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Tag: Teaching

  • Shooting fallout: Metal detectors in elementary schools?

    Shooting fallout: Metal detectors in elementary schools?

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    NEWPORT NEWS, Va. (AP) — The shooting of a first-grade teacher by a 6-year-old boy has plunged the nation into uncharted waters of school violence, with many in the Virginia shipbuilding city where it happened demanding metal detectors in every school.

    But experts warn there are no easy solutions when it comes to preventing gun violence in schools.

    “This is a real game changer,” said Mo Canady, executive director of the National Association of School Resource Officers, which trains law enforcement members who work in schools.

    “How do we begin to approach the idea of protecting students and staff from an armed 6-year-old?” he said of the attack Friday in Newport News.

    American educators have long been trying to create safe spaces that feel less like prisons and more like schools. If anything, Friday’s shooting fuels a debate over the effectiveness of metal detectors — which are still relatively rare in schools — and other safety measures.

    “Metal detectors and clear backpacks are more likely to cause young children to be fearful and feel criminalized,” said Amanda Nickerson, a school psychology professor at the State University of New York at Buffalo.

    “Many of the strategies being suggested do not have any research evidence, and they may actually erode a healthy school climate,” she said — one where students and staff feel free to share concerns about possible threats, which has been shown to prevent shootings.

    A more effective approach fosters “positive social, emotional, behavioral and academic success,” Nickerson said.

    Ron Avi Astor, a professor of social welfare and education at the University of California, Los Angeles, said “it’s really the gun owners who need to be held responsible.”

    Police in Newport News say the 6-year-old brought his mother’s gun, which had been purchased legally, to school, though it’s unclear how he gained access to it. A Virginia law prohibits leaving a loaded gun where it is accessible to a child under 14, a misdemeanor crime punishable with a maximum one-year prison sentence and $2,500 fine. No charges have been brought against the mother so far.

    Astor said that a public health approach to reducing gun violence in schools is needed, as well as gun licensing.

    “Let’s all agree that gun education is really important, particularly around gun safety and accidents and kids getting access to guns,” Astor said. “Let’s make that part of health class. Let’s make sure every kid, parent and educator goes through education and hazardous materials safety training in every school in the United States.”

    “Gun safety education … is something that most Americans agree on, based on national polls. That’s a great place to start saving lives and reducing injury or death,” Astor said.

    The shooting Friday occurred as Abigail Zwerner taught her first-grade class at Richneck Elementary. There was no warning and no struggle before the 6-year-old pointed the gun at Zwerner and fired one round.

    The bullet pierced Zwerner’s hand and struck her chest. The 25-year-old hustled her students out of the classroom before being rushed to the hospital. She has improved and was listed in stable condition Monday, authorities said.

    Police Chief Steve Drew described the shooting as “intentional.” A judge will determine what’s next for the child, who is being held at a medical facility following an emergency custody order.

    Meanwhile, the superintendent of Newport News Public Schools said the shooting “will cause us to rethink how we handle our youngest children.”

    City schools rely on metal detectors and random searches in high schools and middle schools, but not for elementary buildings, Superintendent George Parker III said at a Monday news conference.

    “I hate to be at this point where I’m considering this, but we have to start relying on those types of deterrents at the elementary level as well,” Parker said.

    James Graves, president of the Newport News Education Association, said the teachers union would ask the school board for metal detectors in every school.

    “If a metal detector in every school is going to allow our kids to be safe, so be it,” he told The Associated Press.

    The union will also propose that students be required to carry only clear backpacks so the contents can be easily seen, Graves said.

    Eric Billet, whose three children attend Newport News public schools, said he supports more security measures, like metal detectors, bag searches and a security officer at every school. But he would also like more behavioral specialists and counselors working with students.

    Two of Billet’s children go to Richneck, including his fourth-grade daughter who’s endured nightmares following the shooting.

    “The more challenging piece is the culture change,” he said.

    “I know some teachers have had trouble controlling classrooms since COVID,” Billet added. “I do not know all of the reasons, whether it’s parenting at home or other influences, or a lack of authority and discipline at school. I definitely do not blame the teachers for this.”

    Rick Fogle, whose grandson is in second grade at Richneck, supports increased use of metal detectors. But he also said schools need to be more willing to search backpacks, pockets and desks if kids are suspected of having a gun.

    “They’ve got to overcome social pressure to respect people’s rights and realize that the rights of those who could be injured need to be considered,” Fogle said.

    Researcher David Riedman, founder of a database that tracks U.S. school shootings dating back to 1970, said he’s only aware of three other shootings involving 6-year-olds in that time period — and only one other case of a student younger than that.

    At the same time, people are shot or guns are taken away at schools almost every day, Riedman said. There were 302 shootings on school property last year. And since 1970, more than 250 teachers, principals and other school staff have been shot.

    Still, he questioned how realistic it is for schools to ramp up use of metal detectors.

    “Schools are already struggling with adequate resources — finding bus drivers, finding enough teachers,” Riedman said. “To have comprehensive school security with 100% weapons detection essentially requires a TSA-style agency that would cost hundreds of billions of dollars to implement across the country. And that’s not viable.”

    The use of metal detectors in schools, particularly elementary schools, is still rare, according to the National Center for Education Statistics.

    During the 2019-2020 school year, less than 2% of public elementary schools performed random metal detector checks on students. It was 10% for middle schools and 14.8% for high schools.

    About 2% of elementary schools required backpacks to be clear while just over 9% of middle schools and 7% of high schools imposed that requirement, the center said. About 54.6% of elementary schools had security staff present at least once a week; at middle schools it was 81.5% and at high schools 84.4%.

    Canady said equipping schools with metal detectors requires a lot of training and maintenance — and can provide a false sense of security if they’re not operated correctly.

    A relationship-based policing approach can better help avert school violence, he said. “Every student in a school environment should have at least one trusted adult that they can connect with,” Canady said.

    Krista Arnold, executive director of the Virginia Association of Elementary School Principals, agreed. She worked as an elementary school principal for 18 years in Virginia Beach before retiring in 2021.

    “I had a couple of knives brought to school during my 18 years, and (the students) usually sing like canaries and tell somebody,” Arnold said. “And that usually got to the front office pretty quickly.”

    Arnold said she’s not a proponent of turning schools into fortresses. Instead, she supports teaching empathy and other behavioral skills.

    “My experience is when you build that community and you explicitly teach social, emotional skills — and you talk about how it makes the other person feel if you’ve hurt them … you build that good citizenship and you reduce the amount of discipline and aggression in the school,” she said.

    ___

    Lavoie reported from Richmond, Virginia.

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  • EXPLAINER: What is ChatGPT and why are schools blocking it?

    EXPLAINER: What is ChatGPT and why are schools blocking it?

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    Ask the new artificial intelligence tool ChatGPT to write an essay about the cause of the American Civil War and you can watch it churn out a persuasive term paper in a matter of seconds.

    That’s one reason why New York City school officials this week started blocking the impressive but controversial writing tool that can generate paragraphs of human-like text.

    The decision by the largest U.S. school district to restrict the ChatGPT website on school devices and networks could have ripple effects on other schools, and teachers scrambling to figure out how to prevent cheating. The creators of ChatGPT say they’re also looking for ways to detect misuse.

    The free tool has been around for just five weeks but is already raising tough questions about the future of AI in education, the tech industry and a host of professions.

    WHAT IS CHATGPT?

    ChatGPT launched on Nov. 30 but is part of a broader set of technologies developed by the San Francisco-based startup OpenAI, which has a close relationship with Microsoft.

    It’s part of a new generation of AI systems that can converse, generate readable text on demand and even produce novel images and video based on what they’ve learned from a vast database of digital books, online writings and other media.

    But unlike previous iterations of so-called “large language models,” such as OpenAI’s GPT-3, launched in 2020, the ChatGPT tool is available for free to anyone with an internet connection and designed to be more user-friendly. It works like a written dialogue between the AI system and the person asking it questions.

    Millions of people have played with it over the past month, using it to write silly poems or songs, to try to trick it into making mistakes, or for more practical purposes such as helping compose an email. All of those queries are also helping it get smarter.

    WHAT ARE THE PITFALLS?

    As with similar systems, ChatGPT can generate convincing prose, but that doesn’t mean what it says is factual or logical.

    Its launch came with little guidance for how to use it, other than a promise that ChatGPT will admit when it’s wrong, challenge “incorrect premises” and reject requests meant to generate offensive answers. Since then, however, its popularity has led its creators to try to lower some people’s expectations.

    “ChatGPT is incredibly limited, but good enough at some things to create a misleading impression of greatness,” OpenAI CEO Sam Altman said on Twitter in December.

    Altman added that “it’s a mistake to be relying on it for anything important right now.”

    “It’s a preview of progress; we have lots of work to do on robustness and truthfulness.”

    CAN IT BE USED FOR WRITING SCHOOL PAPERS?

