From: Scott Hollander [mailto:shollander@kidsvoice.org]
JUSTICE FOR ABUSED AND NEGLECTED CHILDREN AS SCHOOL SEGREGATION CASE SETTLED
Resolution of Lawsuit will Improve Educational Opportunities
for Abused, Neglected and At-Risk YouthOn the same day that the Governor's Task Force on Child Protection released its recommendations in response to the Sandusky scandal, abused and neglected children right here in Allegheny County benefitted from the settlement of a lawsuit ending educational discrimination against children living in one of our county's largest group homes. Yesterday the remaining details were finalized by the McKeesport School District in settling a class action lawsuit brought by KidsVoice to enforce the educational rights of our clients and other abused, neglected and at-risk children living in the Auberle group home in McKeesport.
KidsVoice filed the lawsuit jointly with the Education Law Center because children from Auberle were not allowed to attend the McKeesport Area Schools. Instead they were segregated in a separate building where 7th- 12th grade children from Auberle were educated together in the same classrooms, despite various ages and grade levels, and were not afforded the same opportunities, resources and extracurricular activities as other McKeesport students. The Auberle children did not receive textbooks, only worksheets, had almost no computer access, and were not provided access to the library, AP courses or science labs.
Within 60 days of filing the lawsuit, the District agreed to discontinue segregating the children and worked to develop new policies and procedures to guarantee the educational rights and meet the needs of the Auberle students.
Scott Hollander, KidsVoice Executive Director, pointed to the progress that children residing at Auberle already are making because of the District's changes. "McKeesport deserves credit for closing the separate classrooms and implementing procedures and policies which are a model for other school districts to follow for how to successfully enroll, support and educate children in foster and group homes. One of the greatest outcomes of this case is that once the Auberle students attended the regular classrooms, more than 30% of the students residing at Auberle made the honor roll, which is higher than the overall district percentage."
One of our clients, Jeffrey,* was an honor student at Pine-Richland High School until his father passed away and his mother struggled with addiction. When he enrolled in the McKeesport School District, he no longer had access to the types of course work and teaching he previously had and instead had to bide his time in a segregated classroom without advancing his education or being challenged academically. As he said, the biggest difference was that in his old school, "the students wanted to learn and the teachers wanted to teach."
Some of the Auberle children were deprived of their education for more than two years. While they cannot get that back, the settlement approved by Allegheny County Court of Common Pleas Judge R. Stanton Wettick provides for compensatory educational services and funding for tutoring, educational software, post-secondary education and job training, and compensatory educational services for children with disabilities.
Sadly, this continues to be a problem in other districts where children in foster and group homes are discriminated against in violation of federal and state law. KidsVoice, along with K&L Gates and the Education Law Center is in the midst of negotiating what hopefully will resolve similar issues in one of those other districts.
Your support helps to make outcomes like this possible for Jeffrey and other children. Every year, KidsVoice advocates in court and in the community to ensure a safe and permanent home for 3,000 of our most vulnerable citizens-abused and neglected children. Please consider supporting KidsVoice in your year-end giving to help us end these practices in the several remaining school districts where they continue. Abused and neglected children deserve to have the opportunity to heal and to succeed in school -- not be further abused and stigmatized by those who should be helping them. You can donate through our website, www.kidsvoice.org, or through United Way Contributor Choice #78.
Also, if you know of or are someone who resided at Auberle, please know that Class members include all children and youth who resided at the Auberle Group Home at any time from October 14, 2008 to the present and were educated in classrooms designed exclusively or predominantly for students who resided in the Auberle Group Home, known as transition rooms or Auberle-student classrooms. If you believe you may be a Class Member please contact Jennifer Fox Rabold, Settlement Administrator at (800) 543-8921 or email MASDFund@fedex.com. Notice of the class action settlement is available here .
View the recommendations of the Governor's Task Force on Child Protection here.
*The child's name has been changed to protect his identity and maintain client confidentiality. KidsVoice does not disclose the names of clients.
Friday, November 30, 2012
Fwd: KidsVoice Resolves School Segregation Case For Abused and Neglected Children
Wednesday, November 28, 2012
Obama Academy salutes record number of students taking IB Diploma and Certificate tests
The Eagle
|
|
Posted: 27 Nov 2012 04:56 PM PST
The registration is complete, the names are in, the seats are set, and it's time to celebrate! Celebrate what, you ask? Well, the number of students who are have chosen to take tests for the IB Diploma or Certificate, that is.
This year had such a great turnout that we just had to sit down with Mr. Ehman to get his view on things. We asked him why we [as a school] take this test so seriously. He went on to explain how it "is the highest level of high school" and that "it will be interesting to see where we stack up against the world." Naturally, because there's always more to Mr. Ehman, we had to ask at least one more question. How did he feel about the huge turnout of testers this year? Of course he, like any other person would have said, that "It's amazing how they [the numbers] have grown over the years, and it will be even more amazing to see the benefit that the students will this eventually gain from this experience." As this year goes further and further along, you learn many things that will better you in the long run. So, why not take a test that can help you truly reach that goal of yours down the road. Just wait and keep an eye out because next year could be your testing year.
