Summer and Job Postings 

Standard

by Staffer 

The summertime is here!! School has ended for most students. However, just because school has ended doesn’t mean that learning ends. All 4 One Tutoring LLC will have summer tutoring. 

For school-aged children, we will align sessions to entering grade Common Core State Standards. We have two research-based curriculums that we will use for sessions. Having learning/tutoring sessions will avoid Summer Slide

All 4 One Tutoring LLC will also have sessions for adults. Whether you want to learn a language, prepare for the accuplacer, or even the GED exam, we have you covered! 

Job Postings 

Company Trainer 

We’re seeking a contractual company trainer or trainers who will be responsible for training incoming employees and contractors and conducting trainings throughout the year. We’re seeking someone who will be able to do trainings in Maryland (mainly Baltimore City and County) and someone who will be able to do remote (online) trainings. If you’re able to do both, please state that in your cover letter. If interested, please send us your cover letter and resume to hr@all4onetutoring.com. 


Marketing Intern 

We’re in need of a marketing intern. This internship can be remote or face-to-face. This internship will start unpaid and will become paid after 30 days. Visit our webpage for more details. 


  

2016 Year in Review 

Standard

Contributed by Dr. Charice Hayes CEO


It has been a continued promising year for All 4 One Tutoring. This past year, we’ve put some things in place to diversify and expand our company and programming. Within the first five months of 2016, we were able to hire tutors and instructors in our after-school program. In November, we’ve started the process of hiring a marketing intern. This additional hiring helped us grow and continue to mirror the company’s mission statement. We’re looking forward to hiring more staff members in the first 3-4 months of 2017. 
In the summer of 2016, we continued a summer tutoring program. Some of our clients wanted to avoid that dreadful “summer learning loss.” We conducted online and face-to-face sessions. We plan to do the same summer 2017. 

During the summer of 2016, All 4 One Tutoring had to close one of its offices due to space. We are currently looking for a larger office (That’s a good thing!) We still have office space at The Empowerment Academy

Our after-school program continues to get praise by administrators, community leaders, and parents. This school year, we continued with more project-driven instruction and projects. We have even purchased state of the art headphones for our learning labs.

We are looking forward to finishing the 2016-2017 school year with continued success. 

Last but not least, for a fourth year in a row, All 4 One Tutoring‘s income and net profit has increased. Our income has increased 40% from 2015, and our net profit has increased 30%. We would love to see this trend occurring year after year. Being the owner of such a blossoming and empowering organization is such an honor. We are proof that when we work together to achieve a shared goal, we can expand quality education and training so that everyone can strive for positive social change. We have more plans underway for 2017!!!!
  

Here’s a look at All 4 One Tutoring’s agenda in 2017:
-more partnerships (international and nationwide)

-opening a bigger office

-increasing staff 

-offering more training and workshops 

-revisiting 21st CCLC (Century Community Learning Centers)

-expanding our foreign language service

-developing an internship program 

I’d like to thank everyone who has had a positive impact and who has supported All 4 One Tutoring this year previously, and I always look forward to your continued support. Together we can reach the goal of educational EMPOWERMENT and provide positive SOCIAL CHANGE.

Dr. Charice Hayes, CEO

After School Engagement

Standard

by Intern 

All 4 One Tutoring operates an after-school program at The Empowerment Academy in Baltimore City. All 4 One Tutoring provides an engaging, fun, and learning experience in its after-school program. 
  
Students use iPads and tablets in the after-school program. They use grade level math and reading applications to help complement instruction and homework provided through the regular classroom teacher.

  
Students engaged in project driven instruction learning about the human senses such as taste, smelling, feeling etc. 

In the after-school program, All 4 One Tutoring focuses on 3 E’s: Engagement, Enrichment, Empowerment. 

10 Back to School Tips for Teachers Using Google Docs 

Standard

From “Te@chThought” on 8/14/2015

  
1. Collaborate with colleagues

Use Docs to collaborate with your colleagues on joint lesson plans or training materials in real-time, and to create shared calendars for cross-classroom activities.

2. Keep a running record of staff meeting notes

Take meeting notes in a Google Doc and share the notes with your fellow staff. Staff members can access the notes from any device at any time, as well as add comments or suggestions to the notes.

3. Improve your students’ writing skills

For group assignments, you can have students work collaboratively on a writing project, and give them ongoing and simultaneous feedback. Need visibility into which student did what? Use revision history to hold students accountable for their work.