    This is what ChatGPT said when The Associated Press asked it to answer that question in all caps from the perspective of a principal shouting a brief message through a school’s PA system:

    “DO NOT USE CHATGPT OR ANY OTHER AUTOMATED WRITING TOOL FOR SCHOOL PAPERS. THIS IS CHEATING AND WILL NOT BE TOLERATED. IF YOU ARE CAUGHT USING CHATGPT OR ANY OTHER AUTOMATED WRITING TOOL FOR SCHOOL PAPERS, THERE WILL BE SERIOUS CONSEQUENCES.”

    But when asked to answer the same question on its own, ChatGPT offered this more measured warning: “As a general rule, it is not appropriate to use ChatGPT or any other automated writing tool for school papers, as it is considered cheating and does not benefit the student in the long run.”

    WHAT DO SCHOOLS SAY?

    Many school districts are still scrambling to figure out how to set policies on if and how it can be used.

    The New York City education department said Thursday that it’s restricting access on school networks and devices because it’s worried about negative impacts on student learning, as well as “concerns regarding the safety and accuracy of content.”

    But there’s no stopping a student from accessing ChatGPT from a personal phone or computer at home.

    “While the tool may be able to provide quick and easy answers to questions, it does not build critical-thinking and problem-solving skills, which are essential for academic and lifelong success,” said schools spokesperson Jenna Lyle.

    HUMAN OR AI?

    “To determine if something was written by a human or an AI, you can look for the absence of personal experiences or emotions, check for inconsistency in writing style, and watch for the use of filler words or repetitive phrases. These may be signs that the text was generated by an AI.”

    That’s what ChatGPT told an AP reporter when asked how to tell the difference.

    OpenAI said in a human-written statement this week that it plans to work with educators as it learns from how people are experimenting with ChatGPT in the real world.

    “We don’t want ChatGPT to be used for misleading purposes in schools or anywhere else, so we’re already developing mitigations to help anyone identify text generated by that system,” the company said.

    DOES THIS THREATEN GOOGLE?

    There’s been some speculation that ChatGPT could upend the internet search business now dominated by Google, but the tech giant has been working on similar technology for years — it’s just more cautious about releasing it in the wild.

    It was Google that helped jumpstart the trend for ever-bigger, ever-smarter AI language models that could be “pre-trained” on a wide body of writings. In 2018 the company introduced a system known as BERT that uses a “transformer” technique that compares words across a sentence to predict meaning and context. Some of those advances are now baked into Google searches.

    But there’s no question that successive iterations of GPT — which stands for Generative Pre-trained Transformer — are having an impact. Microsoft has invested at least $1 billion in OpenAI and has an exclusive license to use GPT-3.

    HEY CHATGPT, CAN YOU PUT ALL THIS IN A RAP?

    “ChatGPT’s just a tool,

    But it ain’t no substitute for school.

    You can’t cheat your way to the top,

    Using a machine to do your homework, you’ll flop.

    Plagiarism’s a no-no,

    And ChatGPT’s text is not your own, yo.

    So put in the work, earn that grade,

    Don’t try to cheat, it’s not worth the trade.”

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  • AP’s top 2022 photos capture a planet bursting at the seams

    AP’s top 2022 photos capture a planet bursting at the seams

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    Taken together, they can convey the feeling of a world convulsing — 150 Associated Press images from across 2022, showing the fragments that make up our lives and freezing in time the moments that somehow, these days, seem to pass faster than ever.

    Here: a man recovering items from a burning shop in Ukraine after a Russia attack. Here: people thronging the residence of the Sri Lankan president after protesters stormed it demanding his resignation. Here: medical workers trying to identify victims of a bridge collapse in India. And here: flames engulfing a chair inside a burning home as wildfires sweep across Mariposa County, Calif.

    As history in 2022 unfolded and the world lurched forward — or, it seemed sometimes, in other directions — Associated Press photographers were there to bring back unforgettable images. Through their lenses, across the moments and months, the presence of chaos can seem more encircling than ever.

    A year’s worth of news images can also be clarifying. To see these photographs is to channel — at least a bit — the jumbled nature of the events that come at us, whether we are participating in them or, more likely, observing them from afar. Thus do 150 individual front-row seats to history and life translate into a message: While the world may surge with disorder, the thrum of daily life in all its beauty continues to unfold in the planet’s every corner.

    There is grief: Three heart-shaped balloons fly at a memorial site outside the elementary school in Uvalde, Texas, where 19 children and two teachers were killed by a gunman.

    There is determination: Migrants in a wooden boat float across the Mediterranean sea south of an Italian island, trying to reach their destination.

    There is fear: A man looks skyward over his shoulder, an expression of trepidation on his face, as he walks past homes damaged by a rocket attack in Ukraine.

    There are glimpses into calamity: Villagers gather in northern Kenya, in an area stricken by climate-induced drought.

    There is perseverance: A girl uses a kerosene oil lamp to attend online lessons during a power cut in the Sri Lankan capital.

    Don’t be blinded by all of the violence and disarray, though, which can drown out other things but perhaps should not. Because here, too, are photos of joy and exuberance and, simply, daily human life.

    A skier soaring through the air in Austria, conquering gravity for a fleeting moment. Chris Martin of the band Coldplay, singing toward the sky in Rio de Janeiro. A lone guard marching outside Buckingham Palace days after the death of Queen Elizabeth II. An 8-year-old Afghan girl, her eyes locked with the camera, posing for a photo in her classroom in Kabul, days after a bombing attack at her school. Women taking a selfie at a ski resort in Lesotho.

    Finally, allow a moment to consider one of those pauses in humanity’s march: a boy drenching himself in a public fountain in a heat wave-stricken Vilnius, Lithuania, reveling in the water and the sun and the simple act of just being. Even in the middle of a year of chaos on an uneasy planet, moments of tranquility manage to peek through.

    — By Ted Anthony, AP National Writer

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  • Kansas City teacher fired after repeated use of racial slur

    Kansas City teacher fired after repeated use of racial slur

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    KANSAS CITY, Mo. — A Kansas City charter school with a largely minority student population has fired a white teacher who was recorded repeatedly using a racial slur in his classes, school administrators said.

    University Academy officials said in a letter to families that Johnny Wolfe, a history and African American studies teacher in the upper school, had been fired after an investigation prompted by concerns raised last month by students and alumni, The Kansas City Star reported Monday.

    University Academy is a public charter school with about 1,100 students, 96% of whom are students of color, and most are Black.

    Several videos and recordings of students confronting Wolfe about using the racial slur multiple times were posted on KC Defender, a Black community media platform.

    In the recordings, he defends his use of the slur, saying that he was speaking in an “educational context.”

    “You can like it, not like it, be upset about it all you like,” he said. “But ultimately this is a ridiculous conversation.”

    Students, parents and community members then held a town hall to address racism at the school and a Change.org petition was started to demand that Wolfe be fired.

    After an investigation, University Academy officials fired Wolfe and committed to taking several steps to improve diversity and racial awareness, according to the letter.

    The steps include mandatory harassment and discrimination training for staff, plus culturally responsive leadership training for administrators. University Academy officials say they will also work to increase the racial diversity of the school’s staff, which is currently 59% white, 39% Black, 1% Asian and 1% Hispanic.

    Officials said they are using the incident as an opportunity “to understand where we have fallen short and made mistakes. We are committed to evolve and improve. Our objective is to return University Academy to a manner that ensures an incident of this nature does not occur again.”

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  • LGBTQ students wrestle with tensions at Christian colleges

    LGBTQ students wrestle with tensions at Christian colleges

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    COLLEGEVILLE, Minn. — As monks chanted prayers in Saint John’s University church, members of the student LGBTQ organization, QPLUS, were meeting in their lounge at the Minnesota institution’s sister Benedictine college, a few miles away.

    To Sean Fisher, a senior who identifies as non-binary and helps lead QPLUS, its official recognition and funding by Saint John’s and the College of Saint Benedict is welcome proof of the schools’ “acknowledging queer students exist.”

    But tensions endure here and at many of the hundreds of U.S. Catholic and Protestant universities. The Christian teachings they ascribe to differ from societal values over gender identity and sexual orientation, because they assert that God created humans in unchangeable male and female identities, and sex should only happen within the marriage of a man and a woman.

    “The ambivalence toward genuine care is clouded by Jesus-y attitudes. Like ‘Love your neighbor’ has an asterisk,” Fisher said.

    Most of the 200 Catholic institutions serving nearly 900,000 students have made efforts to be welcoming, said the Rev. Dennis Holtschneider, president of the Association of Catholic Colleges and Universities.

    Among Protestant institutions, a few push the envelope, and most hope to avoid controversy, according to John Hawthorne, a retired Christian college sociology professor and administrator.

    “Denominations won’t budge, so colleges will need to lead the way,” Hawthorne said, adding there might not be enough students in the future interested in conservative colleges. “Today’s college freshman was born in 2004, the year Massachusetts legalized same-sex marriage.”

    Most Christian schools list “sexual orientation” in their nondiscrimination statements, and half also include “gender identity” – far more than did so in 2013, said Jonathan Coley, a Oklahoma State University sociologist who maintains a database of LGBTQ student policies at Christian colleges.

    But translating nondiscrimination into practice creates tensions and backlash. At some conservative schools, discrimination complaints have been filed, while some parents and clergy argue more affirming institutions are betraying their mission.

