Knowing how to market yourself in today's world is extremely important.  Employers are finding that they have a choice selection of applicants.  It is up to the applicant, however, to make himself stand out in a crowd.  An article in the New York Times discusses this same issue.  Click here to read what they have to say.  As most education majors know, portfolios are the big trend right now.  If you want to even be considered for a teaching position, you must be prepared to share with your potential employer a portfolio.  A portfolio is design to demonstrate one's competence and experience in a particular area.  This is a great tool to introduce your potential employer to your style, approach, and work ethic.  Essential to the job-finding process are the interview skills.  It is wise to do some research about the potential place of employment and come prepared with questions of your own.  This demonstrates to the interviewer that you are indeed interested in their operations and how you can impact that scene.  It is alos advisable to speak with confidence and assurance on your ability to perform in the desired role.  Employers who detect doubt or question are less likely to invest their time and money. Making yourself marketable may require that you pursue additional education, training, or certification.  However, certainly in this job market, having a job is worth the effort. 

An article in the NY Times is shedding a disappointing light on the intense teacher training program called Teach for America.  Reportedly, the founder and head of Teach for America requested that a study be done of Teach for America participants to gauge their participation in civil service areas.  The director predicted the numbers would be high and favorable to show that TFA participants were dedicated citizens helping to improve our society.  The research, however, found that the rates were disappointing. The article also included statistics that report 63% of TFA-ers remain in the field of education.  I would argue that this statistic alone proves that these folks are highly dedicated to civil service.  Most teaching jobs at 8 to 4 by the requirements but any teacher worth their salt works far beyond that time frame.  I would argue that you don't see teachers out serving in soup kitchens because they are home writing lesson plans, coaching a sport, or sponsoring a student club.  They are performing civil service, you just can't tell because it looks so much like their job. I have worked with a few TFA-ers and while I believe there are fundamental flaws with the program, I would never question the dedication or committment of the participants, nor would I be disappointed in their level of civil service.  One TFA participant volunteered to coach a sport that everyone else was loathe to attempt and has continued in that position while mentoring and supporting the kids.  One TFA participant, after completing her two year stint, went on to work in AIDS ravaged Africa teaching children to read.  Can you really be disappointed in that?

An article in the Washington Post is reporting on a teacher in Maryland who has dedicated the last sixty years of his life to educating others.  This article won't make the front page.  Many readers will never even bother to look at it.  But this is what it is all about. The article focuses on one man, but this man lives in every community.  He is a man who loves to share what he knows with others.  He is a man who, even though he is old enough to enjoy his retirement, chooses to serve others through his vocation.  He is valued, loved, respected, and admired.  What an example he is and others like him are to all of us!  That we may be so dedicated and devoted to what we do.  That we may do it with as much vigor and selflessness.  That we may generously give of ourselves until there is nothing left to give.  This is what it means to teach.

An article in the Global NY Times is reporting on the sad state of education affairs in rural Alaska.  According to the article more and more schools are closing due to decreasing attendance.  Alaskan regulations require schools to have ten or more students enrolled at the annual student counting time.  Reportedly, many schools are failing to meet this requirement. The closing of a school is always a tragic event, in my opinion.  In Alaska, this may be even more tragic that I can fathom.  The school is the heart, the lifeblood, of a community.  Once a school closes, the community is destined to decline and eventually cease to be.  This is precisely what is happening all across the beautiful state of Alaska.  As schools close, parents seek to educate their children and are forced to move to neighboring villages or islands. Our country was founded on rural education and one-room school houses.  I don't know the history for sure, but I feel certain that if we had had this same 10 student minimum, that our entire country would look differently.  I also feel certain that Mr. Obama's administration could find a few extra bucks to help support and maintain these schools during off-enrollments.  If rural Alaskans are forced to continue the exodus to larger, more settled areas, I fear that not only their history will be lost, but the people themselves.

An article in the NY Times describes the growing number of Chinese students who are coming to the US to attend college.  The report quotes statistics that reveal an increase both in undergraduate and graduate level enrollments.  Also increasing are the number of students coming from India to attend university.  The Times and other publications report quite frequently of the failing primary and secondary education system in the US.  Using mainly test scores to base the conclusions, these reports often show a major discrepancy between an American education and one to be attained elsewhere.  The US system seems to fall short.  I just wonder, though, if our systems is in such bad shape, then who is teaching these students coming from abroad to attend our universities.  Logic would say that the professors at the college level were, at one point, students in the American system and, therefore, it can't be in such bad shape because it is still producing students of professorial caliber. 