4. Set up a peer review system

Give students responsibility for providing feedback on another student’s work by “Suggesting” changes and leaving comments in Docs. Students can also easily tag each other in comments to notify peers, or use the chat feature to communicate with other people who are viewing the same document in real time.

5. Share or publish student work

Multiple sharing settings allow you to publish student work by sharing it within your class, within your school or district, or by making it public on the web. You can even share a student’s work with their parents to showcase their accomplishments.

6. Translate letters home to parents

For convenience, you can use docs to translate letters, permission slips, and newsletters home to parents and guardians. Access Google Translate right from Docs and make translating a breeze.

7. Gift your students easy reference tools

Teach your students how to easily utilize reference tools with Google Docs’ built-in access to a dictionary, thesaurus and encyclopedia.

8. Liven up your assignments with visuals and graphics

You can search Google Images, Time Magazine, and stock photos directly from within Docs to add images and gifs to your assignments.

As an added bonus, you can make the text in images and PDFs editable by simply opening them within Google Docs. (YouTube example)

9. Work with any file type

We know that sometimes your students and colleagues use Office files, but don’t worry because Google Docs is compatible with other document software, making it easy to work with any file type regardless of which is used.

10. Work on the go or offline

Work on the go: Download and use the Google Docs mobile app to make last minute tweaks when away from your desktop or laptop.Work offline: Google Docs offers offline creation and editing, too. Enable offline syncing in order to download files to your device and edit them offline. When an internet connection is reestablished, Docs will automatically sync and update your files to the cloud.

Robots Move from Clubs to Classrooms

Standard

Robots playing a bigger role in STEM education
By:
Lauren Williams
District Administration, November 2014
STEMClassroom Integration

Students in all grade levels have been using robotics in the classroom at Fayette County Schools in Kentucky.
Students in all grade levels have been using robotics in the classroom at Fayette County Schools in Kentucky.
Many districts are charging up their K12 STEM courses with the use of robotics.

At the St. Vrain Valley School District in Colorado, robotics has expanded from after-school clubs to their K12 curriculum.

This was due in part to the new STEM academy that opened at Skyline High School in 2009, says Axel Reitzig, St. Vrain’s STEM coordinator.

“Over the last five years or so, our district really developed a goal to be more STEM-orientated,” says Reitzig. “And with many of our elementary and middle schools feeding into Skyline, we felt like robotics would be something to get our students excited about STEM.”

On top of the curriculum, St. Vrain high school students can join robotics clubs and competition teams. They also can now take a course in which they design and build robots.

One activity, for example, involves a medical simulation in which students use their robots to move through an artificial human intestinal tract, says Reitzig.

The middle schools also use an aquatic robotics program. Students build a robot that can float and move through water using basic materials, such as PVC pipes.

Students then test their robots on an obstacle course at a local pool. In elementary schools, students learn the basics of robotics from video game simulations.

The clear benefits of robotics are increased student engagement and collaboration—but there’s more, Reitzig says.

“To us, building STEM skills means really mastering technology,” he says. “When students are designing and building robots, there’s a lot of trial and error and they’re getting that immediate feedback, helping them piece together the whole picture.”

At Fayette County Schools in Kentucky, robotics has grown from an after-school activity into two middle school electives and elementary-level lessons, says Leanna Prater, the district’s technology resource coordinator.

In middle school science, robots are used in the study of motion. In one lesson, students build a robotic leg and foot that kicks a ball. They measure the distances of the kicks when the ball or power level of the robot is changed.

Fourth graders study geometry and angles with robots that rotate by different degrees.

“Overall, we’ve seen an increased engagement and many of our younger students see the robotic activities as playing—but it’s play with a purpose.” says Prater.

IMG_0136.JPG

The women who STEM-ed their way to power

Standard

by Leigh Gallagher @leighgallagher

IMG_3329.PNG

IBM CEO Ginni Rometty at the 2013 Fortune Most Powerful Women Summit in Washington, D.C.

The women at the top of the 2014 Fortune Most Powerful Women list have a serious thing for engineering. And physics. And math.

One of my favorite days of the year at Fortune is MPW day, the day the list of Fortune‘s Most Powerful Women in business comes out. It’s a great celebration of women in power, of women in business generally, and of course it’s always great fun to see how the world reacts to the MPW team’s picks—who’s on, who’s off, who jumped to the top of the list, who fell, who’s brand-new. But beyond these highlights, one of the things I love is the general trends you can pick up by pulling the camera back and looking at how the list changes and evolves over the years.