    “We have to learn to live with this tension,” said the Rev. Donal Godfrey, chaplain at the University of San Francisco, a Jesuit institution in a city with a history of LGBTQ activism and a conservative Catholic archbishop opposed to same-sex marriage.

    “Catholic colleges and universities …. are the most LGBTQ-friendly places in the church in the United States,” said Francis DeBernando. New Ways Ministry, the advocacy organization for LGBTQ Catholics he leads, keeps a list of Catholic colleges it considers LGBTQ-friendly.

    The Cardinal Newman Society, which advocates for fidelity to church teachings on Catholic education issues, maintains its own list of recommended schools.

    “For these colleges, being ‘Catholic’ is not a watered-down brand or historical tradition,” Newman president Patrick Reilly said via email.

    Other campus leaders see tension in Catholic teachings tending to skew conservative on human sexuality but progressive on social justice.

    “It’s kind of a tightrope,” said John Scarano, campus ministry director at John Carroll University, a Jesuit school near Cleveland.

    To parents and prospective students undecided between John Carroll and Franciscan University in Steubenville, Ohio, Scarano says, “Here, your Catholicism is going to be challenged.”

    At Franciscan, “we don’t move away from the truth of the human person as discovered in Scripture, the tradition of the Church, and the teaching authority of the Church,” said the Rev. Jonathan St. Andre, a senior university leader, adding Franciscan doesn’t tolerate harassment of those who disagree.

    Students’ safety is a priority, said Mary Geller, the associate provost at Saint John’s and Saint Benedict. The single-sex institutions in Minnesota now admit students based on the gender they identify with, and consider transfers for those who transition.

    That enrages a few parents, like a father complaining “that we have students with male body parts in a female dorm,” Geller recalled. “I just said, ‘Sir, I don’t check body parts.’”

    Last year, LGBTQ students or former students at federally funded Christian schools filed a class-action lawsuit against the U.S. Department of Education, claiming its religious exemption allows schools to unconstitutionally discriminate against LGBTQ students.

    In May, the Department of Education’s Office for Civil Rights launched a separate investigation for alleged violations of LGBTQ students’ rights at six Christian universities — including Liberty University.

    The independent evangelical university has greatly expanded its prohibitive rules, forbidding LGBTQ clubs, same-sex displays of affection, and use of pronouns, restrooms and changing facilities not corresponding to a person’s birth sex. Liberty’s student handbook bans statements and behaviors associated with what it calls “LGBT states of mind.”

    “Liberty is very anti-gay,” said Sydney Windsor, a senior there who came to Liberty to quash her attraction for women and now identifies as pansexual. “It’s years of irreversible trauma.”

    At some evangelical schools, the fight for rights has moved to LGBTQ diversity in faculty and staff hiring.

    This year, Eastern University, located in St. Davids, Pennsylvania, and affiliated with American Baptist Churches USA, amended its policies to allow for hiring faculty in same-sex marriages — one of only a handful of evangelical schools to do so.

    “If we can get faculty to come out and to have queer people openly represented on campus, that would be really big,” said Faith Jeanette Millender, a student there who identifies as bisexual or queer.

    A clash between students, faculty and the school’s board of trustees over hiring LGBTQ faculty is unfolding at Seattle Pacific University, a Free Methodist Church-affiliated school.

    The faculty held a vote of no-confidence in the board over its keeping the policy barring people in same-sex relationships from full-time positions. Faculty and students have also sued the board for breaching its fiduciary duty.

    “I know how much Christianity has brought harm to communities, whether its people of color, women, or LGBTQ people,” said Chloe Guillot, 22, an SPU graduate student and one of 16 plaintiffs in that lawsuit. “I have a responsibility to step into those spaces and be willing to fight back. As someone who is a Christian, we need to hold ourselves accountable.”

    The administration responded to one of the suits in a court filing saying it expects students and faculty to “affirm the University’s statement of faith, and to abide by its lifestyle expectations, which together shape the vision and mission of the institution.”

    To students, concrete actions will show if LGBTQ people can truly be welcomed on Christian campuses.

    Ryan Imm, a Saint John’s junior and QPLUS leader who identifies as gay, recalled an anti-LGBTQ slur used on his residential floor. But he also pointed to hopeful signs — like Saint Benedict’s popular drag show.

    “It’s almost like people forget there’s dissonance,” Imm said.

    ———

    Associated Press religion coverage receives support through the AP’s collaboration with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.

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  • Arkansas governor recommends school funding increase

    Arkansas governor recommends school funding increase

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    LITTLE ROCK, Ark. — Arkansas Gov. Asa Hutchinson on Thursday recommended that lawmakers increase public school funding by $550 million over the next two years to raise teacher pay, as the Republican prepares to leave office in January.

    Hutchinson presented his budget recommendations to a legislative panel days after Republican Sarah Huckabee Sanders was elected the state’s next governor. Hutchinson, who was barred by term limits from seeking reelection, acknowledged that the decision on the budget will be up to the Legislature and Sanders next year.

    Hutchinson said his funding proposal “allows the next administration and the General Assembly maximum flexibility in terms of raising teacher salaries and raising the outcomes for education in the state.”

    The proposal calls for increasing public school funding by $200 million in the fiscal year that begins July 2023 and by $350 million the following year.

    Hutchinson earlier this year called on lawmakers to raise teacher pay, but decided against putting it on the agenda for a special session in August due to a lack of support in the majority-Republican Legislature.

    The House and Senate education committees have since endorsed proposals to give teachers $4,000 raises, though they differ on when the raises should be granted.

    Sanders, who announced her transition team on Thursday, stopped short of saying whether she agreed with Hutchinson’s budget recommendation.

    “Governor-elect Sanders looks forward to continued conversations with the governor and her legislative partners during the transition as she works to develop a budget that makes government lean and efficient, cuts taxes, and prioritizes the promises she made to Arkansans to make our state one of the best to live, work, and raise a family,” Sanders spokesman Judd Deere said in a statement.

    Hutchinson recommended the state’s overall budget increase by 5% to $6.3 billion in the next fiscal year. The budget proposal projects the state will end that year with a nearly $255 million surplus.

    Hutchinson, who has clashed with the Legislature in recent years on issues such as a ban on transgender medical care and COVID-19 restrictions, alluded to the at-times rocky relationship as he addressed lawmakers.

    “When iron strikes iron, what do you get? You get a few sparks,” Hutchinson said, referring to a Bible passage. “But you also get a sharper outcome, and I believe our relationship has reflected that scriptural principle.”

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  • In 1 classroom, 4 teachers manage 135 kids — and love it

    In 1 classroom, 4 teachers manage 135 kids — and love it

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    MESA, Ariz. (AP) — A teacher-in-training darted among students, tallying how many needed his help with a history unit on Islam. A veteran math teacher hovered near a cluster of desks, coaching some 50 freshmen on a geometry assignment. A science teacher checked students’ homework, while an English teacher spoke into a microphone at the front of the classroom, giving instruction, to keep students on track.

    One hundred thirty-five students, four teachers, one giant classroom: This is what ninth grade looks like at Westwood High School, in Mesa, Arizona’s largest school system. There, an innovative teaching model has taken hold, and is spreading to other schools in the district and beyond.

    Five years ago, faced with high teacher turnover and declining student enrollment, Westwood’s leaders decided to try something different. Working with professors at Arizona State University’s teachers college, they piloted a classroom model known as team teaching. It allows teachers to dissolve the walls that separate their classes across physical or grade divides.

    The teachers share large groups of students — sometimes 100 or more — and rotate between group instruction, one-on-one interventions, small study groups or whatever the teachers as a team agree is a priority that day. What looks at times like chaos is in fact a carefully orchestrated plan: Each morning, the Westwood teams meet for two hours of the school day to hash out a personalized program for every student, dictating the lessons, skills and assignments the team will focus on that day.

    By giving teachers more opportunity to collaborate and greater control over how and what they teach, Mesa’s administrators hoped to fill staffing gaps and boost teacher morale and retention. Initial research suggests the gamble could pay off. This year, the district expanded the concept to a third of its 82 schools. The team-teaching strategy is also drawing interest from school leaders across the U.S., who are eager for new approaches at a time when the effects of the pandemic have dampened teacher morale and worsened staff shortages.

    “The pandemic taught us two things: One is people want flexibility, and the other is people don’t want to be isolated,” said Carole Basile, dean of ASU’s teachers college, who helped design the teaching model.

    ASU and surrounding school districts started investigating team teaching about six years ago. Enrollment at teacher preparation programs around the country was plummeting as more young people sought out careers that offered better pay, more flexibility and less stress.

    Team teaching, a concept first introduced in schools in the 1960s, appealed to ASU researchers because they felt it could help revitalize teachers. And it resonated with school district leaders, who’d come to believe the model of one teacher lecturing at the front of a classroom to many kids wasn’t working.

    “Teachers are doing fantastic things, but it’s very rare a teacher walks into another room to see what’s happening,” said Andi Fourlis, superintendent of Mesa Public Schools, one of 10 Arizona districts that have adopted the model. “Our profession is so slow to advance because we are working in isolation.”

