Bright+Futures+S2

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Group 4 Synthesis
__ Abstract  __

Bright Futures was written by the Maine Commission on Middle-level Education, and it discusses twelve core practices inherent for the success of middle school students. The report focuses on[| middle school reform] (not just by incorporating the core principles, but through increased funding and change in licensing requirements, etc.), and the value of the core principles to students. This document makes a point in discussing that students at the middle school level are going through some of the greatest changes in their lives and that it is important to address these changes in such a way to make the middle school experience successful for all. This piece contains a large emphasis on the twelve core principles for middle schools and pushes computer literacy, while appreciating the current Maine Learning Technology Initiative. In the twelve core principles is a scenario as to how it can be implemented as well as “phase-outs”, which point out the practice that would be literally phased out if these practices were adopted. In general, the article calls for middle school educators to commit to their students, work with them towards deep understandings, create an environment where students and adults work closely together, and realize that the system depends on both parties cooperation.

__Reflection__

The class addressed the fact that Bright Futures seemed to be very obvious and “well-duh” in essence. Also addressed was the fact that teachers need to be more adept to using computer technology as for a lot of teachers, Power Point is the farthest outreach they can make based on personal education on the equipment. This document was very much found to be beneficial, but as a class, I believe we are one step ahead as the general statement was that teachers should already be using these practices. I have heard that the 12 core principles are things that are “common sense” practices that we should be using and should have been using in the educational profession already. Some questions that were brought up were, “will this cost more money, and if so, where will the money come from?” In total, I would say that our class is a few steps ahead based on my look over of class reflections. [|Here] you can find a superintendent's look at Bright Futures, and [|Here] is an RSAnimate adaption of the interview.

Dani
Abstract: This article is about changes the author thinks should be made to middle schools in order to improve education. It asks for these changes to be made in middle schools because the author feels that middle school is a time when students are at a very unique stage in their development and that it is important to address that accordingly. This article gives credit to middle schools saying that they have implemented many changes that have made our students safer and saying that Maine as a whole is way ahead of where the country as a whole is because of the technology initiative. However, the article feels that students are not doing as well on the MEAS as they should be. Therefore the article is arguing for more changes in curriculum, instruction and assessment to be made.

Reflection: As I was reading the article I was having a major, "well, duh" moment. The 12 core principles that the article is arguing we need to implement seem A) a little too broad and B) to be things we should already be doing. I liked that the article stated the list of principles and then went back and described each one. This meant that there was a much clearer picture in the end about what they were talking about than the vague statement gave. But I feel like overall, the 12 core principles of an effective middle school are things that as teachers we should be doing in all of our classrooms anyway. Yes, all of our teaching should be linked to the modern world, yes all of the curriculum and instruction should be multicultural and involve multiple areas of study, yes we should have projects that require students to seek and ask questions outside of the classroom, yes students should have a hand in deciding the curriculum and yes we need to always be looking at the new research and using what works and throwing out what doesn't. Maybe this is just me because of the program of study I have had here at UMF but I feel like every teacher should be doing these things and that many of them are common sense.

Ryan Martin
Abstract Bright futures is a document that outlines twelve core principles that middle level schools must adopt to become successful. This document focuses on supporting the development of the student that is going through many changes in their life. The 12 core practices reflect the 21st century literacies, skills and knowledge that Maine students will need to in order to be prepared for the modern world. Literacy today is not confined to just texts; it includes necessary digital skills. The document gives a rationale for each core practice, a scenario that shows how they can be successfully implemented, and what they call “phase – outs,” or the practices that the core practice gets rid of. The document calls on middle level educators to commit to young adolescents, insist on deep understanding, create a learning community where adults and students work closely together, and recognize that the system depends upon one another. Reflection This document was very beneficial to read. The 12 core practices all seemed very appropriate to adopt and the scenarios given for each one really helped me visualize how they would work in the school. Although I agreed and enjoyed all of the core practices, a few really jumped out at me. First of all, core practice 4 (one – to – one technology) states that “Every teacher in all of the middle grades is adept at integrating one – to – one computing in their curriculum…” (p. 19). This simply does not happen. From my experiences within the school, teachers still neglect the use of technology in their classrooms, or their knowledge of technological use goes as far as PowerPoint. This is a travesty that teachers do not adopt this core practice. Another core practice that jumped out at me was core practice 8. This core practice calls for 2 or 3 teachers highly qualified in at least two disciplines with at least 40 – 75 students within their teams and they stay with these students for 2 – 3 years. I really liked this idea. I think by staying with students for 2- 3 years, you can create very close relationships with students and parents. This creates an atmosphere that clearly supports the development of the learner. By being qualified in at least two disciplines, there are numerous opportunities to create learning opportunities that connect disciplines and produce critical think skills. Overall, this document was an eye – opener for me. This document showed me that my middle level experience was not what it should have been. I would love to see this implemented in all schools across Maine. I have a few questions though. If this were to be implemented, what would the accountability measures be and to implement these changes, schools would need an increase in fund. Where would this funding come from?

