Scholastic's National Advisory Council: Equity in Education

Since the 1930s, Scholastic has convened a National Advisory Council, a group of educational thought leaders who meet annually at our headquarters to discuss important topics in education. (Interesting fact: among the school superintendents that comprised the first Council was also the poet Robert Frost!)

The meeting is an important professional learning moment for Scholastic staff, who gather to learn from and be inspired by our diverse group of advisors.

For the last two years, our National Advisory Council has explored the topic of equity in education. This year, the panel discussion focused in particular on engaging and empowering students, families and educators.

The 2017 National Advisory Council includes:

  • Brandon Dixon (Sophomore, Harvard University)

  • Dr. Josh Garcia (Deputy Superintendent, Tacoma Public Schools)

  • Dr. Walter Gilliam, PhD (Director of The Edward Zigler Center in Child Development and Social Policy; Associate Professor of Child Psychiatry and Psychology at the Child Study Center, Yale School of Medicine)

  • Jahana Hayes (2016 National Teacher of the Year)

  • Chris Lehmann (Founding Principal, Science Leadership Academy; Assistant Superintendent, Innovation Network, School District of Philadelphia)

  • Dr. Karen Mapp (Senior Lecturer on Education at the Harvard Graduate School of Education; Faculty Director of the Education Policy and Management Masters Program)

Below, the 2017 National Advisory Council shares how their work focuses on equity in education:

Josh Garcia: Equity is not an episodic conversation, but a relentless fight on behalf of the invisible. Our opportunity to lead will come through teaching students how to think. When you heard Robert Frost’s name earlier this morning, you sighed. But when you heard “superintendent” you didn’t do anything. You have to remember your passion: your passion for literature can be part of a social revolution. Don’t let today be episodic, but let it be the way of your work.

Chris Lehmann: Most kids view school as something to endure, and if they’re lucky, they get one teacher that inspires them. I think we should dare children to do real work in school that matters to them in their world, and in their neighborhoods. Our job is not to empower kids but to help them unlock their own agency. Every child has the right to walk into a school and know that they are cared for. Every child deserves the kind of education that is meaningful and real, and allows them to see themselves as fully active and fully realized citizens of the world.

Karen Mapp: My work is about putting the public back in public education. So I focus on making sure families and communities are co-producers and co-creators of the kind of excellent educational outcomes we want for all of our kids. If we put the public back in public education I think we can reach the equity goals that we all want a lot faster if we keep them on the outside. I have been very inspired to find that there are more superintendents and practitioners who feel strongly that without partnerships with families and communities, they can’t succeed in the work of student achievement and school improvement.

Walter Gilliam: At the Yale Child Study Center, our work is about asking how we take research around helping children and families, and put it into actionable policy. How do you move that forward? In the process of doing that work, certain things become impossible to ignore, and one is the stark inequities that many children have from the very minute that a child first draws a breath. People refer to education as the great equalizer. But the reality is that the great equalizer is inequitably distributed. How can it fulfill its promise if it’s another place for social injustice to rear its head?

Brandon Dixon: All of these issues start with conversation and student input. Without that, we won’t be able to move anywhere. So I tell stories; I report for The Harvard Crimson. I think a big part of the effort is telling the stories of education, and helping people understand the value of it.

Jahana Hayes: I have kids who come in to my classroom and oftentimes I am the only one who sees their potential. My job is to help them to believe it, to give them the audacity to believe that they are somebody. That is heartbreaking as an educator, to have to convince children that they are important, that they don’t come in with that already. This is draped in the framework of equity. I have students who come in with a deficit and have to meet the same expectations. As classroom teachers, we get what we get. We have to meet kids where they are. I might have in one classroom a student who has been given all the resources they need, and comes to me ready to learn. And I may have a kid who really doesn’t even understand why they’re there. My job is to deliver instruction to both of those students in a language that they can both understand.

To read a full account of the day's discussion, go to edu@scholastic, our blog about education and learning.

(And go to www.scholastic.com/teacherprincipalreport to view data from the Teacher & Principal School Report: Equity in Education.)

A new Careers site for job seekers

Want to work at Scholastic? We’ve relaunched our Careers site! It’s now easier than ever to find and apply for a great job here at Scholastic. The new site is mobile friendly, too.

While our corporate headquarters are in New York, we have regional offices across the country, so the site is worth a look no matter where you live. Check us out at http://www.scholastic.com/aboutscholastic/jobs.htm.

