Author Archives: Woody

Dr. Santosha Oliver: Gaps in STEM Achievement

Santosha Oliver, Ph.D., 2007 honoree, was assistant principal of the O’Brien STEM Academy, East Hartford Public Schools, when she was the guest speaker at the reception on April 8, 2013 to honor Margaret Seclen, the 2013 Alma Exley Scholar. With a doctorate in biomedical science, Dr. Oliver is dedicated to encouraging students, particularly girls, to develop an interest in science and mathematics and pursue higher education. In January 2014 she was appointed to oversee STEM education for the Manchester Public Schools. 

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Following are excerpts from her remarks.

John Quincy Adams, our sixth president, once said, ‘If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.’

Educators certainly inspire others to dream more, learn more, do more and become more – and as educational leaders, we must respond to the tremendous challenges and historic opportunities facing the nation to improve 21st century teaching and learning, and educate the whole child and not just a test score. This holistic view of 21st century teaching and learning combines rigor, technology, and support systems to help students master the 21st century skills required of them to be successful in college and careers.

According to the National Science Foundation, the size of the STEM workforce is not where it needs to be because K-12 students are not succeeding in STEM and undergraduates are leaving the STEM majors. In addition, there are noticeable gaps in STEM access and achievement. A 2012 report by the U.S. Office for Civil Rights concluded that high schools with the highest black and Hispanic enrollments have the least access to STEM courses like Algebra 2, Calculus, and Physics.  We now know that Algebra 2, Physics and Calculus are the gateways to college and beyond. Perhaps this lack of preparation has in part led to the sobering statistic that only 36 percent of students nationally complete a four-year degree in four years. When we break this down, we find that only 20.4 percent of black students and 26.4 percent of Hispanic students complete a four-year degree in four years, compared to 39.3 percent for non-Hispanic white students.

In order for the United States to be globally competitive, innovative, and prepared for new economic challenges, the U.S. must have an innovative educational environment that encourages excellence in STEM subjects, regardless of gender, socioeconomic status or ethnic background.

As educational leaders, we can innovate in education and advocate for courses that will give all students, regardless of their gender, socioeconomic status or ethnic background, an opportunity not only to get into college, but remain in college and go on to earn degrees in various fields to support our infrastructure.

I will be the first to admit this will not be an easy fix. We must explore curriculum development and implementation, school administration, teacher preparation, professional development and educational technology. And we must consider the input from STEM education experts, STEM practitioners, and private companies.

At the O’Brien STEM Academy, we encourage innovative partnerships with industry, higher education and the community. For example, we recently developed a partnership with the University of Connecticut Health Center to expose students to research in developmental biology, higher education, and STEM careers.

We also participate in the Connecticut Invention Convention, which encourages critical thinking skills through innovation and STEM. Our STEM students developed inventions that were judged by STEM practitioners from United Technologies, Stanadyne and other organizations. A dozen students will go on to the state-wide Invention Convention.

We are also developing a relationship with the Connecticut Science Center to support in-school and out-of school activities, such as our annual science fair, which was extended to grades K-6 this year. In addition, our STEM teachers are trained at the Connecticut Science Center to enhance inquiry-based teaching and learning.

We now know there is truth to the African proverb that it takes a village to raise a child, and it will take the collaborative efforts of all of the aforementioned people and agencies to transform K-12 education – starting with our teachers.

With that being said, we must focus on developing good teachers, not simply measuring them. If we don’t help all teachers to succeed, we will diminish their potential impact on student learning. Again, that is why the legacy of Alma Exley is so important, and continues on today with the newest Alma Exley Scholar, Margaret Seclen.

I would like to congratulate Margaret on rising to the tremendous challenge of preparing students for careers and college in the 21st century, and inspiring all students to learn more, do more and become more. We welcome you to the distinguished network, and more importantly, the family of Alma Exley.

UConn Senior Is Honored As 24th Alma Exley Scholar

Margaret Seclen, a student at the University of Connecticut, was honored as the 2013 Alma Exley Scholar at a reception on April 8 at the Elmwood Community Center, West Hartford.