One strong trend the entire MPW team has noticed over the years is the shift in industry makeup of those at the very top of the list. When Fortune first started the list, the top ranks were consistently held by women in creative fields, like advertising, media and publishing. In 1999—the second year Fortune published its MPW list — Carly Fiorina, then CEO of Hewlett-Packard HPQ 2.00% , was the lone woman CEO in the male-dominated tech sector.

Cut to this year’s list: The women at the top of the list run the bluest of blue chip firms, the biggest industrial and technology giants, and some of the largest companies in the Fortune 500. Just look at the companies with their chief executives now represented in the top 10: IBM IBM 0.94% . General Motors GM 1.75% . Pepsi PEP 0.99% . Lockheed Martin LMT 1.13% . DuPont DD 0.58% . Hewlett-Packard. Not one of the top 10 is in retail; not one is in media; not one is in marketing or advertising (not, of course, that there’s anything wrong with those industries, but the size of the companies is typically smaller and they are fields that traditionally have more women at the top).

The shift speaks volumes about how women’s roles have evolved in business and the kinds of milestones women are achieving in corporate America. (In addition to these corporate giants, we now have a woman running the Fed, a woman Secretary of Commerce, a woman at the helm of Time magazine. It would be nice if we could also have a woman pope and a female president of the United States, but at least one of those two things may not be that far away.)

Here’s another lesser-known commonality about the women at the very top of the list: almost all of them majored in seriously hard sciences. Let’s just tick down the list: IBM’s Ginni Rometty majored in computer science and electrical engineering. GM’s Mary Barra got a BS in electrical engineering. DuPont’s Ellen Kullman? Mechanical engineering (“mech e” in engineering shorthand). PepsiCo’s Indra Nooyi got her BS in physics, chemistry and math—not engineering per se, but a hat trick in STEM studies. HP’s Meg Whitman studied math and science then went into economics. A bit lower down on the list, Yahoo YHOO 1.31% CEO Marissa Mayer majored in symbolic systems and got her masters in computer science; Xerox’s XRX 0.54% Ursula Burns has a BS and MS in mechanical engineering. (Former Google executive GOOG 0.91% Megan Smith is not on our list, but the newly-named chief technology officer of the United States has a BS and MS in mechanical engineering.)

One in seven engineers may be female, but engineers represent three of the top five spots on the MPW list. And while engineering may be the trend among the top ranks of the MPW list, plain old math and science is good too: Mondelez’s MDLZ 1.21% Irene Rosenfeld holds a Ph.D. in marketing and statistics, Archer Daniels Midland’s ADM 1.15% Pat Woertz studied accounting, Lockheed’s Marillyn Hewson and Facebook FB 0.47% COO Sheryl Sandberg studied economics.

In fact, of the top 10 Most Powerful Women, only one was anything close to a liberal arts major: Fidelity president Abigail Johnson, who majored in art history at William Smith College. For everyone else, it’s STEM City.

What’s remarkable about this is that these women were choosing these fields of study decades ago. Right now, tech is the engine of our economy—coding is cool, and everyone has their eye on the riches that can come from the next hot tech idea. And even still, we have a paucity of young women and girls in STEM fields. But these women, encouraged by their passion, their talents, and in many cases parents who gave them the confidence to know they could achieve anything they wanted to—pursued their STEM passions of study at a time when it was far more rare, and it propelled each to the top of their fields.

I bring this up because it’s statistically exceptional (see, I can say that, even though I’m an English major) and generally remarkable. But also because I hope as the Most Powerful Women list grows even more and more powerful, and the number of women CEOs of Fortune 500 companies grows and grows and grows—25 now, up from 10 in 2006 and 2 in 2002 and one in 1997 (and she was co-CEO with her husband)— I hope young girls will look at these women as models of power and inspiration—and might emulate their path to success. If that’s the case, we’ll be that much closer to the day when the number of women CEOs on the Fortune 500 is too numerous to count—even for a math major.

“From the MPW Co-chairs” is a daily series where the editors who oversee the Fortune Most Powerful Women brand share their insights about women leaders.

