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Michael: Federalism is a fantastic thing in the sense that you can have competition that

can lead to better outcomes.

But, I know this, that you can also have the possibility of pockets of sort of backwardness

happening and not much to change those.

Nat: Michael Mintrom.

Thank you for coming to AEI.

Michael: Thank you.

Nat: So, you've got a new book out, "Public Policy," aptly named.

But, inside your book, you're actually bringing forth an argument and it's about investment-based

policy making and policy analysis.

Why investments?

Give us a thumbnail of your argument.

Michael: Okay.

Well, when I was thinking about public policy in general and where are we in terms of what

governments do in the world, I felt that there was a lotta instances out there where governments

are spending a lotta money on programs that aren't well evaluated.

There's a question about whether they're good value for money.

And we really don't know why is it that we've got them in place other than that they've

been around for a while and they seem to have political support.

So, I was quite interested in developing a way of thinking about this where we actually

say, "Are policies developing a good return on investment?

Are they really doing for society the best they can?"

Nat: And, how do you ask governments to go about determining where investments are paying

off?

Michael: Well, it's actually using a lot of the approaches that they've already got in

place, but they just don't pull them all together.

So, it's saying, evaluate something and figure out what you're trying to achieve here, and

how much is it costing.

So, you can do cost-benefit analysis, combine that with evaluation, and get a sense of what's

the return on investment.

So, in terms of early childhood education, an area like that, we can figure out through

analysis what kinda programs work well and what gains for society we get from them.

But, often we don't do that.

Nat: Right.

Now, of course, governments, they make decisions using evidence to make policy, and sometimes

policy to make evidence.

I'm just curious, what's the balance here in practice that you see between sort of the

political side of decision making and the analytical side that might focus more on strict

investments?

Michael: Well, I guess I'm thinking about a way of doing policy analysis that's a bit

different from currently done or at least some of it is done this way at the moment,

but I think a whole lot more of it could be done.

So, I'm thinking of that as a kind of a counterpoint to the politics of it all.

And, I don't wanna discount politics, I mean, there's always going to be politics around

policy making, that's for sure.

But, I do think that the analysis could be done in a way that is more consistent and

could actually give politicians better information upon which to make their judgments than they

get right now.

Nat: Right.

I've leafed through the book.

You have one really interesting example, the Williamsburg Bridge in Brooklyn.

Can you just tell me about that example and how perhaps an investment approach to taking

care of that bridge could have been a little more advantageous?

Michael: Well, it's an interesting case where a new bridge was built.

And I guess it was needed and there was a lot of respect for the fact that it was built,

but then the politicians moved on to other things.

So, they didn't actually care about routine maintenance.

And in fact it was, and it seems unbelievable but it's actually true, that it took about

75 years before any routine maintenance check was done to see how the bridge was going.

And, when that happened the engineers were kinda shocked and said, "We've gotta do some

serious structure work on this bridge in order to get it up to standard or we could run the

risk of a catastrophe."

Nat: Right.

Michael: So then the focus became, "How do you do maintenance on the bridge without having

to shut it down, which would create all sorts of traffic havoc?"

But, I think the bigger picture, and why I focus on it in the book, is that in fact if

they had done routine maintenance in those 75 years previously, like every five years

they'd gone and done a serious inspection and done the maintenance that was necessary,

they would have saved themselves much more than what they had to spend as the bill after

leaving it for so long.

So, it is similar to an individual not going to the dentist for many, many years, and then

going and having to do a face full of fillings and all the rest of it.

It's that kind of thing.

But, I think it's a metaphor for...we can think of the bridge as a metaphor for a lot

of things in infrastructure maintenance throughout the United States or other countries.

But also maybe we could think about it even more broadly in terms of some sort of social

programs too.

Nat: Right.

Well, it's interesting to bring the idea that governments that are politically driven can

be very animated by a new program, but sustaining programs, making sure they're well funded

and sustainable over the long-term, not always the politicians' first foot forward.

Michael: That's right.

And I've always sort of thought that it makes sense that politicians love to announce new

programs, not necessarily do stuff on the old stuff that's in the background.

And I was talking about this one day and someone came up to me and said, "I'm not sure that

politicians always get kudos just for the shiny things too.

In a world now where we're thinking a lot about renewing things and conservation and

that kind of thing that in fact there could be a way that politicians could get political

mileage out of talking about maintenance."

I'm not sure, but I like the thought process.

Nat: There's always the hope that the politicians will move closer to the side of the policy

analysis.

Michael: Well, it's kind of a point really about the politics of reframing actually and

saying, "Well, what are other things that we should be caring about here?"

You think about the U.S., there's a lot of fantastic infrastructure in place, wonderful

airports, and subway systems, and all the rest of it.

But, with a bit more routine maintenance they could be that much better.

Nat: Right.

So, you know I study education, American education primarily.