While you’re there, join our Talent Network. It’s free, and doing so will enhance your job search and application process.

Raising a daughter on superhero books

"To the rescue!"

My daughter raises her fist and squeals that mantra everytime a superhero is mentioned or seen. Which, in our house, is often.

At the age of two and a half, she is one of the biggest superhero fans I know. She reads Matthew Reinhart's DC Superheroes Pop-Up book nightly, and names every character on each page. She asks to play with the Wonder Woman and Superman collectibles on our bookshelves. (The answer is no.) She learned the alphabet by memorizing books like Wonder Woman ABCs.

Watching her evolution into a superhero fan has been fascinating, especially as someone who isn't a superhero conisseur. I didn't grow up with superheroes, and it wasn't until recently (under the influence of my husband, a self-labeled comic book geek) that I even began to pay attention to them. (I am someone who earnestly thought the characters in "X Men" were aliens.) But my daughter has the superhero bug. These days, she carries a small Wonder Woman action figure around with her. She often wears a cape (that's her in the photo!). She asks to watch old superhero cartoons on TV, the exact ones my husband watched as a child. And, of course, the books: she reads them over and over again. How will that influence her, I wonder? Does a toddler know what it means to "rescue" someone?

Experts say that superheroes help kids as young as 3 and 4 understand the real world. They often serve as a launch pad for historical lessons about real-life heroes (and villains). They also lend themselves to creative ideas for arts & crafts and writing exercises. And there are tons of writing and reading activities based on superheroes

This weekend, the "Wonder Woman" feature film will finally be released (after years and lots of false starts). Who knows if my daughter will still be interested in Wonder Woman when she's finally old enough to see the film, but until then, there are plenty of books to keep her occupied as she grows (including Archvillain, the superhero trilogy her own father wrote!).

The New York Times Upfront explores the art of protest

Visiting art museums and looking at art is one of my favorite things to do. When I look at a new piece, I try to avoid looking at the description posted beside it that details the artist, the title of the work, and sometimes the meaning behind it. When I look at art for the first time, I try to think about what I see, what it makes me think about and how it makes me feel.

In a recent article, The New York Times Upfront rounded up some fascinating works of art that use visuals to portray a powerful message and influence public opinion. These images convey thought-provoking statements and they are categorized as the art of protest. Land preservation, politics, violence, human rights, and labor conditions are just a few of the important topics addressed in the collection of works featured.

These attention-grabbing images are meant to encourage those that view them to think about the meanings they convey. Some protest art is tied to a particular movement while other pieces tackle specific issues of particular concern to the artist. This article describes how a lot of protest art takes a familiar image and changes it to make it shocking or surprising.

The New York Times Upfront is a classroom magazine for students in grades 9–12 that makes current events relevant to teens as well as social studies and ELA curriculums with the journalistic resources of The New York Times and the educational expertise of Scholastic.

You can read the full-length article and check out all of the protest art online here.

Must-read picture books and chapter books: Scholastic's Fall 2017 Online Preview (and a giveaway!)

Today, we launched the Scholastic Online Preview for Fall 2017! With presentations from more than 30 authors and editors, these videos are the perfect introduction to key titles from our Fall season.

Among the picture books, chapter books, middle grade and young adults books are exciting debut authors, brand new series and of course, new titles from some of your favorites like David Shannon, Alan Gratz, R.L. Stine, Marc Brown and Maggie Steifvater!

In fact, we have so many great titles coming this fall that it just won’t fit in one OOM post – so today, we are going to talk about picture books and chapter books! (Just a quick note that you’ll want to read on to the end because we have a great contest where you can win advanced copies of these books!)

First up: PICTURE BOOKS!

Where else can you find Italian motor cars, an overscheduled bee and a girl with magical sparkly curls in one fabulous picture book list? In addition to these, you’ll find a breathtakingly illustrated new book from Peter Sís, an adorable and predictably ‘SCARY’ new character from R.L. Stine and Marc Brown plus an aptly titled book that explores the fundamental question of Why Am I Me?

Watch the videos for all of our picture books here, or check out each title individually by clicking below:

Next, let's dive into: CHAPTER BOOKS!

For the first time, we are adding a separate chapter books category to the Online Preview We have three great titles to share this fall including a new addition to the I Survived series set in the American Revolution! See all of the videos here, or click on the title you're most interested in below:

But the fun doesn’t end with the videos!

