the whole student, helping them to become happy, healthy and whole human beings.

All students should be literate in technology and other forms of content besides just reading and writing, though this document could do a better job of articulating what exactly those things are. It describes a few things that students should be literate in, but does not outline how to help students achieve literacy in each of these categories. It also does not discuss effective assessment of literacy. How exactly will we know whether these students have learned the skills they require to move on to the next phase of their lives? However, the article does a great job of outlining all of the resources we can provide to students, such as one-to-one distribution of laptops.

Lizzie
I choose to read and reflect on “Bright Futures: A Framework of Twelve Core Practices for Maine Middle Grades Schools Developing Full Academic, Personal and Social Potential for Maine Young Adolescents,"” which is a report, focused on middle school, which gives a meaningful look into ways in which we can create better schools for our students and children. There are twelve main points to this report and they include:

 1. Students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students.  2. Teachers use research-based instructional practices in their classrooms that are effective in increasing the learning and achievement of young adolescents.  3. Teachers in all content areas use teaching and learning practices that are anchored in21st century literacy’s.  4. Students have access to one-to-one computing technology integrated throughout the curriculum allowing them to acquire the critical thinking skills related to information, media, and technology.  5. All middle level students experience learning opportunities that emphasize creativity and innovation.  6. School leaders, using a collaborative and democratic leadership model, focus on establishing an environment that supports the learning needs of young adolescents.  7. Faculty, administration, and students collaboratively build a safe and caring climate that nurtures the individual while creating a sense of community where everyone is valued.  8. Students benefit from organizational structures within the middle grades that maximize the sense of community, support meaningful relationships, and optimize curriculum delivery.  9. Students have access to a co-curricular program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun.  10. Teachers' professional development is an ongoing process that is embedded into the daily life of the school.  11. Parents are actively involved in the life of the school and their child’s education.  12. Teachers, administrators, and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness.

The points included in this list may have been ideas developed at some point but as are many good ideas regarding education, hard to implement. But the first step in being able to change our educational system or better yet our ideas and usage of education is to recognize what we are currently doing and acknowledge ways of changing. If these ideas were taken in and put to use in every Maine school we would be looking at a future for our educational system that would help to ensure not only the success of the students but of the teachers and entirety of the school system. Part of putting these ideas into practice requires teachers, schools, and educational leaders to work together in order to promote this change. In addition working together in the school with collaboration is crucial. Allowing teachers and students to interact and learn from one and other as well as inter-mingling the subjects creates a connection for all. This idea of connection needs to trickle down into the actual teaching in the classroom. Making connections to students’ lives with the material at hand is important not only in promoting more academic learning but in moving students towards a “brighter future”. There needs to be, as this report stated in multiple ways, common goals not only for schools and teachers but looking towards the future and the end result. The common goal here is to build students who are not only confident and successful but prepared for what their future will bring. <span style="font-family: Arial,Helvetica,sans-serif;">This report was really interesting to me not just because it allow me to see what can be done with the education of our middle schools but because it gave the good and the bad examples for each point and allowed us to see scenarios in which such points could be used. Being able to see good and bad also allowed us to see how well the student is taken is recognized, and in this case we see that the report took the entirety of the student into consideration. Being able to teach to each student as well as their learning needs and abilities is crucial in education. I loved that this report allowed me to see how students’ lives outside the classroom, outside the world of academia is important. Not only are extra-curricular activities important but their personal or home lives influence their learning and being able to not just make connections but really know their lives allowed for richer educational experience based upon that relationship. This report, I believe, acknowledges that school is a place not just for learning but where students should feel nurtured, cared for, and guided through material, discovery, and life.

John
It's interesting to see how schools go about reforming themselves. This is a pretty lengthy and detailed fleshing out of the middle school's most problematic practices, and every issue was tackled head-on. I can't begin to imagine how long it took all of the faculty to do the research and compile these guidelines, but it is clear that there was a great deal of thought put into the document. All the same, I think that while the sheer volume of research and planning holds a lot of water, it came across as a little bit romanticized. Knox is pretty much aligning itself eye-to-eye with NCLB's standards. That's not at all a bad thing, of course. NCLB's 12 core standards are very ambitious and they address problem areas that need to be addressed, but aside from the usual 6 steps of "phasing out" in every rationale, I don't think that the school explained exactly how they were going to implement their new standards--of course, if I just overlooked that part, that might be an indication that they need a little bit more attention to the particulars of school-wide application. Also, describing ideal scenarios in every rationale for pages does a good job of painting a mental picture for the aspiring school reform hopeful, but at the end of the day it accomplishes little in the field of practical application.