What are some ways that an investment approach could help inform U.S. education policy and

inquiry, and maybe political decision making?

Michael: Well, I'll give you an example on that that I think is one that lots of people

would've thought about, and as a parent, I think this.

You kinda like small class sizes.

A small class size is better than a bigger class, but in fact, when states have tried

to introduce small class sizes they've often had pretty unhelpful results.

California experimented with this and spent a lot of money.

One of the things that happened was that they found that teachers going into the classroom

sometimes were less qualified than they would have been.

They needed many more teachers in order to be in there.

So, they didn't get the bang for the buck that they were hoping for from the small class

size.

This is where the kind of analysis that I've been talking about in the book and advocating

could really help out.

There's an education scholar called John Heady and he's gone...done a lot of careful analysis

of a whole range of different programs and made an analysis.

And what he shows is that actually very well-trained teachers can do a lot with classes that are

fairly big.

So, class size doesn't really matter.

What he says is that it's much more about the way that they teach and the feedback they

give to students.

So, you can get a bigger return on investment from the training of teachers than you could

from the size of the classroom itself.

Nat: Sure.

It's interesting.

One of the things that you bring up in the book is that a lot of these new programs and

things that we evaluate are marginal changes, they're not inventing things out of whole

cloth.

While on the one hand, I see the utility of that, on the other hand, I worry that a focus

on sort of assessing marginal changes to existing programs means that big leaps, big risks,

might be out of favor in this investment framework.

Am I wrong?

Michael: It's a good point.

I think that there's a risk actually.

On the other hand, the general approach is saying, "We've got a lot of evidence out there,

and we just have to use it in a smarter way."

And, also, one of the things that I talk about in the book is not necessarily feeling like

we need to use evidence from the particular program that we're interested in to make adjustments

to it.

So, it might be, and this is perhaps how you start to make the leap, you could look around

and say, "Well, you know let's take an interest in what they're doing in Singapore with respect

to criminal justice or what they're doing in Finland with respect to education and how

can we kinda replicate that here?"

So, that would be how you could make the big shifts.

Nat: Sure.

So, you've done work in New Zealand and are now in Australia, but America has a federalist

system of education.

So, we have 50 states to do this in.

Is that an advantage for us to sort of learn from each other?

Michael: I think it is.

I think that federalism is a fantastic thing in the sense that you can have competition

that can lead to better outcomes.

But, I know this, that you can also have the possibility of pockets of sort of backwardness

happening and not much to change those.

So, I like the federal system in the sense that, with respect to education, you could

actually look across 50 states and say, "Which states are doing things really well and how

can we learn from that kind of thing?"

I guess what you're getting at is that the mechanisms for change are not necessarily

there.

So if Wisconsin's doing something fantastic it's not necessarily the case that one of

its close neighbors is gonna pick up on it for example, or other states are gonna look

to it, or they might look to it and say, "But, it's not the same for us."

So, that's always a risk.

Nat: A big piece of this is evaluating what we do, measuring our impacts, measuring how

much we spend on the programs, and putting actual investments in getting the information

that we need to make wise investment-based decisions.

How would you say we're doing on making sure that that evaluative information is coming

out from government programs?

Michael: I think we're getting better at it.

And I think there's much more awareness now of just how important evaluation is.

I think that the next part that we're gonna be getting into is actually talking about

getting some standardization across the evaluations that are done.

It's a tough one.

And, I mean, I'm not saying we can do this in the next year or two or anything like that.

I think it's a long-term, probably a few decades it will take.

But, if you think about this, if we could get a situation where there's more common

agreement on what a really good cost benefit analysis looks like in a particular area,

say of education or what a good evaluation looks like, then there's a possibility that

knowledge that's generated around a particular program in New York could very well inform,

could actually...there's no reason why it couldn't inform what's going on in a school

or a school system in, Texas for example, or similarly internationally.

So, maybe there's a space for particular organizations like the OECD to get involved and help to

coordinate so that we don't get a whole lot of over-assessment or over-evaluation of certain

programs and losing out on evaluations of others, but we can actually learn from things

in that way.

Nat: Sure.

So, Michael, there's one other case in the book that I thought was really interesting,

and that's the nuclear power plant case, which has sort of two angles.

One, the role of government and the other the role of private enterprise in this investment

logic.

Can you talk about that one?

Michael: Yeah.

So, when I was looking at the cases of infrastructure investment in the United States, I notice

that nuclear power plants had been deregulated, I think it was in the 1990's.

And as a result of that deregulation, there was quite a lot of consolidation of ownership.

Now, a couple of things are worth considering here.

One is that when the local authorities that had been governing the power stations sold

them off.

They had revenues that they could spend on other things and that's freeing up resources

in some ways.

But, just as interestingly, a few large companies bought up these power plants.

And as a result of sort of having good operating procedures across the system, they got much

better at doing maintenance, routine maintenance, more efficiently.

