John Hodge | School Improvement Expert; Educating Students Socially, Academically and Morally

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John Hodge

School Improvement Expert; Educating Students Socially, Academically and Morally

John Hodge
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Current: Speaking Reel

Time 01:28

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Speaking Reel
Time 01:28
Virtual Support for Schools Now and Beyond
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Why ULLC?
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Speaking Excerpts
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BE THE ONE!

The education of America’s youth is a challenging prospect when one considers the many burdens faced by impoverished children and their families. Research indicates that poverty need not be a barrier to academic excellence. As co-author of the book Standing in the Gap, Dr. Hodge states, "Across the nation, schools are demonstrating that it can be done: That students can reach high standards, that all children can succeed, that the gap between white and minority students, poor and affluent, can be closed." More often than not, one caring adult can make all the difference in the world. Today’s presentation will encourage all of you to BE THE ONE!

Leading Schools through Turbulent Times
Keys to Success

The United States and the world have endured unprecedented challenges in the last 6 months. Today, we are recovering from the impact of economic and social hurdles that may seem overwhelming. It’s during times like the present that leadership it most important. Guided by peer-reviewed research in resilience, and the lessons learned by school leaders after Hurricane Katrina, this presentation will provide participants with 5-research supported principles designed to guide schools through the many obstacles ahead. Excellence is possible. Even when times are tough.

Culturally Responsive Teaching

The children who walk into our schools daily come to us from a variety of different cultures and social norms. Culturally responsive teaching helps schools to establish emotionally safe environments where all children feel welcome. Emotional safety often translates into higher academic achievement for greater numbers of children. This presentation will help teachers to make pedagogical decisions that are more culturally inclusive and achieve higher levels of student engagement. Children who feel cared for become adults who care more.

Please Stop Calling Me At-Risk
The Power of Resilience in Today's Urban Youth

In the fall of 2002, Dr. Jo Lynne DeMary, Superintendent of Public Instruction for Virginia Schools, requested that the Urban Learning and Leadership Center provide training for schools listed in Governor Mark Warner’s Partnership for Achieving Successful Schools (PASS) initiative. PASS targeted more than 100 academically warned schools based on the results of the Standards of Learning exams. Thirty-four of the schools were designated as PASS priority schools based on very low performance and were encouraged to attend training during the summer of 2003. With the governor’s approval, the training was called the Governor’s Urban Learning and Leadership Institute. As Director of the Urban Learning and Leadership Center, I was an integral part of the planning and delivery of training sessions.

I can vividly remember a comment made by a somewhat disgruntled participant. After expressing resentment that his school was “labeled” a PASS priority school, the participant commented; “these children can’t be successful because the deck is stacked against them.” Research regarding a phenomenon called resilience suggests that this type of deficit thinking may be partly responsible for the failure of students (Bernard, 1997). In keeping with the metaphorical observation presented by the participant, it is not that the deck is stacked against students; it may be that educators sometimes focus on the wrong cards. Research on resilience illustrates that children who are born with factors that place them at risk of failure can grow into productive citizens in spite of those factors (Werner & Smith, 1992). As educators, we must stop calling students at risk and begin to develop their resilience.

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