The International Baccalaureate Candidates
Of 2013
|
Thursday, November 22, 2012
One man's fall from the bottom. A battle ground candidate gets 34,000 votes and zingers from various directions, including self.
Political junkies might like this story of a guy who got 34,000 votes in the recent election. The guy stepped up, again, to toss his hat into the ring as a candidate so the sitting politician didn't run without opposition.
The story seems to be similar to what could happen in Pittsburgh in the months to come with the election of a mayor. Will the Republicans offer a candidate like him?
Perhaps not for mayor, but for the city council seat?
And will the stings happen as they did in North Carolina?
Time will tell. Lets know history so that the same mistakes are not repeated.
Sunday, November 18, 2012
Fwd: Swarthmore College Men's Swimming Suffers First Loss of the Season to Rowan, 145-108
---------- Forwarded message ----------
From: "Swarthmore Athletics" <manskis1@swarthmore.edu>
Date: Nov 17, 2012 10:11 PM
Subject: Swarthmore College Men's Swimming Suffers First Loss of the Season to Rowan, 145-108
To: "mark@rauterkus.com" <mark@rauterkus.com>
From: "Swarthmore Athletics" <manskis1@swarthmore.edu>
Date: Nov 17, 2012 10:11 PM
Subject: Swarthmore College Men's Swimming Suffers First Loss of the Season to Rowan, 145-108
To: "mark@rauterkus.com" <mark@rauterkus.com>
 |
| November 17, 2012 The Swarthmore men's swim team suffered its first loss of the season on Saturday, falling in non-Conference action to Rowan University by a 145-108 score. |
 |
Friday, November 16, 2012
Terror
Terror is not just about harm: it is about powerlessness in the face of harm. Terror = harm + powerlessness.
Wednesday, November 14, 2012
PPS shrinks by about 1,000 students every year
In the past 10 years, Pittsburgh Public Schools has lost about 10,000 students.
When 1,000 students exit PPS every year, I figure that is very much like a loss of the following from the ranks of PPS student body:
2 x 75 member football teams (Freshmen, JV, Varsity) (+150)
2 x 50 member swim teams (+ 100=250)
4 x 20 member waterpolo teams (+80=330)
3 x 15 member tennis squads (+45=375)
2 x 25 member soccer teams (+50=425)
1 x 25 member hockey squad {+25=475)
1 x 40 cast musical (=515)
1 x 100 marching band with dancers, cheer, flags, colorguard (=615)
6 x 10 member chess and debate squads (=675)
1 x 25 member (insert favorite) club sport (=700)
+ 300 siblings = 1,000 students.
When 1,000 students exit PPS every year, I figure that is very much like a loss of the following from the ranks of PPS student body:
2 x 75 member football teams (Freshmen, JV, Varsity) (+150)
2 x 50 member swim teams (+ 100=250)
4 x 20 member waterpolo teams (+80=330)
3 x 15 member tennis squads (+45=375)
2 x 25 member soccer teams (+50=425)
1 x 25 member hockey squad {+25=475)
1 x 40 cast musical (=515)
1 x 100 marching band with dancers, cheer, flags, colorguard (=615)
6 x 10 member chess and debate squads (=675)
1 x 25 member (insert favorite) club sport (=700)
+ 300 siblings = 1,000 students.
Tuesday, November 13, 2012
Fwd: Invitation: Tackling make or break issues on our watch! Dec.13 Smart Growth Conference
---------- Forwarded message ----------
From: Sustainable Pittsburgh
From: Sustainable Pittsburgh
|
Monday, November 12, 2012
Fwd: FREE Cultural Competency Training THIS THURSDAY!
---------- Forwarded message ----------
From: Neighborhood Learning Alliance
![]()
From: Neighborhood Learning Alliance
|
Friday, November 09, 2012
Fwd: USO won
University Prep 47, Somerset 38
Somerset - 0 - 22 - 8 - 8 - -- - 38
University Prep - 6 - 20 - 7 - 14 - -- - 47
UP -- Clay Moorefield 26 pass from Akil Young (kick failed)
UP -- Marcus Johnson 82 pass from Young (Michael Wright pass from Ryan Daniels)
S -- Matt Boyer 74 run (pass failed)
UP -- Nicholas Stallworth 45 pass from Young (run failed)
S -- Blake Faulkner 3 run (Tanner Stull run)
UP -- Wright 5 pass from Young (pass failed)
S -- Stull 25 run (Stull run)
S -- Jordan Wilkow 25 pass from Stull (Stull run)
UP -- A.J. Roberts 14 pass from Young (Dan Denlinger kick)
UP -- Johnson 22 pass from Young (Denlinger kick)
S -- Wilkow 26 pass from Stull (Stull run)
UP -- Daniels 3 run (Denlingher kick)
TEAM STATISTICS
Somerset - - University Prep
15 - First Downs - 14
259 - Rushing Yards - 62
205 - Passing Yards - 462
464 - Total Yards - 524
15-29-1 - Comp-Att-Int - 30-46-0
1-1 - Fumbles-Lost - 0-0
7-65 - Penalties-Yards - 10-108
1-37 - Punts-Average - 2-35.5
Thursday, November 08, 2012
Soccer for the girls team, Obama Eagle Article
Posted: 05 Nov 2012 07:47 PM PST
Obama seniors Ryann Lane and Renee Eddy-Harvey have been in the soccer team since freshmen year. They have had their share of success and failures. Remaining on the soccer team for 4 years becomes a real challenge when there are disputes, arguments, and changing coaches. In their case, they have had three new coaches in 4 years.