So, the plants were running for longer each year than they had been under the more decentralized

public ownership.

And, I think probably people thinking about nuclear power plants, there's always that

worry about safety.

But in fact, the safety records of the bigger companies running the plants, in fact, got

better.

And I think that, again, is kind of an efficiency, a scale efficiency, point.

Why I sort of focus on that is this.

There can often be times when we have a technology that's perhaps a little bit uncertain or some

aspects of doing something saying, "This would be a good thing to do.

We're just not quite sure about it."

Maybe it makes sense for government to be involved early on there and certainly in terms

of developing a lot of infrastructure.

In many countries in the world, government's been there in the early stages and that could

be the case with power plants, also for telecommunications.

But as the technology gets known and understood and becomes stable, there's no reason why

it needs to remain in government hands.

So it could then be passed over to the private sector or privatized, they're set up as state-owned

enterprises and then privatized for example.

And, I think it's really important to think of that as an investment as well and not just

think that government needs to introduce whole new programs or new ways of doing things,

but you can actually make some quite interesting kinda incremental adjustments that will have

positive returns to society.

Nat: Sure.

So, my last question is something on the limits of the investment mindset.

On the one hand, and we can think of this as a private-public distinction, even if that's

just illustrative, on the one hand, there's a number of folks, including me, who will

argue that often times private enterprises can be more efficient than public enterprises

because they're focused on narrow goals.

The investment framework really works for them because oftentimes profit is the driving

motive.

Public enterprises, government, in particular, they have lots of competing goals.

And so defining those goals that then the investments can work towards, right, What

is the return that we want from our investment?

Seems like it can muddy the water.

How do we square that circle?

Michael: Look, I'm not gonna pretend that it's easy stuff, this is tough stuff.

But, I think one of the things that we gotta start doing more is actually say, "Row to

the start.

What are the things we're trying to get out of this area?

What's the public value we're seeking?"

So, with respect to education or healthcare spending, any area of spending, environmental

policy, what are the goals that we have here and try and actually innumerate those.

And there may be cases where there are some goals that a lot of people agree on and then

there are others that we don't.

So, look at the ones where we have a common agreement and then start saying, "Well, if

that's a goal that a lot of us want to achieve, what would be the best way to achieve that?"

On that, we would actually look around and say, "Well, where else have we actually seen

it?

What are some really good operating examples of achievement of those goals and how could

we start thinking about taking investment approach there?"

So, that would be my first point.

It's not to discount the politics, but as you say, within it there are some things we

can do.

And, the bigger project I suppose that I'm trying to put forward here is to just say

that I think that our policy advising could become even better than it is right now, and

that's being a bit more systematic about stuff, but actually starting to do something.

I don't think we've been, as a profession, been particularly good at, is actually drawing

comparisons across spending, let's say on defense versus education, versus health care,

versus infrastructure, science funding or the rest of it.

So, putting it all together there and saying, "What do we actually know, and how can we

move forward?"

That's been a big thing to me.

Nat: Well, it may be a way to bring a bit more discipline to political decision making.

And, if so, I'm all for that.

Michael Mintrom, thanks for coming by AEI.

Michael: Thank you very much.

Nat: Hey everyone.

That's the end of our discussion with Michael Mintrom.

Thanks for watching.

As always, let us know what other topics you'd like AEI scholars to cover on "Viewpoint",

and be sure to subscribe for more videos and research from AEI.

For more infomation >> Education reform: Investment-based policy – interview with Michael Mintrom | VIEWPOINT - Duration: 16:38.

-------------------------------------------

Inside California Education: Preparing for a Disaster - Duration: 26:47.

Christina: On the next Inside California Education

Danielle Yount: "They had two things they were really

focusing on, a new environment,

and I just lost a home or I just lost my school."

Christina: Discover how Sonoma county schools are

recovering from devastating fires that displaced

thousands of students.

Brian McDaniel: I give them an alternate.

I give them a pathway to success that's been proven

time and time again.

Christina: Meet the state's Teacher of the Year who

overcame childhood trauma and homelessness to teach in

his hometown of Desert Hot Springs.

Linda Liebert: Of the 120 right now in our program,

probably 80 percent are second-careers.

Christina: And professionals leaving the corporate world

are helping fill the teacher shortage in Sacramento.

It's all next on Inside California Education!

Annc: Funding for Inside California Education

is made possible by:

Since 1985, the California Lottery has

raised more than $32 billion dollars in supplemental

funding for California's 11-hundred public school

districts from kindergarten through college.

That's approximately $191 for each full-time student

based on $1.5 billion contributed in fiscal year

2016-17.

With caring teachers, committed administrators,

and active parents, every public school student can

realize their dreams.

The California Lottery: Imagine the Possibilities.

The Stuart Foundation: Improving life outcomes for

young people through education

♪♪

Welcome to Inside California Education,

I'm Christina Salerno.