**Edit: Giveaway closed! The winners have been notified as of 6/19/17**

We are giving 10 readers the chance to win a selection of 5 advanced copies of the books featured throughout the Preview. To enter here, leave a comment below telling us which book featured here you are most interested in reading. One entry per person. All entries must be submitted by 5pm ET on Friday, June 16, 2017. U.S. residents, 18 and over, please. See the complete legal rules here.

Summer Reading Challenge update: week 3

We're already three weeks in to the Scholastic Summer Reading Challenge and so far (as of 11:30 AM ET), kids have logged more than 29 MILLION reading minutes!

Here are some highlights from the past week:

McDowell County Elementary students received free books and a visit from the First Lady of West Virginia and Scholastic Reading Ambassador Cathy Justice: 

 

First Lady of Wisconsin and Scholastic Reading Ambassador Tonette Walker provided Merrill Elementary with Scholastic Books for their new Free Little Library, and Governor Scott Walker visited Wisconsin schools:

 

Hanceville Elementary, one of the winners of our Dav Pilkey Summer Reading Educator Contest, shared this adorable photo with their new books from Scholastic:

 

 

A post shared by @scholasticinc on May 23, 2017 at 2:54pm PDT

We shared a blog post about books to read for all weather forecasts.

Be sure to follow #summerreading on social media for more fun!

The Adventures of John Blake Twitter takeover

The Adventures of John Blake by Philip Pullman hits stores today, and in honor of its release, @GraphixBooks (our graphic novel imprint) hosted a #JohnBlakeTakeover on Twitter. Each hour on Saturday, @GraphixBooks tweeted out a panel from the book that, collectively, comprised a special excerpt — and an exciting scene!

We've rounded up all 10 of the panels here. See more at #JohnBlakeTakeover!

 

 

 

 

 

 

 

 

 

 

Celebrating May 30 book releases from Scholastic!

Today on OOM we’re celebrating some book birthdays for new releases from Scholastic, out today! Check out the list below of great reads for all ages, and let us know what you’re most excited to read.

Picture Books (Ages 3–8)

Young Readers (5–10)

Middle Grade (Ages 8–12)

Young Adult (Ages 12 and up)

On the podcast: Three authors talk about writing war for young readers

Memorial Day Is May 29, and though it's often a time of reflection and patriotism, we realize that it can also be a moment to talk with the children in your life about what we're celebrating and why. But talking about war can be difficult — how much do you share? What if they ask follow up questions? To help us tackle this, we invited three children's books authors who all write books for young readers about war, both historical and present, to join us via Skype for a fascinating conversation about why they've chosen to write about war and how they approach the topic for children. (Listen to the episode here.)

Here's a breakdown of this week's guests:

  • A former researcher and journalist who reported from conflict zones and refugee camps, C. Alexander London has written books for children, teens, even a few grown ups. He’s the author of The Wild Ones series, Dog Tags and Tides of War series, as well as the Accidental Adventures and two titles in The 39 Clues series for young readers. He has also written books like One Day the Soldiers Came: Voices of Children in War for older readers. When he is not writing books, he can usually be found wandering around Philadelphia talking to his dog. For more information, visit: www.calexanderlondon.com.
  • Kate Messner is the author of The Seventh WishAll the AnswersThe Brilliant Fall of Gianna Z., winner of the E. B. White Read-Aloud Award for Older Readers; Capture the Flag, an SCBWI Crystal Kite Award winner; Hide and SeekManhunt; and the Ranger in Time and Marty McGuire chapter book series. A former middle-school English teacher, Kate lives on Lake Champlain with her family. Visit her online at katemessner.com.
  • Lauren Tarshis’s acclaimed and bestselling I Survived series, which has more than 23 million copies in print to date, tells stories of young people and their resilience and strength in the midst of unimaginable disasters. Lauren has brought her signature warmth and comprehensive research to topics such as the sinking of the Titanic, the destruction of Pompeii, Hurricane Katrina, the bombing of Pearl Harbor. In addition to being an author, Lauren is the editor of Storyworks, an acclaimed national language arts classroom magazine for grades 4-6 and the newly-launched Storyworks Jr. for grade 3. She lives in Westport, Connecticut, and can be found online at laurentarshis.com.

 

Pop in your headphones and give this episode a listen here, or by subscribing to Scholastic Reads via iTunes, Google Play, or your favorite podcast app!

