swilmarth

Real Name:n/a
Location: Westbrook, CT
Joined:1-27-2006
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About me
Following a 25 year career as a technology entrepreneur, my focus has been on teaching and learning. I've always been drawn to idea exchanges, and I've found much pleasure and satisfaction in working with students and teachers over the past 6 years.

I've benefited from a wide range of experiences in this time - from guest lecturing at graduate school seminars, participating in pure academic research projects, serving in administrative and school leadership roles, designing innovative learning and teaching programs, and of course, being a regular classroom teacher. Working directly with students has always fueled my optimism and hope for the future. I've rarely encountered a student, regardless of the school setting - i.e., poorly resourced, defacto segregated city schools or high-brow college prep independent schools, who I didn't think worthy of my trust and respect. Perhaps this is why I believe I've enjoyed an extraordinary run of great classroom experiences.

My current project is co-directing the Center for 21st Century Skills, a grant-funded program that is charged with creating innovative and engaging curricula and activities that address the critical skills of the next century - problem solving, critical thinking, creativity, collaboration, communication, and new media literacy.
Why I use Clipmarks
Clipmarks is the easiest, most organized way to save Web content. Clipmarks allows me to only save those bits of information that are most relevant to my research and work.
Where to find me on the web
Email: 
Instant Messenger: swilmarth48
Website/Blog: http://swilmarth.edublogs.org/







   
 
 
 
   
 
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Cyber Charter School - PA Leadership Charter School
swilmarth
by swilmarth  12-19-2006   
 The Pennsylvania Leadership Charter School is a state-wide, public (tuition-free) K-12 cyber charter school, approved by the Pennsylvania Department of Education.
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Education Competencies
swilmarth
by swilmarth  8-2-2006   
 The Education Competencies define many of the attributes, behaviors, areas of knowledge, skills, and abilities that will lead to superior job performance and professional growth in the education field. These profiles define the critical competencies school leaders and teachers in the 21st century should possess.
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Report from the National Summit on School Design Issued
swilmarth
by swilmarth  7-5-2006   
 This new resource for community leaders, educators and designers provides eight recommendations to help create schools that encourage student achievement and stronger communities. The 70-page Report from the National Summit on School Design is intended to help communities make better decisions about the approximately $30 billion spent annually on building and renovating school facilities in the United States. The report’s recommendations reflect the unprecedented collaboration of more than 200 public, private, and civic sector leaders and experts who participated in the three-day National Summit on School Design late last year, which was presented by the American Architectural Foundation and KnowledgeWorks Foundation.
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Reforms That Could Help Narrow the Achievement Gap
swilmarth
by swilmarth  7-5-2006   
 Without complementary investments in early childhood education, health care, housing, after-school and summer programs, and other social and economic supports, the academic achievement gap between lower- and middle-class children will never be closed. In this new Policy Perspectives paper, Richard Rothstein, Research Associate of the Economic Policy Institute, outlines a series of reforms, in addition to school improvement, that could help narrow the achievement gap.
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What We Must Do to Create a System That Prepares Students for College Success
swilmarth
by swilmarth  5-1-2006   
 Millions of high school seniors have signed college acceptance letters as of May 1, but does making it into college ensure academic success and a degree? A new Policy Perspectives paper from WestEd argues that high schools and colleges haven't aligned their separate education systems enough to eliminate college remedial work, decrease college dropout rates, and speed the time toward earning a baccalaureate degree. David T. Conley outlines the alarming indicators of a system that is not functioning as efficiently as it could: (1) Between 30 and 60 percent of students now require remedial college courses, an increase over previous years; (2) For those who make it to college graduation, on average it now takes six years to earn a four-year college degree; and (3) While more companies now expect a college degree as a baseline for employment, the percentage of high school students who go on to earn bachelor's degrees has remained relatively constant over the past 25 years.
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swilmarth's School Reform ClipCast

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