STEM Learning in Afterschool and Summer Programming: An Essential Strategy for STEM Education Reform

Standard

Anita Krishnamurthi
Director of STEM Policy, Afterschool Alliance
Ron Ottinger
Executive Director, Noyce Foundation
Tessie Topol
Senior Director for Strategic Philanthropy and Community Affairs, Time Warner Cable

Science, technology, engineering, and math (STEM) skills are increasingly necessary to navigate an ever-more complex world and a globalized economy. There is tremendous energy and momentum to improve these skills among our citizens and students so they can participate fully in contemporary society and the modern economy. 


Yet most strategies and policies for reforming STEM education focus on what happens during the school day. While schools are absolutely essential for learning, we must acknowledge that children spend less than 20% of their waking hours in schools each year, and some persuasively argue that school is not where most Americans learn most of their science anyway (Falk & Dierkling, 2010).


Hence, efforts to improve and increase STEM education opportunities must include programs that take place during the afterschool hours and the summer. [Insert learning time graphic, see attached.] Despite the need for many more quality afterschool and summer programs, more than 8 million young people already attend afterschool programs (Afterschool Alliance, 2009).


In addition, there is a sizeable infrastructure of programming and support (for example, the 21st Century Community Learning Centers initiative and the California Afterschool and Safety Program) focused especially on serving young people from groups that are typically under-represented in the STEM fields. This is a large and growing field that local, state, and national education and business leaders and policy makers interested in STEM and K–12 education reform should pay attention to.


Afterschool and summer programs all over the United States are offering engaging, hands-on STEM learning programs that are not only getting children excited about these topics, but are also helping them build some real-life skills and proficiencies.

Afterschool and summer programs all over the United States are offering engaging, hands-on STEM learning programs that are not only getting children excited about these topics, but are also helping them build some real-life skills and proficiencies. There is mounting evidence that demonstrates the impact of these settings. A recent analysis of evaluation studies of several afterschool STEM programs showed that high quality programs can lead to increased interest and improved attitudes toward STEM fields and careers, increased STEM knowledge and skills, and increased likelihood of pursuing STEM majors and careers (Afterschool Alliance, 2011b).


The impact of these types of expanded learning programs and extracurricular activities is also reflected in improvements in academic performance, as noted in the research cited by many other authors in this compendium. Other recent research also reveals the importance of out-of-school-time settings for STEM education. Tai, Liu, Maltese, and Fan (2006) found, for example, that early engagement with STEM fields was crucial and that a professed interest in STEM careers by eighth grade was a more accurate predictor of getting a science-related college degree than were the math or science test scores for average students. Thus, early encouragement of elementary and middle school students in STEM fields can be very effective in influencing their choice of college majors. Additionally, Wai, Lubinski, Benbow, and Steiger (2010) found that students who had more opportunities to participate in STEM learning (including beyond the classroom) were more likely to follow STEM career pathways and excel in them. 


Afterschool programs are well placed to deliver on these needs by not only providing additional time to engage in STEM topics but also by doing so in a manner that is different from school and that engages different types of learners. These programs can also be very effective in improving access to STEM fields and careers among populations that are currently greatly underrepresented – women, African Americans, and Hispanics (Beede et al., 2011a; Beede et al., 2011b)—helped in part by the fact that African American and Hispanic children participate in afterschool programs in greater numbers (Afterschool Alliance, 2009). 


Promising Trends in Afterschool STEM Learning


Afterschool programs are no strangers to STEM programming. STEM-rich institutions, such as museums and universities, as well as youth groups such as 4-H, Girls Inc., Girl Scouts, etc., that have deep roots in their communities, have been offering afterschool STEM programs for many decades. What has changed in the past decade is that they have renewed and deepened their commitment and that the average afterschool provider has also become interested in offering such opportunities to the children they serve. The only federal funding source exclusively dedicated to afterschool and summer learning programming, the 21st Century Community Learning Centers initiative, is now emphasizing STEM as a priority area for its grantees. Indeed, the importance of this key funding source cannot be overstated, as it is essential for providing the basic programs and infrastructure that many other STEM-focused partners can tap into to expand learning opportunities for students. 


Funding from this federal initiative has significantly leveraged additional resources for STEM programming. For example, the Noyce Foundation is a private philanthropic foundation that invests heavily in afterschool STEM learning through innovative partnerships. A C. S. Mott Foundation-Noyce Foundation collaboration currently is active in 16 states and will continue to expand among the nation’s growing number of state afterschool networks, which are supported by the Mott Foundation. Also Noyce is investing in “Project LIFTOFF,” an initiative to develop and nurture afterschool STEM systems in 10 Midwestern states. This initiative has led many school districts to combine their foundation funding with their 21st Century Community Learning Centers funding to offer exceptionally high quality afterschool STEM opportunities.


