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Program Descriptions

Doc Holliday Educational Consultants (DHEC)

Abstract: There is no question that there continues to be a huge academic divide in the quality of education that is received by the majority student population and the minority student populations within the United States. Much has been written about the poor performances of minority students in public schools with little hope for consistent improvement. There is a great need to embrace the innate talents of our students and to retrain and re energize our current and future staff with a toolbox of skills at our fingertips. Far too many boys across America have experienced alienation with the current school instructional efforts. They have become further and further disengaged and disinterested in the way they are being taught.

Public schools across Georgia and the US are wrestling with the challenge of minority male retention. This complex issue cannot be solved solely at the political level (NCLB). We must begin to direct a more proactive approach while addressing this dilemma. One of the most glaring weaknesses of the dwindling number of minority male graduates is their poor writing skills. This is a result of poor teaching strategies at the middle- and high-school levels that do not begin to meet their needs or tap into the interests of this long neglected population.

We have developed a series of teacher-training programs that enable minority students (targeting minority boys) to want to take charge of their own individual learning. Today’s public schools have turned the lives of far too many minority students into meaningless depositories of rhetoric where seat time is more important than gaining knowledge and wisdom. We must tap into their interest in technology so that we can build the basic educational tools that will lead to ultimate success in life. In recent years, minority boys have been reluctant writers who would rather tell you their stories than commit them to paper. This new approach will train teachers how to marry technology while polishing writing skills.

The 21st Century male desperately wants to be heard, and this is a viable way for them to find an international audience for their thoughts and talents. Producing skillful journalists is a lofty goal, but certainly attainable with current technology, training and systematic implementation.

 

Attitudinal Survey:
A comprehensive on-line web based is suggested for all students to develop some baseline data regarding the state of mind of today’s minority male students (www.edtransform.com). It takes approximately 10 -12 minutes to take and the results will prove very valuable in designing strategies that work best in classrooms. We all know the importance of attitudes and how they shape how we think and feel about life. A few of the following questions will be analyzed for better understanding:

   1.  What does it mean to believe in the American Dream?
   2.  Do you respect authority?
   3.  Who are your role models?
   4.  Do you understand how to get ahead in your current school?
   5.  Do you work better by yourself or in small groups?
   6.  Are you a risk-taker?
   7.  Are you able to maintain focus on your academics?
   8.  Are you aware of the public perception of your age group?
   9.  Are you afraid of academic failure?
  10. Do you believe that you will live past the age of 25?

 

Presentation # 1: African American/Latino Students: Bridging the Cultural Gap before Closing the Achievement Gap

Time: 2-6 hours
Interactive technology and small group work

 Participants will be able to:

  1. Dispel academic myths regarding children of color
  2. Review cutting-edge research and common-sense approaches that work with African American students
  3. Clarify challenges and map out instructional strategies to close the achievement gap of African American students in public schools

 

Presentation #2: Boys: Transitioning from Athletic Aggression to Academic Affirmation on a Shoestring Budget

Time: 2-6 hours
Interactive technology and small group work

 Participants will:

  1. Review, analyze and discuss what is happening psychologically to boys within many American public school systems today
  2. Review, discuss and understand the new value system that prevents boys from engaging in most things academic
  3. Review, research and discuss the dramatic decline in the number of boys graduating from high school and college and strategies that are working to stem this tide
  4. Review new cutting-edge ideas and changes that must be embraced before we can bridge the growing communication gap between us and them

 

Presentation # 3: Using Data to Lead Change

Time: 2-6 hours (1-3 days)
Interactive technology and small group work

 Participants will be able to identify:

  1. How data can improve students’ and school’s performance
  2. The types and sources of data commonly available to school leaders
  3. The pitfalls and barriers to successful data use
  4. How data can be used to help students, teachers, school leaders and systems

 

 Presentation # 4: Gender-Based Education: Differentiation that Makes Sense for Boys and Girls

Time: 2-6 hours
Interactive technology and small group work

 Participants will:

  1. Review the success of at-risk, low-performing minority students who have been transformed into academically-engaged, high performing boys and girls
  2. Examine the keys to successful implementation of gender-based classes
  3. Examine the need for retraining teachers, parents and students regarding gender-based classes

 

 Presentation # 5: Discipline with Dignity!