    Of course, revamping teaching approaches can’t fix some of the biggest frustrations many teachers have about their profession, such as low pay. But early results from Mesa show team teaching may be helping to reverse low morale. In a survey of hundreds of the district’s teachers last year, researchers from Johns Hopkins University found those who worked on teams reported greater job satisfaction, more frequent collaborations with colleagues and more positive interactions with students.

    Early data from Westwood also show on-time course completion — a strong predictor of whether freshmen will graduate — improved after the high school started using the team approach for all ninth graders. ASU has found that students in team-based classrooms have better attendance, earn more credits toward graduation and post higher GPAs.

    The model is not for everyone. Some teachers approached about volunteering for a team have said they prefer to work alone. Team teaching can also be a scheduling nightmare, especially at schools like Westwood where only some staff work in teams.

    On a recent morning at Westwood High, the four teachers and 135 freshmen on the team settled into a boisterous routine.

    They ignored the Halloween music that blared from the school speakers, marking a new period for the older students. As their peers in the higher grades shuffled to another 50-minute class, the freshmen continued into a second hour of their work. Most students busied themselves with the day’s assignments, alone or in pairs, while others waited for a specific teacher’s help.

    The team regularly welcomes other educators into the classroom, for bilingual or special education services and other one-on-one support. But substitute teachers are rare, since teachers can plan their schedules to accommodate their teammates’ absences.

    Another benefit of teams, teachers say, is that they can help each other improve their instruction. During the planning session earlier that morning, English teacher Jeff Hall shared a critique with a science teacher: Her recent lecture, on something she called “the central dogma of biology,” had befuddled him and their other teammates.

    “If the science is too confusing for me, can you imagine the frustration you feel as kids?” Hall said. But the science teacher, he said, wouldn’t have known about the confusion on her own.

    Hall, who moonlights as an improv comic, had quit teaching right before COVID. He worked odd jobs and realized what they offered that teaching didn’t: a chance to work alongside other adults and collaborate. The need for a steadier paycheck convinced Hall to return to the classroom last year, but he only applied for positions to teach on a team.

    “Why don’t we do this for every teacher?” Hall said. “Why was I — a student teacher with zero experience teaching English — handed the keys to an entire class of kids on day one? All alone? That doesn’t work for anyone.”

    Proponents of the ASU model acknowledge it doesn’t work perfectly. It presents thorny questions, for example, about how to evaluate four teachers on the performance of 135 students. And teachers on the Westwood team argue they receive too little training on the model.

    Students, however, have noticed a difference.

    Quinton Rawls attended a middle school with no teams and not enough teachers. Two weeks into eighth grade, his science teacher quit — and was replaced by a series of subs. “I got away with everything,” recalled the 14-year-old.

    That’s not the case in ninth grade, said Rawls. He said he appreciates the extra attention that comes with being in a class with so many teachers.

    “There’s four of them watching me all the time,” he said. “I think that’s a good thing. I’m not really wasting time.”

    ___

    This story is part of Tackling Teacher Shortages, a collaboration between AL.com, The Associated Press, The Christian Science Monitor, The Dallas Morning News, The Fresno Bee in California, The Hechinger Report, The Seattle Times and The Post and Courier in Charleston, South Carolina, with support from the Solutions Journalism Network.

    ___

    The Associated Press education team receives support from the Carnegie Corporation of New York. The AP is solely responsible for all content.

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  • Groups say they’ll sue Georgia over ‘divisive concepts’ ban

    Groups say they’ll sue Georgia over ‘divisive concepts’ ban

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    ATLANTA — Education and civil rights groups said Friday that they will sue to overturn Georgia’s law banning the teaching of certain racial concepts, claiming it violates First Amendment rights to free expression and 14th Amendment rights to equal protection.

    The Southern Poverty Law Center, the National Education Association and the Georgia Association of Educators sent a notice to Georgia Attorney General Chris Carr notifying Carr of their intent to sue in federal court.

    Kara Richardson, a spokesperson for Carr, said the office had received the letter but declined comment, as did a spokesperson for state schools Superintendent Richard Woods. Both Carr and Woods are up for reelection on Tuesday.

    Gov. Brian Kemp earlier this year signed House Bill 1084 into law. The measure, based on a now-repealed executive order from President Donald Trump, attracted opposition from teacher groups and liberal groups. But Republicans said it was absolutely necessary to ban critical race theory, a term stretched from its original meaning as an examination of how societal structures perpetuate white dominance to a broader indictment of diversity initiatives and teaching about race.

    Banned “divisive concepts” include claims that the U.S. is “fundamentally or systematically racist,” that any people are “inherently racist or oppressive, whether consciously or unconsciously,” and that no one “should feel discomfort, guilt, anguish, or any other form of psychological distress because of his or her race.” Bills using identical language have been proposed in dozens of states — backed by the Center for Renewing America, a think tank led by former Trump administration officials.

    School districts must respond to complaints, and people who don’t like the outcome can appeal to the state Board of Education. If the board finds the school district in the wrong, it could suspend some or all of its waivers from state regulation.

    Suits have been filed challenging similar laws in states including Florida, Ohio, Oklahoma and New Hampshire.

    Opponents of the law argue that it’s classroom censorship, saying it limits the ability of educators to teach accurate history and the ability of students to receive an accurate education. The opponents said Friday that it violates a First Amendment right for students to receive information and ideas and also violates First and 14th Amendment prohibitions on punishing people for speech.

    “As a classroom teacher I am confused and concerned about how this law will impact not only my classroom, but my career,” history teacher Jeff Corkill said in a statement. “Like many educators in Georgia, I can’t figure out what I can or can’t teach under the law, and my school district’s administrators don’t seem to understand the law’s prohibitions either.”

    Other Georgia laws pushed through this year in a flurry of conservative election-year activity included allowing the state athletic association to ban transgender girls from playing high school sports, codifying parental rights, forcing school systems to respond to parental challenges of books and increasing tax credits for private school scholarships.

    “Efforts to expand our multicultural democracy through public education are being met with frantic efforts in Georgia to censor educators, ban books, and desperate measures to suppress teaching the truth about slavery and systemic racism,” Georgia Association of Educators General Counsel Mike McGonigle said in a statement.

    ———

    Follow Jeff Amy on Twitter at: http://twitter.com/jeffamy.

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  • Hungarians demand end to pro-government bias in public media

    Hungarians demand end to pro-government bias in public media

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    Around 1,000 demonstrators gathered at the headquarters of Hungary’s public media company have protested what they say is biased news coverage and state-sponsored propaganda that favors the country’s populist government

    BUDAPEST, Hungary — Around 1,000 demonstrators gathered at the headquarters of Hungary’s public media company Friday to protest what they say is biased news coverage and state-sponsored propaganda that favors the country’s populist government.

    Demonstrators called for the replacement of the director of public media corporation MTVA and for due coverage of a recent wave of major protests and strikes by Hungarian teachers and students. The actions demanding better pay and working conditions for educators are largely ignored by the public media despite some protests drawing tens of thousands of people.

    The protest Friday, dubbed a “blockade of the factory of lies,” was called by independent opposition lawmaker Akos Hadhazy, a former member of the ruling Fidesz party who is known as an anti-corruption crusader.

    In a Facebook event for the demonstration, Hadhazy described the event as “the first real, decisive step to take back the party-state media for the public good, to sack the news-fabricating director of MTVA and to ban paid propaganda by law.”

    Hungary’s government, under the leadership of nationalist Prime Minister Viktor Orban since 2010, has frequently been accused of eroding press freedom and rolling back democratic checks and balances in the country.

    International media watchdog Reporters Without Borders added Orban to its list of “press freedom predators” last year. He has pointed to the existence of several online news outlets and commercial television stations that are critical of his government as proof that the media in Hungary are “freer and more diverse” than in Western Europe.

    In September, the European Union’s legislature declared that Hungary had become “a hybrid regime of electoral autocracy” under Orban’s leadership, and that its undermining of the bloc’s democratic values had taken Hungary out of the community of democracies.

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  • Conservative PACs inject millions into local school races

    Conservative PACs inject millions into local school races

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    As Republicans and Democrats fight for control of Congress this fall, a growing collection of conservative political action groups is targeting its efforts closer to home: at local school boards.

    Their aim is to gain control of more school systems and push back against what they see as a liberal tide in public education classrooms, libraries, sports fields, even building plans.

    Once seen as sleepy affairs with little interest outside their communities, school board elections started to heat up last year as parents aired frustrations with pandemic policies. As those issues fade, right-leaning groups are spending millions on candidates who promise to scale back teachings on race and sexuality, remove offending books from libraries and nix plans for gender-neutral bathrooms or transgender-inclusive sports teams.

    Democrats have countered with their own campaigns portraying Republicans as extremists who want to ban books and rewrite history.

    At the center of the conservative effort is the 1776 Project PAC, which formed last year to push back against the New York Times’ 1619 Project, which provides free lesson plans that center U.S. history around slavery and its lasting impacts. Last fall and this spring, the 1776 group succeeded in elevating conservative majorities to office in dozens of school districts across the U.S., propelling candidates who have gone on to fire superintendents and enact sweeping “bills of rights” for parents.