We start in Sonoma and Napa counties.

Fires there damaged or destroyed multiple schools

and uprooted thousands of students,

teachers and others.

Let's visit schools impacted by this natural disaster to

discover what lessons their experience might provide for

other communities.

♪♪

Tim Daly: Sunday, October 8th, 2017

winds were unusually powerful all over

Northern California.

But no one could predict the sort of death and

destruction that would befall Napa and Sonoma

counties.

Dr. Nemko: When I went to bed the Sunday night,

before the fire, I saw fire, but it was far away.

It never occurred to any of us I think the night before,

that that fire was going to be so serious it would

close schools

Tim: The fires that night didn't just close

schools, eight in the Santa Rosa area were heavily

damaged or destroyed.

Getting those schools re-opened or replaced,

as quickly as possible, is a priority,

says Sonoma County Superintendent Steven

Herrington, who's dealt with more than one disaster

through the years.

Dr. Herrington: The more schools we could open,

we would create a greater sense of normalcy.

And for children normalcy is important.

So our goal was, and I learned that from floods and

I learned that from the earthquake,

you need to create an environment of safety and an

environment of normalcy.

Tim: Though no schools in Napa County were damaged by

fire, schools were closed for two weeks because air

quality was so poor.

In Sonoma County, it wasn't just losing two weeks of

teaching and learning.

An estimated 1,500 public school students lost homes.

So did nearly 400 teachers.

Well more than a thousand students have been relocated

to new campuses, like the 430 students who attend

Roseland Collegiate Prep.

Thomas: You guys are the ones who are going to bring

this place to life.

So when you see purple on the walls,

ignore that, look at each other,

right.

Remember you guys are what makes us come here

every day.

And that's what's going to keep us coming.

Tim: There's a good reason for that little pep talk

from English teacher Tomas Salinas.

These students from Roseland experienced perhaps the most

disruption in Sonoma County.

Their school is heavily damaged,

so they first relocated to two different elementary

schools in Santa Rosa that had space.

Then they relocated to this high school building when it

became available.

Roseland kids have dealt with a lot of change this

school year.

Danielle: To get them back in the groove of school took

a little longer because they had two things they were

really focusing on ━ a new environment,

and I just lost a home or I just lost my school.

TimL Roseland principal Danielle Yount is racing to

keep up too.

In addition to unpacking and setting up yet another

office, she was looking forward to some fresh paint.

Purple is the previous tenant's school color.

Roseland has something a bit lighter.

Danielle: Yeah, they're green and blue,

and we're living in purple right now.

Yeah, so we're hoping to get some paint on the walls,

maybe over the winter break, so when they come back,

for a semester or two, it's a nice fresh start

Tim: Because it's become more common for California

administrators to deal with disasters,

superintendents aren't just sharing information on

curriculum, test scores and budgets ━ they're sharing

tips on disaster recovery.

Dr. Herrington: This is how you do FEMA forms,

this is how you do all of that.

Because it's becoming a new common place situation

for us.

We just kept taking notes as a protocol and basically

have shared that information to the next county that

experiences the fire.

Tim: Not long after Dr. Herrington was dealing with

fires in his region, he was on the phone with educators

in Santa Barbara, who were reeling from the monstrous

Thomas Fire.

Glen: We put people who could help each other,

in contact with each other immediately.

So for example we were able to put Sonoma County

superintendent Steve Herrington in contact with

Santa Barbara County superintendent Susan

Salcido, so that they could learn from each other peer

to peer because we know that's one way people learn

very effectively, is learning from their peers.

Tim: Glen Price is the Chief Deputy Superintendent for

the state Department of Education.

He says every school in California is required to

develop safety plans that instruct staff and students

how to respond when a disaster or emergency

arrives.

Napa superintendent Barbara Nemko showed us the colorful

and extensive plan that's supposed to be posted in

every classroom in her county.

Dr. Nemko: If you look at it covers duck and cover,

shelter in place, it covers lockdown,

offsite evacuations.

It covers animal disturbance,

bet you hadn't thought about that one.

Biological or chemical release,

bomb threat, earthquake, explosion or risk of

explosion, fire, flooding, pandemic flu.

So yes, teachers know what to do,

schools know what to do.

And we're pretty good at following this,

we train people in it.

Tim: Surviving one of those disasters and re-opening a

school can happen in weeks.

But Glen Price says because schools and surrounding

neighborhoods can be so heavily damaged,

complete recovery can take a very long time.

Glen: Don't think this is going to turn around for you

in the next 3 to 6 months.

You're going to be looking at where you're getting back

your students and your families over a 1 year,

2 year, 3 year period.

Tim: There's also the issue of missed class time.

Teachers and their students are scrambling to make up

for lost instruction.

Wendy: Math is something, you have to,

it's like a sport.

You have to keep practicing, practicing,

practicing.

They get out of practice and it takes a few days just to

get them back to where we left.