The beginning of a new school year always means lots and lots of paperwork.  Medical records, emergency contacts, teacher assignments, behavior contracts, discipline procedure, and the list goes on and on.  The NY Times is reporting on the paperless trend that is popping up in schools across the country.  The schools have significantly reduced the number of paper-communications with parents.   But the communication has not stopped, it's just gone high-tech!  Most of these school systems have replaced the traditional stack of papers with various links on the school system website.  Parents can now access important information, forms, and updates at their convience.  And the schools systems report saving lots of money, too.  Not only does this free up instructional time, but financial resources, too. So my question is this:  What are they going to do with the money they are saving?  How about using it to provide computer/internet access to students and families who can't afford it?  In our county and a neighboring one, the bus routes used to be published in the newspaper.  This year, to save money and paper, the routes were posted online.  The only problem with this is that a large population of residence don't have access to the internet.  So they were instructed to drive to the newspaper office, located in another county, to get a paper copy.  Unfortunately, these people can't afford the gas to drive clear across the county to get the bus routes.  So while I think it is a great idea to digitize our school communication, exceptions need to be made for those who can't afford this convience. 

A NY Times article entitled, Under Achieving, chronicles the lives of college students and recent graduates who, due to the economic status of our country, have been unable to find summer employment.  Although some have found jobs they consider less-than-desirable, some of these able-bodied, intelligent, motivated individuals have resigned themselves to a summer of sloth and inactivity. Here's my problem with those who spend their summer mooching off of mom and dad: there are plenty of ways to be productive without having a job.  While it may be true that this generation of college students has worked harder than any other to get this far, it is clear that they are not immune to the tempation of laziness.  This current economy is brutal, it's true, but that only means that the people who were in need before are in need that much more.  Try volunteering in your community.  Run on a local rescue squad or be trained to serve on the local fire department.  Help your parents out by doing projects that they would normally have to pay someone else to do. This "woe is me", "poor, unfortunate me", "I can't believe this is happening to me" attitude is really disgusting.  There are plenty of people out there who need help.  Offer to lend and hand.  I would be willing to bet that you won't regret it.

This is so cool.  I can hardly type fast enough!  According to an NY Times article, Unesco and the U.S. Library of Congress are partnering to create a digital library of classic literary works from cultures and countries around the world.  People like you and I will have access to thousands of classics at the click of a mouse. The implications for students, teachers, and international business people is great.  Students of literature, history, language, and other disciplines will benefit by having access to these works.  Reportedly, each work is available in seven different languages.  As a business person preparing to pitch a concept in a foreign country, imagine the connection you could make by not only reading but understanding some other their most important documents.  I think this concept of having an international online library is great.  What a good way to cross the culture lines!   

A recent article in the Washington Post discusses the merits of student mentoring programs in public schools.  An obvious problem and an area of growing concern in most school districts in one of discipline issues.  Teachers and administrators are faced with belligerent, misbehaved, and, sometimes, dangerous students that are supposed to be educated among polite, well-behaved, ready-to-learn students.  Some school districts are incorporating mentoring programs that are designed to target students who are discipline problems or who may become discipline problems. Mentoring programs that bring willing adults in to schools are effective but have limits.  Responsible adults often try to make youth into a reflection of themselves, responsible youths.  Youths tend to resist anything someone else is trying to "make them into".  If the mentor enters the relationship with a drive to "change" their mentee, the relationship won't last or be effective. However, if the mentor enters the relationship without expectations of change but with the hope of forming a genuine relationship, the experience is likely to be successful.  One of the keys to sucessful mentoring programs is longevity.  If the student knows that this match is only temporary, it is less likely to work.  Another key to success is being genuine, the adults with the students and vice versa.  I believe that mentoring programs can have significant impact on the students and adults involved. 

The NY Times reports that Mrs. Obama spent some time at one of the poorest high schools in the Washington DC area for Women's history month.  By spending a few minutes with these under-priviledged students, Mrs. Obama may very well have made a difference in some of their lives.  Reportedly, Mrs. Obama answered some pretty informal questions from the students.  In doing so, she bridged the gap between a poor, under-educated nobody and a wealthy, well-educated somebody.  Students are very impressionable.  The gesture that Mrs. Obama made to come speak to some random, poor kids about the pursuit of success and their contributions to the world signaled their importance.  I believe Mrs. Obama's effort probably will have of long-term effect on those kids.  The article reports that the outreach include many other famous women and many other schools. But is it necessary to have a super-star to effect students' lives?  Of course not!  Kids respond to sincerity and time.  Mentors, and others who work with kids, are most successful when they can committ plenty of time.  When adults are open and genuine with kids, the results are long-term trust and respect.  There are kids in every community who need mentors and examples like this, and you don't have to be a superstar to do it!