    In the wake of recent victories in Texas and Pennsylvania — and having spent $2 million between April 2021 and this August, according to campaign finance filings — the group is campaigning for dozens of candidates this fall. It’s supporting candidates in Maryland’s Frederick and Carroll counties, in Bentonville, Arkansas, and 20 candidates across southern Michigan.

    Its candidates have won not only in deeply red locales but also in districts near liberal strongholds, including Philadelphia and Minneapolis. And after this November, the group hopes to expand further.

    “Places we’re not supposed to typically win, we’ve won in,” said Ryan Girdusky, founder of the group. “I think we can do it again.”

    In Florida, recent school board races saw an influx of attention — and money — from conservative groups, including some that had never gotten involved in school races.

    The American Principles Project, a Washington think tank, put a combined $25,000 behind four candidates for the Polk County board. The group made its first foray into school boards at the behest of local activists, its leader said, and it’s weighing whether to continue elsewhere. The group’s fundraising average surged from under $50,000 the year before the pandemic to about $2 million now.

    “We lean heavily into retaking federal power,” said Terry Schilling, the think tank’s president. “But if you don’t also take over the local school boards, you’re not going to have local allies there to actually reverse the policies that these guys have been implementing.”

    In a move never before seen in the state, Republican Gov. Ron DeSantis endorsed a slate of school board candidates, putting his weight behind conservatives who share his opposition to lessons on sexuality and what he deems critical race theory. Most of the DeSantis-backed candidates won in their August races, in some cases replacing conservative members who had more moderate views than the firebrand governor.

    The movement claims to be an opposing force to left-leaning teachers unions. They see the unions as a well-funded enemy that promotes radical classroom lessons on race and sexuality — a favorite smear is to call the unions “groomers.” The unions, which also support candidates, have called it a fiction meant to stoke distrust in public schools.

    In Maryland’s Frederick County, the 1776 group is backing three school board candidates against four endorsed by education unions. The conservatives are running as the “Education Not Indoctrination” slate, with a digital ad saying children are being “held captive” by schools. The ad shows a picture of stacked books bearing the words “equity,” “grooming,” “indoctrination” and “critical race theory.”

    Karen Yoho, a board member running for re-election, said outside figures have stoked fears about critical race theory and other lessons that aren’t taught in Frederick County.

    The discourse has mostly stayed civil in her area, but Yoho takes exception to the accusation that teachers are “grooming” children.

    “I find it disgusting,” said Yoho, a retired teacher whose children went through the district. “It makes my heart hurt. And then I kind of get mad and I get defensive.”

    In Texas, Patriot Mobile — a wireless company that promotes conservative causes — has emerged as a political force in school board races. Earlier this year, its political arm spent more than $400,000 out of $800,000 raised to boost candidates in a handful of races in the northern Texas county where the company is based. All of its favored candidates won, putting conservatives in control of four districts.

    The group did not respond to requests for comment, but a statement released after the spring victories said Texas was “just the beginning.”

    Some GOP strategists have cautioned against the focus on education, saying it could backfire with more moderate voters. Results so far have been mixed — the 1776 Project claims a 70% win rate, but conservative candidates in some areas have fallen flat in recent elections.

    Still, the number of groups that have banded together under the umbrella of parental rights seems only to be growing. It includes national organizations such as Moms for Liberty, along with smaller grassroots groups.

    “There is a very stiff resistance to the concerted and intentional effort to make radical ideas about race and gender part of the school day. Parents don’t like it,” said Jonathan Butcher, an education fellow at the conservative Heritage Foundation.

    The foundation and its political wing have been hosting training sessions encouraging parents to run for school boards, teaching them the basics about budgeting but also about the perceived dangers of what the group deems critical race theory.

    For decades, education was seen as its “own little game” that was buffered from national politics, said Jeffrey Henig, a political science and education professor at Columbia University’s Teachers College who has written about outside funding in school board elections. Now, he said, local races are becoming battlegrounds for broader debates.

    He said education is unlikely to be a decisive issue in the November election — it’s overshadowed by abortion and the economy — but it can still be wielded to “amplify local discontent” and push more voters to the polls.

    Republicans are using the tactic this fall as they look to unseat Democrats at all levels of government.

    In Michigan, the American Principles Project is paying for TV ads against the Democratic governor where a narrator reads sexually explicit passages from the graphic novel “Gender Queer.” It claims that “this is the kind of literature that Gretchen Whitmer wants your kids exposed to,” while giant red letters appear saying “stop grooming our kids.”

    Similar TV ads are being aired in Arizona to attack Sen. Mark Kelly, and in Maine against Gov. Janet Mills, both Democrats.

    ———

    The Associated Press education team receives support from the Carnegie Corporation of New York. The AP is solely responsible for all content.

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  • To fill teacher jobs, community colleges offer new degrees

    To fill teacher jobs, community colleges offer new degrees

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    In her second-grade classroom outside Seattle, Fatima Nuñez Ardon often tells her students stories about everyday people realizing their dreams. One day, for example, she talked about Salvadoran American NASA astronaut Francisco Rubio and his journey to the International Space Station.

    Another day, she told them her own life story — how she, an El Salvadoran immigrant who arrived in the U.S. in middle school speaking very little English, came to be a teacher.

    Nuñez Ardon took an unusual path to the classroom: She earned her teaching degree through evening classes at a community college, while living at home and raising her four children.

    Community college-based teaching programs like this are rare, but growing. They can dramatically cut the cost and raise the convenience of earning a teaching degree, while making a job in education accessible to a wider diversity of people.

    In Washington state, nine community colleges offer education degrees for teaching grade school and up. All of the programs started within the last decade.

    Around the country, education programs remain far more common at four-year institutions. Six other states — Colorado, Florida, Georgia, Indiana, Nevada and New Mexico — have community colleges that offer degrees related to K-12 education, according to Community College Baccalaureate Association data.

    The expansion comes at a good time: Teacher shortages have worsened in the past decade, and fewer undergraduates are going into teacher training programs. The number of people completing a teacher-education program declined by almost a third between the 2008-09 and 2018-19 academic years, according to a report in March from the American Association of Colleges for Teacher Education.

    More community colleges around the country are starting to offer teacher education, said CCBA President Angela Kersenbrock. In all, 51 community college-based teaching programs have launched across the country since the early 2000s.

    And they’re attracting students like Nuñez Ardon, who became certified to run a K-8 classroom in June, at the age of 36. It’s likely she wouldn’t have pursued a classroom career otherwise.

    Teacher shortages predate the pandemic. For years, the number of people graduating from teacher education programs has fallen short of demand. In 2018, 57,000 fewer students nationwide earned education degrees than in 2011.

    To fill gaps in staffing, schools in Washington state have had to turn to underqualified employees. The number of waivers granted for staff who had not completed certification requirements rose to 8,080 in the 2019-2020 school year, from less than 2,800 a decade prior, according to a 2021 report from the state’s Professional Educator Standards Board.

    The state in recent years has encouraged “Grow Your Own” programs, or alternative pathways to classroom certification. Some are run by schools, others by colleges. They’re seen as a way to buffer the teacher shortage and to grow a workforce more representative of the student body. Statewide, 50% of Washington students are people of color, while 87% of classroom teachers are white.

    At Yakima Valley College, like other Washington community colleges, teacher candidates are assigned a residency at a partner school for the second half of the two-year program.

    Students must first have an associate degree before starting the program. Classes are primarily in the evenings. While juggling their work and school load, teacher candidates are also taking a series of tests required by the state to get certified.

    “By the time they finish their residency, they have fulfilled all of their requirements not only of the program but also of the state,” said Elizabeth Paulino, who runs Yakima Valley College’s teacher education program.

    There has been pushback against community college degree programs in education in Washington and nationally, as universities with teacher education programs grapple with declines in enrollment, said Debra Bragg, the founder and former director of the University of Washington’s Community College Research Initiatives.

    Community colleges argue that they’re a good place for teacher training because they’re open-access — there is no selective admissions process — and that they “are attracting students that the universities probably are not attracting and probably won’t attract,” she said.

    Nuñez Ardon said this was the case for her.

    For one thing, she was place-bound by her growing family, and the nearby University of Washington doesn’t offer a bachelor’s degree in teacher education. Cost was another factor. The program Nuñez Ardon attended at Highline College costs roughly $7,100 a year — far less than nearby universities — and allowed her to live at home and accommodated her work schedule.

    Many education programs at Washington community colleges grew in response to demand from local schools.

    Connie Smejkal, Centralia College’s dean of teacher education, said area superintendents were calling frequently to say they were struggling to hire and retain teachers.

    “Their need was extraordinary,” she said.

    In 2016, Centralia and Grays Harbor community colleges launched a teacher education program in collaboration, anticipating that neither would have enough students to run a full program on their own. Each planned to have an initial cohort of 12 teacher candidates. But student interest was high: There were more than 80 applicants to Centralia alone for the first cohort.

    “We realized how thirsty the community was to become teachers,” Smejkal said. The next year, Centralia and Grays Harbor formed their own separate programs, and between the two schools, 175 people have completed degrees.