Tim: Wendy Momsen says by summer she and her students

will be caught up.

It'll be much longer for her life away from school to be

back to normal.

This was her Santa Rosa house ━ she's one of those

nearly 400 teachers who also lost their homes to the

fires.

Wendy: I'm fortunate to have a wonderful fiancé,

and children and family.

So you know we're pretty tight group and so we kind

of are just getting through it together.

Tim: Experts say this unfortunately may be the new

normal in California; preparing for and getting

through some sort of disaster.

Principal Yount needs just three words to sum up what

might be the best approach

Danielle: patience, understanding and flexibility

♪♪

Narr: Just like schools, families should prepare

for emergencies.

Experts recommend signing up for communication

notifications from your child's school,

and ensure that emergency contacts are up to date.

Prepare a Disaster Preparedness Kit at home

with items such as personal documents,

first aid supplies, flashlights,

blankets and water.

Christina: Next, we'd like to introduce you to one of

five California Teachers of the Year for 2018.

His name is Brian McDaniel, and he overcame significant

childhood troubles to teach in his hometown of

Desert Hot Springs.

Discover why students say he's more than a music

teacher...he's also their mentor.

♪♪

Aaliyah: It's less of a band and more like

a family because we're really close and when we

play together, it feels like you know,

you're just doing something with your family,

not exactly playing with the band.

♪♪

Kristen: THEY'RE A FAMILY OF BAND AND CHOIR STUDENTS ...

KNOWN AT THIS SOUTHERN CALIFORNIA MIDDLE SCHOOL AS

'THE REGIMENT'.

A TOTAL OF 230 STUDENTS MAKE UP THE MUSIC PROGRAM AT

PAINTED HILLS MIDDLE SCHOOL IN DESERT HOT SPRINGS.

IT'S A COMMUNITY THAT HAS LONG STRUGGLED ...

WITH MORE THAN A QUARTER OF ITS POPULATION LIVING BELOW

THE FEDERAL POVERTY LINE.

MANY OF THE KIDS HERE WOULD TELL YOU ...

IT'S A TOUGH PLACE TO GROW UP.

Michael: The schools in Desert Hot Springs,

for the longest time, have always had a bad rap,

uh, when it comes to, uh, student discipline.

Kristen: BUT PRINCIPAL MICHAEL GRAINGER SAYS IN HIS

FOUR YEARS AT PAINTED HILLS, A WHOLE LOT HAS CHANGED.

Michael: We've seen over a 50% reduction in our

student, uh, defiance and disrespect discipline

incidents, uh, over the past 12 months.

Kristen: AND HE ATTRIBUTES A LOT OF THAT TO

THE ROLE THE REGIMENT HAS PLAYED IN THE SCHOOL'S

CULTURE, AND IN PARTICULAR, THE ROLE THEIR TEACHER ...

DOCTOR BRIAN MCDANIEL HAS HAD IN LEADING THEM.

Michael: Brian, through his mentorship and leadership

has taught these students what it is to be,

um, a true citizen, um, in terms of showing empathy for

each other, for role modeling appropriate

behavior.

Brian: Everybody has choices.

My kids can choose to join a gang.

They can choose to be teenage parents.

They could choose to do drugs.

I give them an alternate.

I give them a pathway to success that's been proven

time and time again.

Kristen: MCDANIEL ISN'T SHY ABOUT SHARING HIS OWN

PAINFUL PAST, ESPECIALLY HIS TROUBLED CHILDHOOD.

HIS MOTHER WAS THE VICTIM OF GUN VIOLENCE.

HIS FATHER SUFFERED FROM MENTAL ILLNESS AND COMMITTED

SUICIDE.

MCDANIEL SPENT TIME IN THE FOSTER CARE SYSTEM.

AFTER BEING REUNITED WITH HIS MOTHER,

THE ENTIRE FAMILY BECAME HOMELESS...ALL IN THE SAME

TOWN WHERE MCDANIEL NOW TEACHES.

THOSE EXPERIENCES ALLOW HIM TO CREATE A SPECIAL BOND

WITH HIS STUDENTS ...

MANY OF WHOM CAN RELATE TO THE STRUGGLES HE OVERCAME.

Itzel: So I know what he overcame,

I know how he suffered.

I know what he went through.

So that inspires us.

That shows us that we're- we are not the only ones.

That other people went through it,

and that we can succeed over that.

(Choir Singing)

Kristen: COLLEAGUES SAY MCDANIEL HAS AN ABILITY TO

CONNECT WITH KIDS THAT'S RARE ...

PROVIDING EMPATHY AND SUPPORT ...

AS WELL AS A SHINING EXAMPLE OF WHAT THEY HAVE THE

POTENTIAL TO ACHIEVE.

Jennifer: He's been through the things that a lot of

these kids are going through right now.

Um, and he's come out on the other side and so I think

that is very inspirational to our students.

