Episode 79
 
ReasonCon and Stuff.
 
North Carolina
http://theslot.jezebel.com/justice-department-drops-lawsuit-against-ncs-anti-trans-1794332603
 
http://pulse.ncpolicywatch.org/2017/04/12/four-republicans-introduce-bill-outlaw-gay-marriage-nc-return-decree-almighty-god/#sthash.9fAYRdZS.dpbs
 
http://www.huffingtonpost.com/2013/04/03/north-carolina-religion-bill_n_3003401.html
 
other
 
http://www.rightwingwatch.org/post/kevin-swanson-blasts-beauty-and-the-beast-for-promoting-inter-species-breeding/
 
http://www.salon.com/2017/03/22/alabama-legislature-may-give-fundamentalist-church-its-own-police-force-what-could-go-wrong/
 
 
 
 
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The Crypts
The Crypts! - Marie Curie video
 
Other albums by the Crypts available here
 
Latest Album: No Life  HYPERLINK "https://thecrypts1.bandcamp.com/album/no-life-after-crypts-2"After HYPERLINK "https://thecrypts1.bandcamp.com/album/no-life-after-crypts-2" Crypts available here

BRA 079 Reasoncon 3 PreShow

Atheists talking about issues relating to the nonexistence of god. Sorting fact and fiction. Discussing what the Bible REALLY says.

Religion & Spirituality

Other

Spirituality

Christianity

Buddhism

Hinduism

Judaism

Islam

Linda Darling-Hammond, President and CEO of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy.

Linda Darling Hammond: Why Principals Matter

Guest: Dr. Stephanie Hirsh, executive director of Learning Forward. Learning Forward has more than 10,000 members and 40 state and provincial affiliates focused on building the capacity of leaders to establish and sustain highly effective professional learning. In this episode, we discuss professional learning and explore these questions:
What does effective professional learning look like?
How has ESSA’s definition of professional learning impacted the field?
What’s the number one motivator why educators become invested in professional learning?
How can professional learning be a high-leverage policy in helping to retain and support teachers in the profession?
What do millennial educators want in their professional learning?
What are concrete steps principals can take to help preserve Title II funding?

Professional Learning: Why It Matters and How Principals Can Help Save #TitleII

Sarah Silverman is a Senior Vice President at Whiteboard Advisors, a strategic consulting and communications firm. For over a decade, she has advised state leaders on education, assisting with the development of state policies that transform teacher and leader preparation, evaluation, and training. Prior to joining Whiteboard Advisors, she led the National Governors Association Education Division’s work on early care and K-12 education systems. Her research and writing have focused on the impact of state and national policy on social justice activism, teacher beliefs, talent management, early care and education, and ethics of education. In this episode, we talk with Sarah about the major trends in Edtech innovation, what we can learn from “big data” in K-12 education, ESSA implementation, and how these issues impact principals.

K–12 Edtech Innovation: What Is It and Why Should Principals Care?

In this episode we speak with Thomas Toch, Director of FutureEd, about the critical role principals play in supporting effective teaching and the importance of teacher feedback. Toch is a former senior partner at the Carnegie Foundation for the Advancement of Teaching and director of the foundation’s Washington office. He is a former guest scholar at the Brookings Institution and has taught at the Harvard Graduate School of Education. Toch helped launch Education Week, as a writer and co-managing editor.

The Role of Principals in Advancing Quality Teaching

Across the country, more than 8 million students are missing so many days of school that they are academically at risk. Chronic absence—missing 10 percent or more of school days due to absence for any reason, whether excused, unexcused, or as a result of suspensions—can translate into third-graders being unable to master reading, sixth-graders failing subjects and ninth-graders dropping out of high school. In this episode we speak with Hedy Chang, executive director of Attendance Works, about the causes of chronic absence, its impact on student success, and what policies and practices can fix it.

BRA 079 Reasoncon 3 PreShow

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