"Junior year and senior years have been very challenging," Ryann says, "Entering into the WPIAL was different." She also added that things were more difficult in the preseason when there were no coaches; they lacked preparation, and had hardly any motivation, mentality, within the team.
In the past years, the "spirit" within the team has been constant, but changes in coaches can be a very crucial change. According to Renée, "In the first two years the coach was bonding in a way; [in] our second and last coach [it] was not apparent."
Ryann adds that this year was very different. There was more detachment within the team, less motivation or dedication, and more "slacking off", compared to freshman and sophomore years. Their first years in Obama soccer started off on a good tempo with various wins and team motivation, and because of a "steady pace with leadership".
Both the girls have agreed that their transition in soccer did not go as anticipated. Once, the entire team was very close. But as years passed, players started to separate and a number of "disappointments" started to develop. The soccer team recently lost to Alderdice High School, who they had beaten three times before.
In the future, they plan to be more involved in soccer, such as watching and following the games through television and playing it for fun; however, they feel as though this is the last year they will be in a formal team. In college, neither of them intends to play for a team. Both agree that they would love to have a team reunion in later years.
"Junior year and senior years have been very challenging," Ryann says, "Entering into the WPIAL was different." She also added that things were more difficult in the preseason when there were no coaches; they lacked preparation, and had hardly any motivation, mentality, within the team.
In the past years, the "spirit" within the team has been constant, but changes in coaches can be a very crucial change. According to Renée, "In the first two years the coach was bonding in a way; [in] our second and last coach [it] was not apparent."
Ryann adds that this year was very different. There was more detachment within the team, less motivation or dedication, and more "slacking off", compared to freshman and sophomore years. Their first years in Obama soccer started off on a good tempo with various wins and team motivation, and because of a "steady pace with leadership".
Both the girls have agreed that their transition in soccer did not go as anticipated. Once, the entire team was very close. But as years passed, players started to separate and a number of "disappointments" started to develop. The soccer team recently lost to Alderdice High School, who they had beaten three times before.
In the future, they plan to be more involved in soccer, such as watching and following the games through television and playing it for fun; however, they feel as though this is the last year they will be in a formal team. In college, neither of them intends to play for a team. Both agree that they would love to have a team reunion in later years.
Wednesday, November 07, 2012
Letter to Linda Lane, PPS Superintendent, concerning some age-old issues at Obama Swimming
Letter dated November 7, 2012 to PPS superintendent.
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Friday, November 02, 2012
Sports in New York now.
Yesterday at a public meeting with 60 people gathered to learn and support a new fitness venture of the United Way of Allegheny County, I made a statement about the Pittsburgh Marathon.
There had been some nice hype and props given to the three pro teams in town, #Steelers, #Pirates, #Penguins, as well as the #Pitt basketball teams.
I said, "The pro teams are great, but the Pittsburgh Marathon people are fantastic, and to me, with the Liberty Mile have helped as a resource 100-times more than the others."
Mark Rauterkus Should the NYC Marathon be held this Sunday? I think it should turn into a fitness run for any interested. Stopping an unofficial jog is impossible and would take more resources to stop than holding it for real. But the masses should be asked to come back for the official race in 3 weeks. Lend a hand until then, or at least get out if the way.
Mark Rauterkus Likewise, the Steelers at NY Giants NFL game presents a big problem. If possible, I'd have been trying to move that game to State College, Syracuse, or perhaps to Pittsburgh.
There had been some nice hype and props given to the three pro teams in town, #Steelers, #Pirates, #Penguins, as well as the #Pitt basketball teams.
I said, "The pro teams are great, but the Pittsburgh Marathon people are fantastic, and to me, with the Liberty Mile have helped as a resource 100-times more than the others."
Mark Rauterkus Should the NYC Marathon be held this Sunday? I think it should turn into a fitness run for any interested. Stopping an unofficial jog is impossible and would take more resources to stop than holding it for real. But the masses should be asked to come back for the official race in 3 weeks. Lend a hand until then, or at least get out if the way.
Mark Rauterkus Likewise, the Steelers at NY Giants NFL game presents a big problem. If possible, I'd have been trying to move that game to State College, Syracuse, or perhaps to Pittsburgh.
Fwd: Get Out The Vote Rally and Concert
Nice event below, but, I would much rather go and have others attend the City League Football Championships at South Side Cupples Stadium at 1 pm kickoff and 11 am pre game tailgate at our house.