And, and they trust him, they trust him.

He's not just talking the talk,

he's walked that walk.

He's been in their shoes.

Kristen: AND NOW HE'S WALKING IN EVEN BIGGER

SHOES.

BRIAN MCDANIEL HAS BEEN NAMED ONE OF FIVE CALIFORNIA

TEACHERS OF THE YEAR FOR 2018.

HE'S ALSO THE NATIONAL NOMINEE FOR THE STATE OF

CALIFORNIA.

SUPERINTENDENT TOM TORLAKSON SAYS MCDANIEL STOOD OUT

BECAUSE OF HIS DEEP COMMITMENT TO HELPING OTHER

STUDENTS OVERCOME THEIR CHALLENGES.

Tom: He wants to pay that forward in terms of helping

other students, mentoring students,

helping them gain self-confidence,

set high goals and so I like that optimism,

and uh that that part of him is you know so dedicated to

helping other students overcome the challenges he

faced.

Kristen: MCDANIEL CREDITS HIS EIGHTH GRADE SCIENCE

TEACHER DAVID ZIMMICK, FOR BELIEVING IN HIM,

SAYING ZIMMICK WAS A ROLE MODEL,

AND THE FATHER FIGURE HE DIDN'T HAVE.

Brian: He revolutionized how I thought about life and my

purpose in it.

And so seeing the power of a teacher is something

I wanted to have; I wanted to replicate.

Kristen: WHICH PERHAPS IS WHY MANY OF MCDANIEL'S

STUDENTS SAY THE REGIMENT FEELS LIKE FAMILY ...

AND THIS CLASSROOM, LIKE HOME.

Henry: When you need comfort,

he's always there for you.

When you're alone, he's always there for you.

Even when you are at lunch and you're sitting by

yourself, he sits with you.

Aaliyah: When you think of a band teacher,

you think of someone, like, you just learn,

like, music theory from and how to play an instrument.

But in his class, you get these life lessons along

with that

Kristen: LESSONS THAT INCLUDE BEING A GOOD CITIZEN ...

HAVING FAITH IN THEMSELVES ....

AND HAVING EMPATHY TOWARD OTHERS.

MCDANIEL REMEMBERS HIS OWN DAYS AS A HIGH SCHOOL

STUDENT IN THE BAND, AND HOW IT FELT TO BE PART OF A

GROUP AT A TIME WHEN HE OTHERWISE FELT ALONE.

Brian: Band and choir in particular is a team sport.

We're all in this together.

We live in this communal fish pond.

And if somebody does something that is negative

it affects us all.

At the same time when things are going right in band we

all celebrate each other.

Kristen: AND THEY'VE HAD A LOT TO CELEBRATE ...

THE REGIMENT TOOK HOME A NATIONAL TITLE LAST YEAR AND

THEIR WIND SYMPHONY WAS THE ONLY ONE TO GET THE GOLD.

NUMEROUS TROPHIES DEMONSTRATE THEIR SKILL

AND SUCCESS...

BUT MOST OF ALL, THEY HAVE A GROWING CONFIDENCE IN

THEMSELVES, ALONG WITH KNOWLEDGE THAT AN ADULT THEY

TRUST ...

CARES ABOUT THEM TOO AND BELIEVES IN THEIR ABILITY TO

SUCCEED.

Brian: There are no bad kids.

There are bad behaviors.

If you can give your child a better choice,

if you can talk through that you don't have to be the

clown, you don't have to be the enemy.

You could be the hero of the story.

That's where music is amazing.

Every kid is the quarterback.

Every kid is the hero.

(singing) Set me free to find my calling

and I'll return to you somehow ....

Kristen: MCDANIEL KNOWS FIRSTHAND,

IT IS THE TEACHERS WHO HAVE AN ABILITY TO INSTILL

CONFIDENCE ...

TO PROVIDE GUIDANCE AND A SAFE SURROUNDING ...

AND TO TEACH NOT ONLY THE LESSONS IN THE BOOK,

BUT THE LESSONS THAT EXTEND OUTSIDE THESE WALLS,

AND INTO THEIR FUTURES.

LESSONS THESE STUDENTS ADMIT,

ARE CHANGING THEIR LIVES.

(Singing) ♪ And the Sky is clear and well

Itzel: Being in choir helped me a lot.

Um, he believed in me even when I didn't believe in me.

Even when other people didn't believe in me.

He always found something good to say and always made

me want to push forward.

Evelynn: He serves as like a father figure for a lot of

students.

He's not just like a teacher,

he's like a counselor too, And it is really helpful,

and whenever I leave his class I always feel better

than when I entered.

Aaliyah: Some of the greatest life lessons I

think I've learned is inside his classroom,

you know, because he wants us to do good.

He ...

He wants us to want to do good.

♪♪

Brian McDaniel: Are you guys having fun yet?