Ms. Seclen, from Stratford, Conn., is completing her senior year by student teaching at Batchelder Elementary School, Hartford. She is scheduled to receive a B.S. degree in elementary education and a B.A. degree in history in the Honors Program in May. She plans to receive a master’s degree in education from UConn in May 2014.

Four previous recipients were on hand to honor Ms. Seclen, Dr. Miguel Cardona, principal of Hanover School in Meriden; Desi Nesmith, principal of Metacomet School in Bloomfield; Violet Jiménez Sims, Spanish teacher at New Britain High School; and Dr. Santosha Oliver, assistant principal at Robert J. O’Brien STEM Academy in East Hartford.

Margaret Seclen, center, with previous recipients, from left, Desi Nesmith, Violet Jiménes Sims, Dr. Santosha Oliver, Dr. Miguel Cardona

Margaret Seclen, center, with previous recipients who were on hand tocongratulate her, from left, Desi Nesmith, Violet Jiménez Sims, Dr. Santosha Oliver, Dr. Miguel Cardona

In expressing her thanks for the scholarship, Ms. Seclen said that she has always wanted to be a teacher. She recalled, as a five-year-old, trying to teach her younger brother how to read and write.

Ms. Seclen came to the United States from Peru at age 10. She attributed her early academic success to her fifth-grade teacher, Ms. Torres, a loving and nurturing woman who made her feel welcomed.

“Being a part of Ms. Torres’ classroom has influenced me to this day because I want my students to feel just as important and valued as Ms. Torres made me feel,” she said. “I want every one of my students to know that someone cares for them and that my classroom is their home. I want them to know that it’s okay to take risks and it’s okay to make mistakes. I want them to know that I won’t give up on them and that they will be successful.”

Ms. Seclen said research about the achievement gap suggests that minority students might not be meeting higher levels of academic performance because they often find schools to be alien and hostile settings.

This led her to focus her senior thesis on culturally responsive teaching practices. Teachers are using these methods to improve academic performance by minority students by allowing them to learn in meaningful ways, such as connecting classroom learning to their interests, prior experiences, and cultural backgrounds. These practices can range from building a sense of trust in students to critically examining the curriculum to determine whether it reinforces negative cultural stereotypes.

“I am lucky to be creating those trusting relationships with my students now,” she said. “I’ve seen that only after establishing these bonds can students be successful academically.

“Only because we care for and respect each other is it possible that a student can feel comfortable enough to share with me that her dad died after being stabbed when she was only three.

“Only because we care for and respect each other is it possible that one of the most disruptive students works hard to stay on task so he can have lunch with me.

“Only because we care for and respect each other is it possible that a student who always puts his head down and refuses to do any work, actually announces to the class that “Math is fun!” as he rapidly works to complete his fact families.

“Every day comes with its challenges, but with love, care, and determination, we’re able to overcome those obstacles in our way for the sake of learning and growing.

“All my experiences so far have shown me how vital education is in order to succeed in life,” she said. “Despite current trends, I still believe education to be the ‘great equalizer’ because it can empower all students to fulfill their dreams. Education helps children reach their full potential and has the ability to shape students into meaningful contributors to society.

“I consider myself extremely fortunate to have a direct role in this process of discovery and growth that children experience in their elementary school years, and I simply cannot wait for the day where I have my very own classroom.”

The guest speaker, Dr. Oliver, spoke about the mission of the STEM Academy in East Hartford, which is to encourage students to develop an interest in the fields of science, technology, engineering and mathematics. Excerpts from her remarks are posted in the “In Their Own Words” feature.

Dr. Miguel Cardona Is National Distinguished Principal

I’m delighted to report that the Connecticut Association of Schools (CAS) has selected Dr. Miguel Cardona as Connecticut’s 2012 National Distinguished Principal.

This is a well-deserved recognition of a remarkable educator. CAS will honor Dr. Cardona locally at the “Celebration of Distinguished Administrators” on October 25, 2012. He will also travel to Washington, D.C., in October to be honored along with other National Distinguished Principals from the other 49 states, the District of Columbia and the U.S. Virgin Islands.

My heartiest congratulations go out to Dr. Cardona. I’m so proud and honored that he is an active member of our Alma Exley scholarship family.