Mark Rauterkus
---------- Forwarded message ----------
From: The Black Political Empowerment Project(B-PEP)
![]()
---------- Forwarded message ----------
From: The Black Political Empowerment Project(B-PEP)
| |||||||||||||||
The Black Political Empowerment Project(B-PEP) | C/O The Hill House Center | 1835 Centre Avenue | Pittsburgh | PA | 15219
|
Wednesday, October 31, 2012
Tuesday, October 30, 2012
Fwd: Three Positions Have Opened
---------- Forwarded message ----------
From: <RFlanag@aol.com>
Three Positions Have Opened Up
PLEASE SHARE OUT
1) Employment Outreach Coordinator
2) After School Site Coordinator
3) After School Support Staff
* Job Descriptions Attached
Employment Outreach Coordinator
EASTSIDE NEIGHBORHOOD EMPLOYMENT CENTER
Pittsburgh CONNECTS, 5321 Penn Avenue, Pittsburgh, PA 15224 – 412-362-8580
Title: Employment Outreach Coordinator
Reports to: Managing Director
FLSA Status: Exempt
Employment Status: Full-time
Salary: $30,000 to $34,000
To Apply: Please send a cover letter and resume to Rflanag@aol.com.
Job Summary
Eastside Neighborhood Employment Center (ENEC) serves as a regional
resource center for job seekers that primarily reside or work in the
Garfield, East Liberty and Lawrenceville communities, and manages the
employment component of the Garfield Pittsburgh CONNECTS Computer Lab.
Pittsburgh CONNECTS serves to expand broadband access across
Pittsburgh, and has a four-fold focus on technology, health,
education, and employment. Both ENEC and Pittsburgh CONNECTS labs host
multiple programs each month, and operate as drop-in centers for the
community. On average over 250 people utilize our services each month.
The Employment Outreach Coordinator role is a dynamic and diverse
position providing support for the ENEC to implement the employment
component of the Pittsburgh CONNECTS lab. Working primarily in the
ENEC employment lab, the associate will assist clients with computer
use and employment resources. Additionally, this position includes
managing and organizing recruitment and marketing efforts for each of
the initiatives. In participation with the East End Works, the
associate will also assist clients in three satellite employment/tech
center sites located in the Pittsburgh area. Recruitment efforts
include both social media and outreach work in the community.
The Employment Outreach Associate must be a highly motivated,
independent person who has a passion for community engagement, the
will to push an agenda, and the expertise to effectively perform this
multi-faceted position. The associate will be responsible for the
following:
• Manage recruiting and marketing campaigns for ENEC and
Lab events and classes, including planning and developing recruitment
strategies in the community.
• Provide daily assistance with clients utilizing the
drop-in lab around employment resources and computer literacy;
• Assist clients with resume building, online job search
and online applications
• Network with regional leaders and local businesses to
secure new employment opportunities
• Utilize and update our powerful database system for
clients and employers ;
• Performs any and all other duties assigned for which
the employee is qualified and physically able to perform, with or
without reasonable accommodation.
What it takes to be a Community Outreach Associate:
• Must have at least a bachelor's degree and be
comfortable using computer and internet technology; experience with
marketing preferred;
• Proven experience with grassroots organizing and
recruitment preferred.
• Ability to work in a fast-paced environment, with ever
shifting priorities.
• Excellent writing skills, highly organized, and the
ability to easily maintain paper and electronic files;
• Strong listening and verbal communication skills,
exceptional interpersonal skills and a customer service background;
• 3-5 years experience in social services or employment services;
• Proficient in Microsoft Office (including Microsoft
Word, PowerPoint, and Excel); Strong internet navigation skills;
• Current (or ability to quickly receive) Act 33/34 clearances
• Valid Driver's License and proof of car insurance.
________________________________________________________________________
Bloomfield Garfield Corporation
5321 Penn Avenue, Pittsburgh, PA 15224
(Office 412-441-9833)
21st Century Community Learning Center--Pittsburgh LEARNS Afterschool Program
Title: Afterschool Site Coordinator
Status: Part-time
Compensation: $13- !5/hour, varies with experience
Location: Pittsburgh Woolslair and Pittsburgh Arsenal K-5
Application Process: Send resume and cover letter to Rflanag@aol.com
Job Summary:
This position will implement age and grade appropriate Language Arts
and Math lessons for kindergarten through fifth grade students.
The Coordinator will ensure successful implementation of all
objectives and ensure that outcomes are achieved and reported back in
a timely manner. This will require staff, among other duties, to
collect and be accountable for daily, weekly, quarterly, and yearly
student data. Staff will also attend weekly meetings with Education
Director of Neighborhood Learning Alliance, as well as state, national
and quarterly conferences or trainings deemed necessary by the PA
Department of Education and/or Neighborhood Learning Alliance.
Responsibilities:
· Supervise staff, ensuring appropriate practices in child
guidance, supervision and teaching
· Implement afterschool lessons plans aligned with school day;
remediate identified needs
· Develop/maintain relations with school principal/teachers;
Ensure continuity between school and program
· Develop/implement weekly program schedule, including
enrichment activities
· Monitor and report on overall program performance
· Play an active role in promoting parental engagement
· Ensure academic software and websites are being utilized to
enhance student academic lessons
· Maintain database of student information
· Administer and score pre, mid, and post student assessments
· Track daily attendance
· Collect student report cards and standardized assessments
from school district
· Attend Advisory Committee and PSCC meetings
Qualifications:
· Bachelor's Degree in Education or related field preferred
· Teaching experience
· Experience in a community based afterschool program setting
· Act 33, 34 and FBI clearances (or ability to obtain them)
· Technology skills
· Willingness to work during afterschool hours
· Personal transportation
· Must be available – 2:30PM to 6:30PM, Monday through Friday,
and some school day hours.