Narr: Since 1972, California has been recognizing

outstanding teachers through its Teacher of the Year

program.

The goal is to honor the teaching profession and

heighten interest in teaching as a career.

To qualify, teachers must be named a finalist in their

local county competition and have taught for at least

eight years.

Christina: While some teachers are driven from a

young age to join the profession,

many others take a longer path to get there...

..maybe even decades before they realize their calling.

Let's meet several teachers who've left the business

world to become teachers in Sacramento,

a trend that's helping to fill the state's teacher

shortage.

♪♪

Jon: We owned a family business,

a travel store here in town, for 40 years.

My mom had a good idea, and her idea was to supply the

traveler with everything they need in one spot.

We kind of went out with a little more of a thud

and a whimper.

And so I think it was more of a message from the

universe that maybe this wasn't my path anymore and

that there was something new for me to do that I was

meant to do.

This is the same as a book.

I want you to start in on this,

everybody.

Being a new teacher, it's why I have my gray hair and

my lines on my face.

It's challenging, but it's also incredibly invigorating

and rewarding, unlike my past business career.

Christina: Jon Holloway is embarking on his second act.

He's teaching fourth-through-sixth graders

at the California Montessori Project's

American River Campus.

Not only has it given him a new lease on life -- it's

also filling a need.

Lisa: There's definitely a demand for teachers out

there, there's a demand for quality teachers.

There was a time a few years ago were I would receive

hundreds of applications for just a handful of jobs,

and now within the last couple of years I'm

receiving 30, 50, 70 applications for the same

handful of jobs.

Linda: There is such a teacher shortage in

California right now.

We have a lot of teachers retiring.

And post-recession, people are now able to afford to

retire and so there is a huge shortage in California.

And with that shortage, it's really built intern

programs.

Christina: Linda Liebert is the director of the Teacher

Intern Program run by the Sacramento County Office of

Education.

The two-year program provides a non-traditional

pathway to the classroom for people like Jon Holloway.

After 160 hours of prerequisite classes,

the interns are hired as full teachers.

They spend the week teaching,

and on Saturdays take classes to earn their

credential.

Linda: Of the 120 we have right now in our program,

probably 80 percent are second-careers.

They're burnt out from being out there in

Corporate America.

They're not feeling fulfilled anymore.

They're feeling that there's not a purpose,

and so a lot of them bring those talents into teaching

and they feel like they're actually serving and making

a difference.

Christine Anderson: Even if you've had the best week of

your life, it's been a tough week.

Because teaching is hard.

Our interns and especially our,

our, second-career interns are juggling many things and

giving up their Saturdays.

But, I, they really see great value in the time

because the things that we're doing are applicable.

And I think that's one of the strengths of this

program is that immediate application and that

immediate feedback for them in the midst of the work

that they're doing.

Christina: Interns also get immediate feedback in the

classroom, in the form of a teaching coach that visits

twice a month.

Coach Phil Romig is a former principal and teacher who

helps interns hone their skills.

Phil: If they know that you are kind of - they never

know where you are going to be,

but you're are aware of what's going on.

-Right.

Jon is a great new teacher.

He's excellent at what he does.

He has skills that he does not know that he has,

as far as his calmness and his demeanor,

and his respect for the students.

Um, he is a business person.

In teaching it's a little bit different,

it's not dollars and cents, it's how kids are growing

and moving along a continuum.

Christina: Sharon Ferrell and Jon Negin are also

second-career teachers in the Sacramento County intern

program.

They're both spending their first year teaching at

Natomas Charter School, where Jon teaches biology

and health and Sharon teaches chemistry.

Sharon: Before I was a teacher,

I worked in molecular virology,

which always has everyone make this sort of like,

"ooh" expression.

Um, I worked for UCSF in research institute,

we actually were on the campus of San Francisco

General Hospital and I was researching HIV.

After I left molecular biology,

I stayed at home to raise my children and I thought,

you know, I can combine those two loves,

so I decided teaching science was where

I wanted to be.

It's more complex than just one thing.

Caden: I really enjoy this class.

It's very hands on.

It's not all paperwork, which I've been in a lot of

science classes that are like that.

Ms. Ferrell is a really, really good teacher.

And it's an organized classroom, too.

So yeah we may get a bit out of hand,

but she does tend to keep us in order,

so she's a great teacher.

Sharon: I think that as an, especially as an older

person, the kids they think of me almost as a mother

figure so they, they feel confident in me right from

the start even though I'm a new teacher.

And I have enough confidence to straight up to them,

"Look, we're new, we're doing this together,

I'm a brand new teacher this year and we're all going to

learn together.

We're going to see what comes out and if it's not

where we thought we'd be, we're gonna start over and

try a different tact.

Christina: Across the hall from Sharon Ferrell's

chemistry lab is Jon Negin's classroom.

His students were surprised to learn that their teacher

is a retired military officer who spent nearly 30

years in the Army.