Meet the artist: Scholastic Art & Writing Awards winner Rachel Campos & Jonathan Maldonado

This year's 2017 Scholastic Art & Writing Awards recognized 16 high school seniors who received the program’s highest national honor, the Gold Medal Portfolio, which includes a $10,000 scholarship.

Throughout May, we will showcase two pieces of art from this year's art portfolio winners. This week, we are celebrating the work of Rachel Campos, age 18 (Peru, IN) and Jonathan Maldonado (New York, NY).

 

What inspires you to create art?

Rachel: My inspiration comes from the satisfaction of a completed project. Finding new challenges in my works and viewing the finished product is just amazing and very important to me in my work.

Jonathan: Many things inspire me to create art. It could be that I find value in an assignment, or because it’s fun and fires up my imagination. When an assignment is fun, I like to think like a child because to me they’re the most creative. Painful and positive life experiences inspire my art, such as the work I created about my father. Other artists inspire me to create art at times. Sometimes it could be that I’ve come across a body of work or a single image or sequence, that resonates with an artistic value or subject that I consider when creating art. Movies, or tv shows, that utilize compelling cinematography is also worth noting because they challenge my creativity and expose me to unique ways of creating imagery that tell stories. Ultimately, what inspires me to create art is an urge to express my unique vision of this world, the way I interpret it, and share the significant aspects of my life that have played a role in shifting my perspective. 

What do you enjoy most about creating art?

Rachel: I enjoy facing new challenges with my art and exploring new ideas. I love creating unique piece and hearing the different opinions that come from the viewers.

Jonathan: You know what I enjoy most about creating art? I enjoy seeing the things that are important to me, the things that are significant but overlooked in life be molded and shifted into different forms until it manifests itself into what I see in my head, what I feel in my heart. That’s what I enjoy in creating art. People always want to share what they think is important, to them or to the world, and I choose to do exactly that through photography. I enjoy bringing to life my mental processes into a physical form through art. 

 

Is there an artist or another creative individual whose work has inspired the way you think about art and writing?

Rachel: I like Pablo Picasso's work because he started off painting realistic pantings and then as he grew older he began explore with his art and ended up creating a new style of art.

Jonathan: Art is complex, subjective, intimidating. Sometimes it’s hard to create art when you put the pressure on your chest to create art. Sometimes it’s even hard to understand art and you can’t truly make your mind comprehend. My photography mentor, Emily Schiffer, has helped me overcome my difficulties that come with being an artist. When I’m uninspired, dissatisfied, or not on board with an art project, she helps me understand the other side of things. Although I’m not answering the question about her work inspiring me, she has been an important factor in understanding art, especially the art that I create. Emily has had an impact on the way I think about art more than any art or writing I’ve seen.

 

"Ánimo"

Photo credit: Rachel Campos

"Enmarcado"

Photo credit: Rachel Campos

 

What advice do you have for new artists or people who want to start trying different mediums of art?

Rachel: Do not be afraid to run and try new things. If you have a dream, go out and chase it. Do not let anyone bring you down and defiantly do not be afraid to experiment.

Jonathan: It’s easy to be intimidated by something new and fall under the pressure of trying to learn a new medium of art. Art is supposed to be fun, it’s not supposed to inhibit you. Any medium of art can be fun, just trust in yourself that you can have fun and be passionate about it, regardless of your skill. If you find yourself frustrated at any moment, whether you’re a beginner or skilled. Just know that no one will judge you harder than yourself. You can’t make art when you’re disconnected from it. But you have to be connected to that feeling of disconnection. When in doubt, listen to yourself and express that in your art. When something speaks to you, listen to it. You might make something out of it. The world of art is yours to observe, understand, and adopt.

 

Why is it important to celebrate the arts?

Rachel: It is important to celebrate the arts because it is a subject that almost anyone can share with another person. The great thing about art is that people can form their own opinions about any piece of art.

Jonathan: It’s important to celebrate the arts because the arts are not just about physical, audio, or visual pieces. It’s about the culture they’ve fostered throughout the world. Art has had a huge impact on the lives of people. When we listen to music that we love, who do we have to thank for that? When you watch your favorite movie or show, who do you thank for that? Art, language, writing, they’re a part of history. They are history. To not celebrate the arts would deprive the world and its population of what artists have worked hard for: meaning and purpose.

 

 

 

 

 

Photo Credit: Jonathan Maldonado

 Photo Credit: Jonathan Maldonado

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