· Commitment – 20-25 hours per week
_______________________________________________________________________
Bloomfield Garfield Corporation
5321 Penn Avenue, Pittsburgh, PA 15224
(Office 412-441-9833)
21st Century Community Learning Center--Pittsburgh LEARNS Afterschool Program
Title: Afterschool Program Support Staff
Status: Part-time
Compensation: $8 to $10/hour, varies with experience
Location: Pittsburgh Woolslair and Pittsburgh Arsenal K-5
Application Process: Send resume and cover letter to Rflanag@aoL.com
Job Description:
During scheduled work time, all afterschool program staff are responsible for:
· Assisting in delivery of reading, math and character
education for kindergarten through fifth grade students
· Helping Pittsburgh LEARNS participants improve their grades
and become proficient in reading and math
· Understanding and supporting school day curriculum
· Continuously attending to children's academic and social
needs during scheduled work hours
· Assisting with homework, snack, and recreational periods
· Attending and supervising students on field trips as scheduled
· Meeting with parents as instructed
· Maintaining a clean, safe program space
· Additional duties as assigned
Ideal Candidate will have:
· Experience in tutoring elementary age students
· High expectations for struggling learners
· Genuine love of children
· Good record keeping
· Previous experience leading groups
· Computer skills (Microsoft Office and the Internet)
· An education degree or currently pursuing an education
degree, preferred
· Some experience preparing and delivering academic lessons, preferred
Requirements:
· Act 33, 34 and FBI clearances (or ability to obtain them),
preference given to those with active clearances
· Participation in continuous professional development
opportunities, some of which fall on mornings, evenings and/or
weekends, throughout the year
· Availability Monday through Friday, 3pm – 6: 30 pm
From: <RFlanag@aol.com>
Three Positions Have Opened Up
PLEASE SHARE OUT
1) Employment Outreach Coordinator
2) After School Site Coordinator
3) After School Support Staff
* Job Descriptions Attached
Employment Outreach Coordinator
EASTSIDE NEIGHBORHOOD EMPLOYMENT CENTER
Pittsburgh CONNECTS, 5321 Penn Avenue, Pittsburgh, PA 15224 – 412-362-8580
Title: Employment Outreach Coordinator
Reports to: Managing Director
FLSA Status: Exempt
Employment Status: Full-time
Salary: $30,000 to $34,000
To Apply: Please send a cover letter and resume to Rflanag@aol.com.
Job Summary
Eastside Neighborhood Employment Center (ENEC) serves as a regional
resource center for job seekers that primarily reside or work in the
Garfield, East Liberty and Lawrenceville communities, and manages the
employment component of the Garfield Pittsburgh CONNECTS Computer Lab.
Pittsburgh CONNECTS serves to expand broadband access across
Pittsburgh, and has a four-fold focus on technology, health,
education, and employment. Both ENEC and Pittsburgh CONNECTS labs host
multiple programs each month, and operate as drop-in centers for the
community. On average over 250 people utilize our services each month.
The Employment Outreach Coordinator role is a dynamic and diverse
position providing support for the ENEC to implement the employment
component of the Pittsburgh CONNECTS lab. Working primarily in the
ENEC employment lab, the associate will assist clients with computer
use and employment resources. Additionally, this position includes
managing and organizing recruitment and marketing efforts for each of
the initiatives. In participation with the East End Works, the
associate will also assist clients in three satellite employment/tech
center sites located in the Pittsburgh area. Recruitment efforts
include both social media and outreach work in the community.
The Employment Outreach Associate must be a highly motivated,
independent person who has a passion for community engagement, the
will to push an agenda, and the expertise to effectively perform this
multi-faceted position. The associate will be responsible for the
following:
• Manage recruiting and marketing campaigns for ENEC and
Lab events and classes, including planning and developing recruitment
strategies in the community.
• Provide daily assistance with clients utilizing the
drop-in lab around employment resources and computer literacy;
• Assist clients with resume building, online job search
and online applications
• Network with regional leaders and local businesses to
secure new employment opportunities
• Utilize and update our powerful database system for
clients and employers ;
• Performs any and all other duties assigned for which
the employee is qualified and physically able to perform, with or
without reasonable accommodation.
What it takes to be a Community Outreach Associate:
• Must have at least a bachelor's degree and be
comfortable using computer and internet technology; experience with
marketing preferred;
• Proven experience with grassroots organizing and
recruitment preferred.
• Ability to work in a fast-paced environment, with ever
shifting priorities.