    Smejkal said everyone from last year’s cohort who was interested in classroom teaching had signed a contract with a school before graduating.

    Peter Finch, superintendent of West Valley School District in Yakima, said he’s experienced no shortage of general education teachers since the launch of Yakima Valley College’s program.

    He also said the teachers hired from the local program have so far been predominantly Latinx, and half had been bilingual Spanish-English speakers, better matching the district’s student demographic and support needs.

    Meanwhile, Nuñez Ardon spends her days at Madrona Elementary School in SeaTac as a teacher and role model to young students she sees herself in — and in whom she hopes to inspire the same curiosity and passion to learn.

    ___

    This story is part of Tackling Teacher Shortages, a collaboration between AL.com, The Associated Press, The Christian Science Monitor, The Dallas Morning News, The Fresno Bee in California, The Hechinger Report, The Seattle Times and The Post and Courier in Charleston, South Carolina, with support from the Solutions Journalism Network.

    ___

    The Associated Press education team receives support from the Carnegie Corporation of New York. The AP is solely responsible for all content.

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  • Iran airs video with 2 French citizens it claims were spying

    Iran airs video with 2 French citizens it claims were spying

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    DUBAI, United Arab Emirates — Iran on Thursday published video showing two detained French citizens purportedly confessing to acting on behalf of a French security service. The scenes were published amid ongoing protests roiling the country that Tehran has sought to describe as a foreign plot instead of local anger over the death of a 22-year-old detained by the country’s morality police.

    The video released by the state-run IRNA news agency showed two French citizens, Cecile Kohler and Jacques Paris, who are unionists associated with France’s National Federation of Education, Culture and Vocational Training.

    Iran, which long has used detained Westerners as bargaining chips in negotiations, previously has offered no public evidence to support the spying accusations.

    European Union lawmakers, meanwhile, adopted a resolution Thursday calling for sanctions against those responsible for the death of Mahsa Amini in the custody of Iran’s morality police, and Islamic Republic’s subsequent crackdown on antigovernment protests.

    The resolution, adopted by show of hands, urges the 27-nation bloc to sanction Iranian officials and called for an investigation into Amini’s death.

    “Parliament strongly condemns the widespread and disproportionate use of force by Iranian security forces against the crowds,” the resolution said in part. Lawmakers also demanded that Iran “immediately and unconditionally release and drop any charges against anyone who has been imprisoned solely for exercising their rights to freedom of expression, association and peaceful assembly, as well as all other human rights defenders.”

    The outpouring of anger in Iran — largely led by young women and directed at the government’s male leadership — has created a seminal moment for the country, spurring some of the largest and boldest protests against the country’s Islamic leadership seen in years.

    The clips out Thursday resembled other videos of Tehran has forced prisoners to make. In 2020, one report suggested authorities over the last decade had aired at least 355 coerced confessions.

    In the clips, Kohler wears a headscarf and purportedly describes herself as an “intelligence and operation agent of French foreign security service.” Paris purportedly says: “Our goals in the French foreign security service is to put pressure on Iran’s government.”

    The clips are part of what is described as a forthcoming documentary to air on Iranian state television that will accuse them of bringing cash to the country to stir dissent.

    France did not immediately respond to the release of the video clips. However in May, the French government demanded their release and condemned “these baseless arrests.”

    Their visit to Iran coincides with months of protests by teachers for higher wages in the country.

    Any sanctions by the EU would fall under the bloc’s “Global Human Rights Sanctions Regime.” It was set up two years ago so the bloc can “target individuals, entities and bodies – including state and non-state actors – responsible for, involved in or associated with serious human rights violations and abuses worldwide.”

    Other human rights violations or abuses can be included “if they are widespread, systematic or otherwise of serious concern.”

    These measures usually consist of travel bans and asset freezes on officials accused of involvement in any suspect abuses or “entities,” like banks, companies, agencies or other organizations. It prevents EU citizens from making funds available to those listed.

    ———

    Associated Press writers Lorne Cook in Prague and Samuel Petrequin in Brussels contributed to this report.

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  • Top Iran official warns against protests amid serious unrest

    Top Iran official warns against protests amid serious unrest

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    DUBAI, United Arab Emirates — Iran’s parliamentary speaker warned Sunday that protests over the death of a young woman in police custody could destabilize the country and urged security forces to deal harshly with those he claimed endanger public order, as countrywide unrest entered its third week.

    Scattered anti-government protests appeared to break out in Tehran and running clashes with security forces in other towns, social media reports showed on Sunday, even as the government has moved to block, partly or entirely, internet connectivity in Iran.

    Mohammad Bagher Qalibaf told lawmakers that unlike the current protests, which he said aim to topple the government, previous demonstrations by teachers and retirees over pay were aimed at reforms, according to the legislative body’s website.

    “The important point of the (past) protests was that they were reform-seeking and not aimed at overthrowing” the system, said Qalibaf. “I ask all who have any (reasons to) protest not to allow their protest to turn into destabilizing and toppling” of institutions.

    Thousands of Iranians have taken to the streets over the last two weeks to protest the death of Mahsa Amini, a 22-year-old woman who had been detained by Iran’s morality police in the capital of Tehran for allegedly not adhering to Iran’s strict Islamic dress code.

    The protesters have vented their anger over the treatment of women and wider repression in the Islamic Republic. The nationwide demonstrations rapidly escalated into calls for the overthrow of the clerical establishment that has ruled Iran since its 1979 Islamic revolution.

    Iranian state TV has reported that at least 41 protesters and police have been killed since the demonstrations began Sept. 17. An Associated Press count of official statements by authorities tallied at least 14 dead, with more than 1,500 demonstrators arrested.

    Qalibaf, the parliamentary speaker, is a former influential commander in the paramilitary Islamic Revolutionary Guard. Along with the president and the head of the judiciary, he is one of three ranking officials who deal with all important issues of the nation.

    The three meet regularly and sometimes meet with Supreme Leader Ayatollah Ali Khamenei, who has final say on all state matters.

    Qalibaf said he believes many of those taking part in recent protests had no intention of seeking to overthrow the government in the beginning and claimed foreign-based opposition groups were fomenting protests aimed at tearing down the system. Iranian authorities have not presented evidence for their allegations of foreign involvement in the protests.

    “Creating chaos in the streets will weaken social integrity, jeopardizing the economy while increasing pressure and sanctions by the enemy,” he said, referring to longstanding crippling U.S. sanctions on Iran.

    Qalibaf promised to “amend the structures and methods of the morality police” to prevent a recurrence of what happened to Amini. The young woman died in the custody of the morality police. Her family alleged she was beaten, while officials claim she died of a heart attack.

    His remarks came after a closed meeting of Parliament and a brief rally by lawmakers to voice support for Khamenei and the police, chanting “death to hypocrites,” a reference to Iranian opposition groups.

    The statement by Qalibaf is seen as an appeal to Iranians to stop their protests while supporting police and the security apparatus.

    Meanwhile, the hard-line Kayhan daily said Sunday that knife-carrying protesters attacked the newspaper building Saturday and shattered windows with rocks. It said they left when Guard members were deployed to the site.

    On Saturday, protests continued on the Tehran University campus and in nearby neighborhoods and witnesses said they saw many young girls waving their head scarves above their heads in a gesture of defiance. Social media carried videos purportedly showing similar protests at the Mashhad and Shiraz universities but The Associated Press could not independently verify their authenticity.

    A protester near Tehran University, 19-year-old Fatemeh who only gave her first name for fear of repercussions, said she joined the demonstration “to stop this behavior by police against younger people especially girls.”

    Abdolali, a 63-year-old teacher who also declined to give his last name, said he was shot twice in the foot by police. He said: “I am here to accompany and support my daughter. I once participated in the 1979 Islamic Revolution that promised justice and freedom; it is time to materialize them.”

    Protests resumed in several cities including Mashhad and Tehran’s Sharif Industrial University on Sunday, according to social media reports. Witnesses said security was tight in the areas nearby Tehran University and its neighborhoods downtown as hundreds of anti-riot police and plain clothes with their cars and motorbikes were stationed on junctions and squares. The AP could not immediately verify the authenticity of the reports.

    Also on Sunday, media outlets reported the death of another Revolutionary Guard member in the southeastern city of Zahedan. That brought to five the number of IRG members killed in an attack on a police station by gunmen that, according to state media, left 19 people dead.

    It wasn’t clear if the attack, which Iranian authorities said was carried out by separatists, was related to the anti-government protests.

    Local media said a police officer also had died in the Kurdish city of Marivan, following injuries during clashes with protesters. The protests have drawn supporters from various ethnic groups, including Kurdish opposition movements in the northwest of Iran that operate along the border with neighboring Iraq. 22-year-old Amini was an Iranian Kurd and the protests first erupted in Kurdish areas.

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  • Viral Hero Turns Kitten Rescue Into an Award-Winning Children’s Book Series

    Viral Hero Turns Kitten Rescue Into an Award-Winning Children’s Book Series

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    After becoming a viral sensation for rescuing a kitten that had been glued to a road in Oregon, Chuck Hawley and his rescued friend, Sticky, turn a sticky situation into an award-winning Children’s book series based on kindness, empathy, and friendship.