Nebraska BLAST! will provide high quality STEM training to staff of all of Nebraska’s 21st Century Community Learning Centers programs and will give thousands of Nebraska youth the opportunity to engage in exciting, hands-on STEM experiences.

In 2011, the Nebraska 21st Century Community Learning Centers program received a NASA Summer of Innovation grant to launch Nebraska BLAST! This is a 4-year collaborative initiative that brings together STEM content specialists with teachers and afterschool staff from schools that receive funding through the 21st Century Community Learning Centers initiative. This effort will provide high quality STEM training to staff of all of Nebraska’s 21st Century Community Learning Centers programs and will give thousands of Nebraska youth the opportunity to engage in exciting, hands-on STEM experiences through their local program. 


As schools, communities, and parents negotiate how to provide additional learning opportunities for their children and youth, afterschool and summer programs that work closely with schools provide a model to meet this need. Research shows that afterschool programs that are well aligned with the school day and have strong community ties have optimal benefits for kids (Afteschool Alliance, 2011a). 


The corporate sector is also getting deeply involved in afterschool STEM education. Change the Equation is a nonprofit organization that was formed to help companies with their STEM education-related philanthropy. Most of the philanthropic investments of these companies focus on the “informal education” arena, which includes afterschool. 


For example, in 2009, Time Warner Cable (TWC) decided to focus the majority of its philanthropic resources on a single cause. The result was Connect a Million Minds (CAMM)—a 5-year, $100 million cash and in-kind commitment to inspire students to engage in math and science learning. To bring this commitment to life, TWC supports FIRST (For Inspiration and Recognition of Science and Technology), a robotics organization with a model proven to engage young people in STEM learning also funded by 21st Century Community Learning Centers programs in areas across the country. On a national level, TWC also partners with the Coalition for Science After School to provide the “Connectory,” a free, online resource that makes it easy for parents and teachers to find informal STEM learning opportunities. In addition, TWC brings the impact of CAMM to its local markets by supporting FIRST teams and competitions, science museums, and other nonprofit organizations that are engaging kids in STEM. 


Several FIRST teams have also utilized 21st Century Community Learning Centers funding with great success. The Camdenton R-III Afterschool Science, Engineering and Robotics program in rural Missouri receives funding from the 21st Century Community Learning Centers initiative and has leveraged that to great effect. Their team has won several awards, including the regional competition that has allowed them to go to the finals for 2 years in a row. The Safe Harbor Before and After School Program in Michigan City, Indiana, which has received 21st Century Community Learning Centers funds for many years, worked with the Indiana Afterschool Network and the Indiana Department of Education to develop a FIRST Robotics team in 2012. The team won the All Star Rookie award in the Midwest and went to the national championship. 


Recommendations 


It is becoming clear that there is a great need—and a prime opportunity—to tap the potential of afterschool and summer learning programs to serve an urgent national priority to enhance STEM education. Deliberate action by all key stakeholders is required, however, to help afterschool and summer programs fully realize this potential and become strategic—and integral—partners in STEM education. 


Federal and state education policies must ensure, in particular, that afterschool and summer programs are included in STEM education policy initiatives if this to become a sustainable, long-term practice (Krishnamurthi, 2012; Afterschool Alliance, 2012). 


In addition, the afterschool field must also adopt several strategies to become effective partners in STEM education:


Afterschool programs must deliberately commit to offering STEM learning opportunities and then prioritize and allocate resources to provide professional development in STEM programming areas to staff.

Afterschool intermediary organizations and large networks must widely promote existing high quality curricula to avoid wasting scarce resources on developing new programs and curricula. 

The field must reach consensus around youth outcome indicators and adopt them widely so that programs have a clear vision of their goals and role within the STEM education ecosystem. A local- or state-level hub is often a necessity for disseminating information and coordinating professional development efforts and other STEM programming needs for afterschool. This may include seeking partnerships with STEM-rich institutions, such as science museums and universities, as well as other science and math hubs in many states. 

Meaningful STEM learning that extends beyond one-shot experiences are necessary. Afterschool and summer programs must pay close attention to offering regular, consistent programming in STEM topics. Furthermore, wherever possible, programs must offer a continuum of STEM learning experiences that extend into middle and high school in order to derive maximum impact from their STEM programming.


IMG_3180.PNG

IMG_3178.PNG