• Excellent writing skills, highly organized, and the
ability to easily maintain paper and electronic files;
• Strong listening and verbal communication skills,
exceptional interpersonal skills and a customer service background;
• 3-5 years experience in social services or employment services;
• Proficient in Microsoft Office (including Microsoft
Word, PowerPoint, and Excel); Strong internet navigation skills;
• Current (or ability to quickly receive) Act 33/34 clearances
• Valid Driver's License and proof of car insurance.
________________________________________________________________________
Bloomfield Garfield Corporation
5321 Penn Avenue, Pittsburgh, PA 15224
(Office 412-441-9833)
21st Century Community Learning Center--Pittsburgh LEARNS Afterschool Program
Title: Afterschool Site Coordinator
Status: Part-time
Compensation: $13- !5/hour, varies with experience
Location: Pittsburgh Woolslair and Pittsburgh Arsenal K-5
Application Process: Send resume and cover letter to Rflanag@aol.com
Job Summary:
This position will implement age and grade appropriate Language Arts
and Math lessons for kindergarten through fifth grade students.
The Coordinator will ensure successful implementation of all
objectives and ensure that outcomes are achieved and reported back in
a timely manner. This will require staff, among other duties, to
collect and be accountable for daily, weekly, quarterly, and yearly
student data. Staff will also attend weekly meetings with Education
Director of Neighborhood Learning Alliance, as well as state, national
and quarterly conferences or trainings deemed necessary by the PA
Department of Education and/or Neighborhood Learning Alliance.
Responsibilities:
· Supervise staff, ensuring appropriate practices in child
guidance, supervision and teaching
· Implement afterschool lessons plans aligned with school day;
remediate identified needs
· Develop/maintain relations with school principal/teachers;
Ensure continuity between school and program
· Develop/implement weekly program schedule, including
enrichment activities
· Monitor and report on overall program performance
· Play an active role in promoting parental engagement
· Ensure academic software and websites are being utilized to
enhance student academic lessons
· Maintain database of student information
· Administer and score pre, mid, and post student assessments
· Track daily attendance
· Collect student report cards and standardized assessments
from school district
· Attend Advisory Committee and PSCC meetings
Qualifications:
· Bachelor's Degree in Education or related field preferred
· Teaching experience
· Experience in a community based afterschool program setting
· Act 33, 34 and FBI clearances (or ability to obtain them)
· Technology skills
· Willingness to work during afterschool hours
· Personal transportation
· Must be available – 2:30PM to 6:30PM, Monday through Friday,
and some school day hours.
· Commitment – 20-25 hours per week
_______________________________________________________________________
Bloomfield Garfield Corporation
5321 Penn Avenue, Pittsburgh, PA 15224
(Office 412-441-9833)
21st Century Community Learning Center--Pittsburgh LEARNS Afterschool Program
Title: Afterschool Program Support Staff
Status: Part-time
Compensation: $8 to $10/hour, varies with experience
Location: Pittsburgh Woolslair and Pittsburgh Arsenal K-5
Application Process: Send resume and cover letter to Rflanag@aoL.com
Job Description:
During scheduled work time, all afterschool program staff are responsible for:
· Assisting in delivery of reading, math and character
education for kindergarten through fifth grade students
· Helping Pittsburgh LEARNS participants improve their grades
and become proficient in reading and math
· Understanding and supporting school day curriculum
· Continuously attending to children's academic and social
needs during scheduled work hours
· Assisting with homework, snack, and recreational periods
· Attending and supervising students on field trips as scheduled
· Meeting with parents as instructed
· Maintaining a clean, safe program space
· Additional duties as assigned
Ideal Candidate will have:
· Experience in tutoring elementary age students
· High expectations for struggling learners
· Genuine love of children
· Good record keeping
· Previous experience leading groups
· Computer skills (Microsoft Office and the Internet)
· An education degree or currently pursuing an education
degree, preferred
· Some experience preparing and delivering academic lessons, preferred
Requirements:
· Act 33, 34 and FBI clearances (or ability to obtain them),
preference given to those with active clearances
· Participation in continuous professional development
opportunities, some of which fall on mornings, evenings and/or
weekends, throughout the year
· Availability Monday through Friday, 3pm – 6: 30 pm
Helicopter Parents
In the article that follows, Brianna Meiers -- a blogger perhaps best known for her contributions to online psychology education information -- discusses the resurgence of "helicopter parenting," and how even though parental hovering can look beneficial in the early years, the results once kids hit college are often quite undesirable. Brianna's insights add to conversations about pushing kids to succeed that have happened on these pages before.
As Kids Shuffle from Schools to Sports, Many Wonder if All This Attention is Actually Hurting Them
In recent years, the demand for higher education paired with a culture of increased job insecurity have led many parents to become greatly involved in the academic and professional success of their children. While these so-called "helicopter parents" insist their methods are merely indicative of a supportive, close-knit family dynamic, psychologists and educational leaders warn that over-parenting can stunt child development and produce young men and women with no sense of independence or social connectivity.