    Press Release


    Feb 22, 2022

    Sticky the Kitty and his super-hero dad, Chuck Hawley, have a new claim to fame: award-winning Children’s Books. “Sticky” got his name along with a new lease on life, when Chuck Hawley found him in 2018, covered in a rubber cement type of glue, and stuck to a busy road near Salem, Oregon. After stopping traffic to peel Sticky’s paws off the pavement, Chuck took him to the vet to get him cleaned up and the rest is viral history. As the story of the two new friends became an international sensation, Chuck began to receive tens of thousands of messages on social media. One message in particular, caught Chuck’s attention. The writer of this message wrote of how he had been struggling with mental health issues and having lost all hope, had been contemplating suicide. A photo that popped up on this mans computer screen, of a tiny kitten looking at a human being with such trust and admiration had given this man enough hope to decide to seek help. He thanked Chuck for saving his life. It was this message that set Chuck on a mission. A mission of giving hope and encouragement to the “underdogs” of the world. He set off writing a series of books he hoped would help children and adults through their own ‘sticky situations’. And they worked.

    Fast forward three years and the books have become an underground hit around the world, aiding teachers in their classrooms, therapists in their daily sessions, and are enjoyed by families in all 50 states and over 20 countries worldwide. The books are used everywhere from an Autistic Academy in Kentucky to a school in Kenya teaching lessons on kindness to teaching English in an orphanage in Pakistan. No matter where the books end up, the common result seems to be smiles. When asked how that makes him feel, Chuck responds saying, “What better job is there than smile maker? I’ll take it!”

    Surprised by the success of the books himself, Chuck continues, “I could have never imagined how that little kitten would change my life, but he definitely changed my life. I’m just grateful and humbled by each and every person this story and these books help. I want the underdogs to know they can win, and what bigger underdog is there than a kitten, glued to a road?”

    For more information on Sticky and Chuck’s story or Chuck’s books, visit their website at www.stickythekitty.com

    or Amazon at:

    https://www.amazon.com/Chuck-Hawley/e/B083NGH912?ref=sr_ntt_srch_lnk_3&qid=1645206819&sr=8-3

    stickythekitty503@gmail.com

    Source: Sticky the Kitty, LLC

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  • Lesley University and The Ohio State University partner to accelerate national early literacy learning post pandemic

    Lesley University and The Ohio State University partner to accelerate national early literacy learning post pandemic

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    Powerful new tutoring training program delivers educator training to sustain long term student success

    A new collaboration between Lesley University and The Ohio State University has resulted in the launch of the Leveled Literacy Intervention National Tutoring Scale-up Model, an evidence-based intervention that provides teacher training for implementation of intensive instruction to students who are performing significantly below grade level in reading and writing.

    The Leveled Literacy Intervention National Tutoring Scale-up Model is designed to help students in grades K-2 make accelerated and sustained literacy progress. It includes University trainers, based jointly at Lesley University and The Ohio State University, and tutors who are based at the school or district level.

    Leveled Literacy Intervention National Tutoring Scale-up Model is featured on the ProvenTutoring.org website, a coalition of organizations founded by Robert Slavin and Nancy Madden of Johns Hopkins University that features highly effective tutoring programs to support students across the U.S. In addition, the model is backed by rigorous independent research, including What Works Clearinghouse™ who found positive effects for beginning readers in Fountas & Pinnell’s Leveled Literacy Intervention system. 

    “Leveled Literacy Intervention is effective, engaging and efficient. Children’s results have been remarkable,” said Gay Su Pinnell, Professor Emerita in the School of Teaching and Learning at The Ohio State University. “Thousands of children have made tremendous gains because of their opportunity for this powerful early intervention. Now, with the Leveled Literacy Intervention National Tutoring Scale-up Model, we are able to create equitable literacy opportunities for all students with a coherent systematic implementation of an intensive intervention.”

    The Leveled Literacy Intervention National Tutoring Scale-up Model is specifically designed to lift the literacy achievement of students and turn struggling readers into successful readers with engaging leveled books and fast-paced, systematically designed lessons.

    “Student success cannot be left to chance. Schools must rely on proven resources, proven instruction and proven tutoring models to assure equitable student outcomes for every child,” said Irene Fountas, Director for the Center for Reading Recovery & Literacy Collaborative at Lesley University. “Leveled Literacy Intervention National Tutoring Scale-up Model is not only an investment in student success, but it is a long-term investment in teacher expertise that will power your scale up for many years to come.” 

    For more information about training tutors by Lesley University and The Ohio State University, please join us for a complimentary webinar, July 22nd from 3:30-4:30pm EST, to learn more about how your school/district can benefit from this exciting program. To register, visit https://bit.ly/lliscaleup

    PR contact:
    Rebekah Kapfer
    rkapfer@lesley.edu
    617.349.8424

    Source: Lesley University and The Ohio State University

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  • International Association of Women Recognizes Dr. E’Toyare McDonald-Williams as a 2020-2021 Influencer

    International Association of Women Recognizes Dr. E’Toyare McDonald-Williams as a 2020-2021 Influencer

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    Dr. E’Toyare McDonald-Williams, TAG Program Manager for Dallas ISD, joins networking organization

    Press Release



    updated: Oct 14, 2020

     The International Association of Women (IAW) recognizes Dr. E’Toyare McDonald-Williams as a 2020-2021 Influencer. She is acknowledged as a leader in entrepreneurship. The International Association of Women (IAW) is a global in-person and online networking platform with more than 100 local chapters, International Chapters and 1000+ in person and virtual events.

    Dr. E’Toyare McDonald-Williams has always been passionate about teaching and working with youth. She has nearly 20 years of experience in education. Now with the Dallas ISD, she was with the Thornton Township District 205 for more than a decade and spent five years teaching in Chicago Public Schools.

    In her role as TAG Coordinator, Dr. McDonald-Williams works primarily with the gifted and talented student population. “I am responsible for ensuring students are properly identified so they receive the appropriate services,” she said. “To that end, I support and collaborate with school administration, mentor and support classroom teachers, monitor growth plan implementation, provide training on gifted/talented strategies and/or interventions as well as appropriate use of assessment tools.”

    Additional responsibilities include testing and evaluating results, maintaining inventory of testing material, managing student evaluation process, accurate record keeping, and ensuring parents and community members have the opportunity to develop an understanding of and support for the program.

    “The most rewarding aspect of my career when I worked for Thornridge High School as the Director of Student Activities was the interaction and involvement of students. “In high school, former students always came back to visit or find a way to keep in touch. I took on the role of mentor to many students and I have watched my mentees grow in different positions and careers.  I look forward to my first year in elementary school!”

    Dr. McDonald-Williams added, “Teaching continues to be an important part of my life and in the future, I plan to continue research for the betterment of my community.”

    Education & Accomplishments: Doctorate of Education, Chicago State University, Educational Leadership (Dissertation Title: Examining the Relationship between the Findings from Adverse Childhood Experiences Questionnaire and Participation in Extracurricular Activities in Young Adults); Master of Business Administration, University of Phoenix; Master of Art, National-Louis University, Education (Concentration: Special Education/Learning Behavior Specialist I)

    About IAW
    The International Association of Women (IAW) is a global in-person and online professional networking platform that provides women the forum, professional development and services needed to thrive in an interconnected world. Through 100+ local chapters, International Chapters and 1000+ in person and virtual events, members cultivate valuable connections, develop professionally, and promote themselves and their businesses. Founded in Chicago in 2017, IAW is a division of Professional Diversity Network, Inc., an online network tailored to provide diverse professionals in the United States with access to employment opportunities.

    Source: International Association of Professional Women

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  • Looking to Fold: Popular Origami Studio in New York Adopts a New Way Forward

    Looking to Fold: Popular Origami Studio in New York Adopts a New Way Forward

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    Taro’s Origami Studio Crowdfunding Campaign Started on Aug. 1

    Press Release



    updated: Aug 6, 2020

    Taro’s Origami Studio, based in Park Slope, Brooklyn, was founded 10 years ago as a hub for expanding origami to the world and is the only origami studio in the U.S. It has been teaching folders of all ages, as well as serving the needs of businesses across the country and beyond.

    But, during this pandemic, as everyone has struggled to find ways to connect, entertain, and grow, the origami studio has been closed to help keep its community safe. In the face of a pandemic, teaching groups of people origami indoors is simply not an option.

    So with that in mind, this one-of-a-kind company has decided to take the difficult step of closing down its studio at the end of August, but this isn’t the story of another small business falling to the pandemic. During the last few months, origami has actually become quite popular. In fact, even though the physical studio has been closed, lessons for​ online classes and paper sales have increased by about five times compared to last year.

    Now, after months of planning, Taro’s Origami Studio is now ready to announce its vision forward: the creation of a brand-new Mobile Origami Studio.

    Now, instead of visiting retail locations in person, the studio can go to people and offer lessons, events, classes, and sales in safe environments throughout New York City and beyond to fulfill the larger demand for paper-folding.

    It is an exciting chance to expand and help not just Park Slope, but also the under-served areas of NYC.