And, while I’m at it, I’m also tipping my hat to our distinguished selection committee. They had the foresight in 1998 to choose Miguel as an Alma Exley Scholar when he was at Central Connecticut State University.

Dr. Carol Virostek, a former State Teacher of the Year who has served on the selection committee since the beginning, said she wasn’t surprised by this recognition.

“All of us on the committee were impressed by Miguel’s talent, his accomplishments and his commitment to education,” she said. “It has been a great pleasure to see him advance in his career and have such a big impact in his hometown of Meriden and well beyond in the years since then.”

Miguel joined the faculty of Israel Putnam School in Meriden, Conn., in 1998. Then in 2003, at the age of 27, he became the state’s youngest principal when he was named to lead Hanover Elementary School. He earned a doctorate from the University of Connecticut in 2011.

Ever humble and gracious, Dr. Cardona said, “I would not have been eligible to receive this prestigious recognition had it not been for the supportive and student-driven environment that Meriden provides. The professionals here understand the importance of supporting one another and aim to focus their energies on what is best for children.”

Here’s what CAS said in announcing the award:
“Dr. Cardona is known for his insistence on high standards and his single-minded commitment to high levels of student learning.
“He has coupled passion and courage with purpose and direction to build a vibrant, nurturing, child-oriented community where student achievement is abounding; teachers are challenged and supported; and parents are fully engaged in the life of the school.
“He has succeeded in boosting the academic achievement of a diverse and challenging student body while at the same time enhancing the social and cultural climate of the school. Visitors to Hanover are immediately struck by the warm, open and caring environment fostered by Dr. Cardona.”

Dr. Cardona has initiated a number of programs that have helped to improve student learning at Hanover.
• The “Million Word Club” is a literacy initiative that rewards students who read one million words with a monthly non-cafeteria lunch with the principal.
• “Leaders’ Literacy Day” welcomes local leaders into classrooms to read books and discuss their role in the community.
• “Success Time” allocates 30-minute learning slots during which teachers provide individualized literacy instruction for students.

One of Dr. Cardona’s greatest successes has been his ability to increase parental involvement. Each school year begins with a “First Day Celebration.” He greets parents and students on the school lawn and personally escorts them into the building to meet teachers and visit classrooms.

He makes parents feel like valued and vital members of the school community, and Hanover has achieved 100 percent parent participation in student conferences for the past five years.

Says Dr. Kristina Talbert-Slagle, a Hanover parent, “Dr. Cardona emphasizes that student learning involves not only the school, but also the parents and the community, and that our involvement in our children’s learning is always welcome. He is a committed, passionate educator, principal and child advocate, actively engaged in promoting student achievement and fostering connections between home and school.”

Dr. Cardona has had an impact as a leader in the Meriden community and statewide.

He co-founded the Meriden Coalition for Educational Excellence, a two-year-old pro-education advocacy group which has united community members in support of education funding for the Meriden schools.

He co-chaired a task force formed by the Connecticut Legislature to address the academic achievement gap in the state’s schools. As guest speaker at our annual scholarship reception in 2011, he gave an inspirational message about his work on the achievement and the role of teachers of color in today’s public schools.

Colleagues in Meriden view Dr. Cardona as a gifted administrator who is able to balance a strong professional focus with a warm personality. They say he is both a leader and a listener; he supports yet challenges.

Here’s what some of them said upon learning of the award:
Dr. Mark Benigni, superintendent: “Dr. Cardona is an exceptional leader who brings out the best in his staff and students.”

Robert Angeli, associate superintendent: “The high academic and behavioral standards at Hanover School are nestled in a welcoming and nurturing school climate focused on the social and emotional growth of the students.”

Susan Perrone, supervisor of Language Arts K-5: “Hanover is successful not only because Dr. Cardona expects excellence, but also because he is a principal who consistently demonstrates hard work, admirable character, diligence, empathy and drive.”

Pamela Dominello, first grade teacher: “Miguel instills in us the belief that we are all responsible for student success. He motivates us through his example and by providing us with the support and resources that we need to be effective, caring educators.”

I’m pleased to share this great news about an outstanding Alma Exley Scholar who is making a difference in the lives of so many fortunate students.
– Woody Exley