Helicopter parents are so named because they seemingly "hover" over their children. They confer with teachers and school administrators about grades and classroom performance; take an active involvement in sports and other extracurricular activities; and are generally very attuned to their child's educational experiences – and difficulties. Helicopter parenting is not a new concept, as the term was first coined in the 1960s. In recent years, however, many higher learning institutions have noted unusually heavy involvement among parents of college students. They contact professors about less-than-adequate grades, phone administrators when problems arise with living accommodations, and otherwise act as advocates for their adult offspring. And while college faculty members are often apprehensive – if not downright cynical – about the helicopter parenting style, the movement has generated a substantial amount of public support.
In an article titled "In Defense of Helicopter Parents," Dr. Thomas Plante of Psychology Today noted that involved parents are a valuable asset to school districts that are forced to tackle massive budget cuts. These mothers and fathers assist with extracurricular activities, allow fundraisers in their homes and otherwise support their child's educational institution. He also writes that parents have long been encouraged to take an active role in their child's educational development. Helicopter parenting may just be a direct result of this perceived obligation. College Parents of America President James Boyle told Education.com that overparenting is a rational response to high dropout rates among today's college students. While roughly 2 million men and women are enrolled at higher learning institutions, about one third of them will leave before receiving a degree. He also argues that complaints directed at helicopter parents are somewhat exaggerated, since the responsibilities of attending class, choosing a major and finding a career still fall on the shoulders of students.
Support for helicopter parenting was bolstered by a recent study conducted by the National Survey of Student Engagement. According to The Washington Post, this study found that students with helicopter parents were more engaged with their learning materials and reported a more satisfactory college experience than their counterparts with less involved mothers and fathers. Furthermore, they were more apt to engage in discussions with professors, participate in extracurricular activities and excel in fields such as writing and critical thinking. "Compared with their counterparts, children of helicopter parents were more satisfied with every aspect of their college experience," said Indiana University Professor George D. Kuh, who led the study.
However, many experts warn about the downsides of helicopter parenting – namely, adult children who have a hard time adjusting to college life without mom and dad to guide them. In 2010, MSNBC News contributor Rachel Rettner reported a study that found helicopter parents have a very detrimental effect on their child's personality development. Researchers surveyed 300 college freshmen; those with overbearing parents (usually mothers) said that they were "less open to new actions and ideas, as well as more vulnerable, anxious and self-conscious," in comparison to their peers whose parents were less involved.
In July 2012, Daily Mail Online contributor Tamara Cohen reported that helicoptering often leads to negative consequences for parents, as well. A survey of American mothers found that "intensive mothering" was linked to high rates of mental health issues. Women who struggled with sharing parental responsibilities reported low degrees of "satisfaction with life," while those who were continually challenged by the prospect of parenting – so much so that they enlisted in the help of a child specialist – reported relatively high levels of stress and chronic depression. The study's authors noted that "intensive mothering" is often a byproduct of the common misconception that overparenting leads to successful children. "[Intensive parents] may think that it makes them better mothers, so they are willing to sacrifice their own mental health to enhance their children's cognitive, social and emotional outcomes," they wrote. "In reality, intensive parenting may have the opposite effect on children from what parents intend."
In September 2012, Lewis & Clark College President Barry Glassner wrote in Pittsburgh Post-Gazette that parents can use "constructive engagement" to remain involved in their collegiate child's life without being too overbearing. College is a tenuous time for young people, and they require the support and encouragement of their parents. However, this period of their lives also has the potential to build valuable skills, such as independent thinking and creative problem solving, that can be diminished if parents hover too closely. "College is a time when parents can grant their children the precious opportunity to take responsibility as they develop into independent young men and women, fully prepared to be productive and engaged citizens," Glassner wrote. "Parents can help by gently pushing their children to embrace complexity and diversity and to stretch the limits of their comfort zones."
Naturally, when students encounter obstacles or personal crises, parents should nurture and counsel their children in order to restore their self-confidence. However, mothers and fathers need not resort to helicoptering in order to effectively handle the situation. If a student receives poor grades, his or her overbearing parents might place an angry phone call to their child's teacher or principal. However, a much more constructive approach might be a sit-down meeting with the teacher to discuss areas of improvement, followed by a discussion of options such as tutoring or supplementary education with the child. If a college student struggles with a difficult roommate, parents should refrain from demanding a change in living accommodations. Instead, they should encourage the child to resolve the conflict on his or her own, meeting independently with a housing officer if the situation becomes intolerable. By offering parental support when needed – and encouraging children to solve their own problems the rest of the time – parents can do their part to ensure their offspring develop into well-rounded, fully functioning adults.
While no one disputes that helicopter parents have the best interests of their children in mind, many have warned that too much interest can lead to long-term problems. Achieving the balance between supportive and hands-off is difficult for many parents – but studies have found that this approach produces adults who are independent, self-confident and able to succeed academically and professionally.
As Kids Shuffle from Schools to Sports, Many Wonder if All This Attention is Actually Hurting Them
In recent years, the demand for higher education paired with a culture of increased job insecurity have led many parents to become greatly involved in the academic and professional success of their children. While these so-called "helicopter parents" insist their methods are merely indicative of a supportive, close-knit family dynamic, psychologists and educational leaders warn that over-parenting can stunt child development and produce young men and women with no sense of independence or social connectivity.