Drew Gauthier

 * Abstract**

Bright Futures is a report written by the Maine Commission on Middle Level Education with concerns to middle school reform and an established framework consisting of twelve core practices that should be included in these newly reformed middle schools in order to establish the greatest success of their students. It is written based on various research done by the committee to establish what makes a middle school. It is said that being able to check off physical and schedule changes to a middle school does not necessarily make it a middle school in that the practice itself has to be a complete change of mindset from the old “junior high” notion of 5-8 students, teachers, and staff. The twelve core practices discussed can be broken up into two categories: Learning and teaching practices in Maine’s middle level schools and school practices to support learning and teaching in Maine’s middle level schools. Under the category of learning and teaching practices produces the follow goals:

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.

Included in the goals listed for school practices to support learning and teaching are:

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.

Each individual core practice has a myriad of different essential elements that need to be included in order to make that practice whole.

The document also calls for some general recommendations in terms of the twelve core principles. The recommendations call for increased funding to middle grade education, funding for a leadership form to oversee the implementation of the report, designation of a coordinator for this middle level education reform, change in licensing requirements, and focus on education for middle school administrators.

**Reflection**

In all honesty, I find that the twelve core principles included in this document are relatively practical. Every sort of reform you could look for would cost money, but I also feel that reform is necessary in order for schools to produce the future citizens of Maine who are prepared for the world. I know we have already made great strides towards technology education, however, a also know that a lot of less experience educators are having a hard time to implement this technology in an appropriate and useful fashion. A lot of strides have to be made in many different directions.

I also find that it is true that a middle school isn’t always necessarily a middle school, but instead just a renamed junior high. I think it really comes down to the focus of the middle school which more appropriately should be made on developmental focus of the students, as this is the point in their lives where they begin to get into the habits they will carry with them until and sometimes through adulthood. Middle education is probably the most important aspect of the education system. I feel this way, regardless of my lenience towards high school education. In order to have great high school students, you must first create great middle school students with a sense of community and experience in technology. Every grade level is a stepping stone of improvement.

Ted Gill
Bright Futures is a report and philosophical statement about middle-level education put together by a committee in 2009. The focus was on core beliefs, core principles, and the twelve core practices of middle-level schools in the state of Maine. These core practices were explained in great detail with an emphasis on the value of those practices to students, as well as demonstrations of how some schools have been succeeding at that practice. As a student from one of the most successful schools with the laptop-per-student program, I can see how the technological practice is incredibly helpful and generally beneficial to the student. One practice that I was particularly engaged in was practice 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. Co-curricular, which I take to be the updated term for what I used to call extracurriculars, is a much more apt title, as these activities are often where a lot of the learning makes a more solid connection in the mind. I, for one, didn’t //really// learn to write in my own voice until I was writing speeches for Debate Team. My first few speeches were stilted and poorly put together when I had to recite them, and I quickly learned phrasing, vocabulary, and tone that I could use confidently, as if I were speaking off the cuff. Without that cocurricular activity, I certainly would be a much poorer writer than I am today. The rationales for the core practices resonated with the philosophies and theories that we’ve been learning about in this class, and the “essential elements – snapshot – phase out” format was well-organized and pedagogically designed. I feel like I have a good sense of where the state wants our middle schools to be.

Corinne Vierkant
"Bright Futures" is a set of guidelines for change in Middle Schools in Maine. It has 12 core practices that it states need to be put into practice in all of Maine's Middle Schools, and are taken from practices in other successful middle schools. The core practices are meant to create effective student focused classrooms and teaching. The core practices cover changes that incorporate teacher professional improvement, parent involvement, teacher teams and cooperation, and student support to develop and student understanding. The main focus is that the schools are knowledgeable and develop skills that are necessary in the 21st century and to be successful in the modern world. The report recognizes that there is no perfect model for organizing and teaching at the Middle School level and should use a wide range of practices and differentiate instruction for the Multiple Intelligences and the individual student. This report summed up all the practices that we were have been trained to use as education majors at UMF, and so I wholly agree with this report. I especially like how it is a move away from teacher centered education to student centered and understands the emotional and social skills that are also necessary to develop and to understand. Also, how it calls for accessibility for students, challenging them, allowing them to explore, and using content that is relevant to their lives, and promote 21st century literacy. Another practice is inspiring creativity and innovation, which is incredibly important for success in the modern world, and are useful tools for students to obtain. One of my favorite practices from this report is the teacher collaborative groups and a democratic leadership model. I believe that a positive environment needs collaborative and cooperative groups, valuing the opinions of everyone, and creating a community. If teachers use this model to interact with each other then great learning will occur and it will create a good example for students. Overall I agree with the practices outlined in this report, and when put in use the core practices will help Middle Schools in Maine achieve success.


 * Jesse Mitchell**

Bright futures was written to bring attention to Middle School reform. The report states the reforming Middle School is important because it's when students are at a critical point in their development, and focuses on incorporating twelve core practices into the Maine classroom. The article continues by saying that Maine has made many advancements in terms of education through the technology intiative programs (such as providing one laptop to each student), but there is still a long ways to go. There are many skills that students need to have to succeed in the 21st century, and the article lists many of skills the author believes are necessary, providing a rationale for each one.

Though a lot of the core practices were common sense, it was nice to have them brought to my attention. Yes, of course, you should emphasize creativity, and students should have engaging and challenging material, etc, etc. But these things aren't always on my mind. It was nice to be reminded about what's really important in the classroom, and quite relieving to see that the state feels the same way. It's easy to get bogged down seeing how many problems there are with the current school system, but we can't let it get to us! After all, as educators, we wants what's best for the student, and Bright Futures is a great way to start.