    Inside the Mobile Studio, there will be:

    • A world-class origami library to help teach models
    • State-of-the-art origami learning tablets
    • A museum-quality selection of amazing origami models
    • Senior staff to continue teaching guests
    • A one-of-a-kind origami store

    In order to promote this project, Taro’s Studio started a crowdfunding campaign at Indigogo on Aug. 1. The campaign will help this unique studio survive and expand its love of origami across the country.

    Contact: Ben Friesen / Ben@tarosorigami.com / 574.238.4375

    Source: Taro’s Origami Studio

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  • Appointment of Dr. Deepak Chopra as Distinguished Professor of Consciousness Studies

    Appointment of Dr. Deepak Chopra as Distinguished Professor of Consciousness Studies

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    The California Institute for Human Science (CIHS) is delighted to welcome Dr. Chopra to the community

    Press Release



    updated: Apr 4, 2019

    Founded in 1992 by Dr. Hiroshi Motoyama, a pioneering scientist and spiritual educator, CIHS is a unique graduate school and research center that specializes in clinical and integral psychology, integral health & biofield studies, and comparative religion and philosophy from a consciousness-based perspective. Located in Encinitas, California, CIHS provides an innovative education dedicated to the intersection of science and spirituality. CIHS is state approved by the Bureau of Private Post-Secondary Education to offer degrees and the California Board of Psychology to offer license eligible Ph.D. degrees in Clinical Psychology, and was recently granted Candidate for Accreditation by the US regional accrediting agency WASC Senior College and University Commission (WSCUC).

    Dr. Chopra is a world-renowned pioneer in mind-body medicine and personal transformation. Beginning a unifying dialogue as an endocrinologist, Dr. Chopra ushered the science of consciousness, spirituality and wellbeing to the forefront of American discourse. Dr. Chopra’s work excellently dovetails with the vision and mission of CIHS to bring the integration of science and consciousness into global integral education that furthers the fields of psychology, healthcare, and integrative philosophy. Dr. Chopra expressed his appreciation of CIHS, “I am pleased to have the opportunity to work with CIHS, which for over two decades has been working to heal the unfounded schism between science and spirituality.” He will offer specialized academic guidance and special events as well as participate in strategic advancement dialogues that only his unique background in the field of science and application of consciousness studies can provide. 

    Co-President and Academic Dean, Dr. Hope Umansky, asserted, “I am thrilled to welcome Dr. Chopra into the CIHS community. I cannot think of a more renowned specialist who aligns with our academic values. The students and larger community will likewise benefit greatly from his association.”

    This new collaboration will also provide CIHS access to and the opportunity to work with the Chopra Foundation’s ISHAR (Integrated Studies Health Archive & Research), an archive of cultural and scientific knowledge, research, and discussion on integrative medicine and consciousness studies. Co-President and Executive Dean, Dr. Thomas Brophy, noted, “This collaboration will provide new and expanded opportunities for students and researchers to advance the science of consciousness. In turn, CIHS will provide unique perspectives and support on the science of consciousness studies as research opportunities unfold with Dr. Chopra and ISHAR.”

    “CIHS is grateful for this unique opportunity to work with Dr. Chopra for the advancement of CIHS’ educational and research missions,” stated Dr. Paul J. Mills, CIHS Board member, UC San Diego Professor and Chief of Family Medicine and Public Health, and Director of Research for the Chopra Foundation.

    The entire CIHS community warmly welcomes Dr. Chopra to CIHS.

    Source: California Institute for Human Science

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  • New Tech Network Awards Commandant of First State Military Academy for Exemplary Leadership

    New Tech Network Awards Commandant of First State Military Academy for Exemplary Leadership

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    Leader Patrick Gallucci is recognized at the New Tech Annual Conference.

    Press Release



    updated: Jul 31, 2018

    New Tech Network awarded Patrick Gallucci, Commandant of First State Military Academy, with the prestigious Susan Schilling Legacy Award for his exemplary leadership. The award was presented in St. Louis at the New Tech Annual Conference (NTAC), where 1,400 teachers and education leaders from across the country and Australia convened.

    Commandant Gallucci has led First State Military Academy, located in Clayton, DE, since January of 2015. First State Military Academy is a 9-12 public charter high school where all cadets are members of the Marine Corps JROTC program. The Academy serves a diverse student population and is the first military academy to partner with New Tech Network.

    I believe that the New Tech Network model is synonymous with MCJROTC: leadership, collaboration, agency, and problem-solving.

    Patrick Gallucci , Commandant

    Gallucci took on the challenge of hiring new teachers, creating a new school, and implementing a new program with grit and perseverance.

    “We just welcomed our first graduating class. Each cadet that has been with the academy since 2015 was recognized as an official plank owner. A title to one of the planks from the original drill deck was presented as a reward for the efforts and diligence that laid the cornerstone for what is to become a highly regarded and successful part of education within the State of Delaware,” said Gallucci.

    The Commandant preaches “culture over content” and stresses the value of distributive leadership. He has created a sustainable model by encouraging teachers to focus on leadership skills with a growth mindset and to be invested in the students they are teaching.

    “I believe that the New Tech Network model is synonymous with MCJROTC: leadership, collaboration, agency, and problem-solving. I have successfully strived to form a single school culture between Marine instructors and teachers. One that promotes a growth mindset,” said Gallucci.

    The conference theme, “Power of Us” was a deep-dive into the idea that a connected network is essential to addressing the most complex challenges that schools face today. The conference theme was enhanced with the release of, “Better Together: How to Leverage School Networks for Smarter Personalized and Project-Based Learning” a new book co-authored by NTN President and CEO Lydia Dobyns and Getting Smart CEO Tom Vander Ark.

    “Better Together” gives context to one of the modern era’s most important educational innovations and provides smart strategies for collaborating in school networks to achieve the promise of personalized and project-based learning for all students. It also explores the challenges schools face when innovating in isolation.

    “New Tech Network’s foundational belief is that schools get better by being part of a community. We think school networks hold the best potential for solving the most complex challenge we face today: closing the opportunity gap for all students, no matter where they live,” said Dobyns.

    About New Tech Network

    New Tech Network, a national non-profit organization, is a leading design partner for comprehensive K-12 school change. We coach teachers and school leaders to inspire and engage all students through authentic and challenging work. The New Tech model combines pervasive project-based learning, an engaging school-wide culture and the real-world use of technology tools and resources. We support the whole school through three key structures: professional development events, coaching, and Echo, the NTN project-based platform.

    New Tech Network students consistently outperform national high school graduation and college persistence rates. The network consists of more than 200 schools in 26 states and Australia.

    Source: New Tech Network

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  • International Association of Women Honors Donna Cecchini as a 2018-2019 Influencer of the Year

    International Association of Women Honors Donna Cecchini as a 2018-2019 Influencer of the Year

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    Donna Cecchini, College & Parent Transition Coach at Ms. C. The College Coach, is selected for her outstanding leadership and commitment within her profession.

    The International Association of Women (IAW) honors Donna Cecchini as a 2018-2019 Influencer of the Year. She is recognized with this prestigious distinction for leadership in entrepreneurship. The International Association of Women (IAW) is a global in-person and online networking platform with nearly one million members, 1000+ in person and virtual events, over 100 Local US based Chapters and International Chapters in several cities in China.

    “I’m pleased to welcome Donna into this exceptional group of professional women,” said IPDN President and IAW Spokesperson Star Jones. “Her knowledge and experience in her industry are valuable assets to her company and community.”

    I’m pleased to welcome Donna into this exceptional group of professional women. Her knowledge and experience in her industry are valuable assets to her company and community

    Star Jones, IPDN President and IAW Spokesperson

    Throughout college and then later, as she embarked on a teaching career, Donna Cecchini loved working with young adults. She enjoyed guiding them through life’s hurdles. Ms. Cecchini has faced her own hurdles in life, yet always persevered and faced head on whatever came her way, including advocating for her young son who was born deaf.

    A second career as a real estate professional proved to be highly successful for Ms. Cecchini. She owned and operated a major real estate franchise, mentoring agents and helping home buyers realize their real estate goals. Ms. Cecchini eventually returned to her first career as an educator. Using her skills as a teacher, she worked as a productivity coach to help other professionals achieve their goals and work-life balance.

    Ms. Cecchini ultimately decided to return to teaching the age group she loved most. She founded Ms. C. The College Coach, where as a College and Parent Transition Coach, she coaches high school and college students and the adults supporting them. In her role, Ms. Cecchini provides such services as life coaching, motivational speaking, seminars and workshops and a variety of bootcamps.

    Awards & Accomplishments: B.A.S., University of Illinois Champaign/Urbana, Secondary English Education

    About IAW
    The International Association of Women (IAW) is a global in-person and online professional networking platform that provides nearly one million women the forum, professional development and services needed to thrive in an interconnected world. Through 100+ local chapters, International Chapters in several cities in China and 1000+ in person and virtual events, members cultivate valuable connections, develop professionally, and promote themselves and their businesses. Founded in Chicago in 2017, IAW is a division of Professional Diversity Network, Inc., an online network tailored to provide diverse professionals in the United States with access to employment opportunities.

    Source: International Association of Women

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