Helicopter parents are so named because they seemingly "hover" over their children. They confer with teachers and school administrators about grades and classroom performance; take an active involvement in sports and other extracurricular activities; and are generally very attuned to their child's educational experiences – and difficulties. Helicopter parenting is not a new concept, as the term was first coined in the 1960s. In recent years, however, many higher learning institutions have noted unusually heavy involvement among parents of college students. They contact professors about less-than-adequate grades, phone administrators when problems arise with living accommodations, and otherwise act as advocates for their adult offspring. And while college faculty members are often apprehensive – if not downright cynical – about the helicopter parenting style, the movement has generated a substantial amount of public support.
In an article titled "In Defense of Helicopter Parents," Dr. Thomas Plante of Psychology Today noted that involved parents are a valuable asset to school districts that are forced to tackle massive budget cuts. These mothers and fathers assist with extracurricular activities, allow fundraisers in their homes and otherwise support their child's educational institution. He also writes that parents have long been encouraged to take an active role in their child's educational development. Helicopter parenting may just be a direct result of this perceived obligation. College Parents of America President James Boyle told Education.com that overparenting is a rational response to high dropout rates among today's college students. While roughly 2 million men and women are enrolled at higher learning institutions, about one third of them will leave before receiving a degree. He also argues that complaints directed at helicopter parents are somewhat exaggerated, since the responsibilities of attending class, choosing a major and finding a career still fall on the shoulders of students.
Support for helicopter parenting was bolstered by a recent study conducted by the National Survey of Student Engagement. According to The Washington Post, this study found that students with helicopter parents were more engaged with their learning materials and reported a more satisfactory college experience than their counterparts with less involved mothers and fathers. Furthermore, they were more apt to engage in discussions with professors, participate in extracurricular activities and excel in fields such as writing and critical thinking. "Compared with their counterparts, children of helicopter parents were more satisfied with every aspect of their college experience," said Indiana University Professor George D. Kuh, who led the study.
However, many experts warn about the downsides of helicopter parenting – namely, adult children who have a hard time adjusting to college life without mom and dad to guide them. In 2010, MSNBC News contributor Rachel Rettner reported a study that found helicopter parents have a very detrimental effect on their child's personality development. Researchers surveyed 300 college freshmen; those with overbearing parents (usually mothers) said that they were "less open to new actions and ideas, as well as more vulnerable, anxious and self-conscious," in comparison to their peers whose parents were less involved.
In July 2012, Daily Mail Online contributor Tamara Cohen reported that helicoptering often leads to negative consequences for parents, as well. A survey of American mothers found that "intensive mothering" was linked to high rates of mental health issues. Women who struggled with sharing parental responsibilities reported low degrees of "satisfaction with life," while those who were continually challenged by the prospect of parenting – so much so that they enlisted in the help of a child specialist – reported relatively high levels of stress and chronic depression. The study's authors noted that "intensive mothering" is often a byproduct of the common misconception that overparenting leads to successful children. "[Intensive parents] may think that it makes them better mothers, so they are willing to sacrifice their own mental health to enhance their children's cognitive, social and emotional outcomes," they wrote. "In reality, intensive parenting may have the opposite effect on children from what parents intend."
In September 2012, Lewis & Clark College President Barry Glassner wrote in Pittsburgh Post-Gazette that parents can use "constructive engagement" to remain involved in their collegiate child's life without being too overbearing. College is a tenuous time for young people, and they require the support and encouragement of their parents. However, this period of their lives also has the potential to build valuable skills, such as independent thinking and creative problem solving, that can be diminished if parents hover too closely. "College is a time when parents can grant their children the precious opportunity to take responsibility as they develop into independent young men and women, fully prepared to be productive and engaged citizens," Glassner wrote. "Parents can help by gently pushing their children to embrace complexity and diversity and to stretch the limits of their comfort zones."
Naturally, when students encounter obstacles or personal crises, parents should nurture and counsel their children in order to restore their self-confidence. However, mothers and fathers need not resort to helicoptering in order to effectively handle the situation. If a student receives poor grades, his or her overbearing parents might place an angry phone call to their child's teacher or principal. However, a much more constructive approach might be a sit-down meeting with the teacher to discuss areas of improvement, followed by a discussion of options such as tutoring or supplementary education with the child. If a college student struggles with a difficult roommate, parents should refrain from demanding a change in living accommodations. Instead, they should encourage the child to resolve the conflict on his or her own, meeting independently with a housing officer if the situation becomes intolerable. By offering parental support when needed – and encouraging children to solve their own problems the rest of the time – parents can do their part to ensure their offspring develop into well-rounded, fully functioning adults.
While no one disputes that helicopter parents have the best interests of their children in mind, many have warned that too much interest can lead to long-term problems. Achieving the balance between supportive and hands-off is difficult for many parents – but studies have found that this approach produces adults who are independent, self-confident and able to succeed academically and professionally.
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Ta.
Mark Rauterkus Mark.Rauterkus@gmail.com
PPS Summer Dreamers' Swim and Water Polo Camp Head Coach
Pittsburgh Combined Water Polo Team
http://Rauterkus.blogspot.com
http://FixPA.wikia.com
http://CLOH.wikia.com
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