Time: 2-6 hours
Interactive Technology and small group work, role playing

 Participants will:

  1. Examine why students misbehave
  2. Review and discuss the current national data
  3. Discuss promising ideas that seem to be working
  4. Discuss the dos and don’ts of positive classroom management
  5. Examine the characteristics of effective teachers
  6. Examine how to best discipline poverty and/or minority students
  7. Learn how to teach the implementation of a schoolwide discipline plan format

 

Presentation  # 6: Differentiated Instruction for Special Education, At-Risk and Other Challenging Students

Time: 2-6 hours
Interactive technology and small group work

 Participants will discuss and review:

1.      Differentiated instruction and why it is needed
2.   What the research says about poverty
3.   Gender-based strategies that work for at-risk boys
4.    ESOL teaching strategies that work
5.    Georgia performance standards
6.    How to work for accuracy and authenticity
7.    The implementation of curriculum mapping
8.    The concept of understanding by design
9.    Mapping via “the pyramid”

             Pyramid Model for Differentiated Instruction (systematic formatting, rubrics, methodology/application)

Example Lesson: Civil War Generals

 

Higher-Order Thinking: Compare and Contrast. Bloom’s Taxonomy.

Mid-Level Learner: Write about the lives of three generals.

Lower-Level Learner: Identify the three generals

 

Presentation # 7: Infusion of Technology to Meet the Needs of the Diverse, Differentiated 21st Century Classroom

Time: 2-6 hours
Interactive technology and small group work

 Participants will be able to:

1.      Close the achievement thru technology
2.      Understand Digital Natives (students) and Digital Immigrants (teachers)
3.      Train teachers how do design curriculum that makes use of weblogs for use by the students
4.      Understand how young writers and readers will benefit from weblog use as a creative and technologically-savvy
        way to share information and present their writing

  

Presentation # 8: Professional Coaching (for beginning principals, superintendents and other central office and/or local leadership)

Time: 2-6 hours
Interactive technology and small/large group work

 Participants will learn how to handle:

1.      Academic audit report reviews
2.      Assisting in professional presentations
3.      Open houses
4.      PTSA events
5.      Teacher meetings
6.      Retreats
7.      School-improvement document creation
8.      Classroom management presentation and training
9.      New teacher institute program development
10.  Closing the cultural gap before closing the achievement gap
11.  Curriculum mapping
12.  Creating a school business plan (pursue new partners in education)
13.  Designing professional brochures
14.  Developing a foreign language component (international visiting educators in Chinese and Spanish)
15.  Electronic mentoring program (up to 4 calls per month for assistance/discussion with particular concerns and
        issues)
16.  Creating a vision statement
17.  Developing an academic booster club
18.  Developing SAT/CRCT prep classes
19.  Grant-writing workshops
20.  Personnel retention/recruitment/removal
21.  In-depth legal issues (documentation)
22.  ESOL program development
23.  Creating an international festival
24.  Using tteam building programs
25.  Special education by design, differentiated instruction, mapping via “the pyramid,” using GPS efficiently, and
        teaching reading effectively)
26.  Developing a positive public relations program

 

 Presentation # 9: Change/Leadership—Can’t Have One without the Other

Time: 1-4 hours
Interactive technology and small/large group work

 Participants will learn:

1.      The dos and don’ts of successful change
2.      How to develop a strong leadership team
3.      Why some individuals fail and others succeed
4.      What leadership styles work best in what settings

  

Presentation # 10: Boys: Reigniting their Academic Pilot Lights with Old School Strategies

Time: 1-4 hours
Interactive technology and small/large group work

 Participants will learn:

1.      About the psychology of boys today
2.      Why boys are failing in school and what should be done differently
3.      Promising research based strategies that work
4.      Programs that are working in schools and how they’re  implemented

 

Presentation # 11: Creating a High-Performance Learning Culture

Time: Half day up to 3 days
Interactive technology and small/large group work

 Participants will learn how to:

1.      Recognize/define a toxic school culture
2.      Develop a school culture where all students learn at high levels
3.      Develop the skills, knowledge, and commitment that create and sustain high-performance learning cultures
4.      Reculture their school to change the way your school operates
5.      Cultivate a belief system that produces high performance learners

 

Presentation # 12: Developing Visionary Student Leaders and Leadership Programs

Time: 1-4 hours
Interactive technology/ role playing/large and small group work

 Participants will be able to:

1.      Identify and train student leaders
2.      Teach student leaders how to network with other and adults
3.      Empower students to take control of their own lives and education
4.      Teach students and adults how to better understand the hip-hop culture and how it can better assimilate into
        mainstream society

 

Contact Information:
DHEC
H. E. “Doc” Holliday, Ph.D.
Assistant Professor, Kennesaw State University
678-797-2234 KSU
hhollida@kennesaw.edu
www.edtransform.com
www.gendereducation.net

 

 

Dr. Holliday's Speaking Schedule

 

Jan. 27-28, 2007: Ga. Assoc. of Educators Professional Development Conference, Savannah, GA

Jan. 30, 2007: Kennesaw State University Male Leadership Development Conference, Kennesaw, GA

February 12, 2007:  GCEL Conference, Savannah, GA

February 25-26, 2007: AACTE Conference, New York, NY

 

 

To order Gender Education in 7 Steps, click here.

 

 

  Email us: Doc@GenderEducation.net

Copyright©2007, Dr. H. E. Holliday. All rights reserved.

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