Sierra: I thought he was a college professor before.

Just like, there's just something about him that's

just so official and he's very knowledgeable,

but I had absolutely no idea he was in the military.

That just kind of makes me think higher of him,

like he's more of an official,

more of a person to look up to.

Jon: As an Army officer, a lot of your job is about

teaching and training young soldiers as individuals and

teams and I really enjoyed that aspect of the Army.

That's one of the best things about the military,

maybe a lot of people don't think about that,

but you have a tremendous opportunity to impact young

people.

I think it's actually a fairly normal transition to

go from serving in the military to going back into

a classroom and teaching at a lot of different levels.

You're responsible for their lives,

literally, in the military, and in teaching you're

responsible for their academic life and their

growth academically and it's a tremendous responsibility

that you can't take lightly and you have to be all in.

Christina: As an added challenge....teacher interns

at certain charter schools are not only learn how to

teach, they're learning a very specific style of

teaching.

For former business owner Jon Holloway,

that means taking intensive Montessori training classes

on top of his credential classes.

Phil: In the Montessori model,

students are asked to do more self-directing on their

own and the students take more ownership of their

learning.

You have to then monitor multiple students doing

multiple things at the same time,

so the skill set is different.

In a regular, traditional classroom it might is more

of 'I'm going to do this one thing with all these kids

and have them all try to do really well."

Jon: I guess the most difficult thing is trying to

meld the two types of teaching that I'm learning

simultaneously.

And being in charge of 21 lives is an awesome

responsibility and you have to have the commitment to

match that responsibility.

Lisa: They just want to be remember to be kind to

themselves.

We know that they are new teachers coming in,

and a lot of times they will have very high standards for

themselves based on their success in their previous

field.

They just need to give themselves that time to grow

in this new field, just like they did in their previous

successful profession.

♪♪

Christina: That's it for this edition of Inside

California Education.

If you'd like more information about the

program, just log on to our website insidecaled.org.

We have video from all of our shows,

and you can connect with us on social media as well.

Thanks for joining us.

We'll see you next time on Inside California Education.

♪♪

♪♪

Annc: Funding for Inside California Education

is made possible by: Since 1985,

the California Lottery has raised more than $32 billion

dollars in supplemental funding for California's

11-hundred public school districts from kindergarten

through college.

That's approximately $191 for each full-time student

based on $1.5 billion contributed in fiscal year

2016-17.

With caring teachers, committed administrators,

and active parents, every public school student can

realize their dreams.

The California Lottery: Imagine the Possibilities.

Dr. Pascal: So, Greg, it's a lot to take in.

And I know that's hard to hear.

But the doctors caught it early.

Hi, Blake.

My dad has cancer.

And I know how hard that is to hear.

But you are in the right place.

Dr. Pascal and her team, they know what to do.

They know what to do.

The doctors know what to do.

So here's the plan.

First off, we're going to give you (fades out).

The Stuart Foundation: Improving Life Outcomes

for Young People through Education

Additional funding for Inside California Education

is made possible by these organizations

supporting public education:

♪♪

For more infomation >> Inside California Education: Preparing for a Disaster - Duration: 26:47.

-------------------------------------------

WHY PAKISTAN IS A THREAT TO UK AND WORLD//EXPOSING PAKISTAN'S EDUCATION SYSTEM PROMOTING HATRED// - Duration: 5:09.

UK have you ever thought about why is that among all Muslims involved in

terror attacks rape and acid attack Pakistani Muslims are at the top of all

of this so today ladies and gentlemen I'm gonna talk about the real cause of

Pakistani Muslims being radical the reason that people generally never talks

about yep I'm talking about Pakistan's education system I am Indian and as we

all know that Indians just just love Pakistan in fact I want our government

to open its border so that terrorists can come from Pakistan and kill all of

us no on a serious note Pakistan's education system their books and their

teachers well they are bad okay they teach their kids that Christians and

Hindus or any other non Muslim communities are coffee not patriotic

don't trust them or Hindus and Christians will kill Muslims now can you

imagine what kind of impression Pakistani kids are gonna have on

non-muslims and maybe this is the reason why in Pakistan Hindu population

drastically decreased from 12% actually from 12.9% to just 1.6 percent today

horrifying I know in Pakistan it has been a routine that Christians Hindus or

other minority groups being raped killed or forcefully converted to Islam Muslims

burning non-muslims home and whatnot now it feels very ironic to me that when a

Pakistani living in abroad complains about Donald Trump or about racism you

know what you are lucky that term have been deported you to Pakistan and the

Muslims that complain about UK you know what what UK has done for its Muslim

community is remarkable what you can have done for Muslims not even many

Muslim countries does that for its own Muslims and suddenly not Pakistan

nothing for a second this Pakistani kids are taught not to trust of other

communities other religion now they will grow up and they might go abroad to UK

or maybe u.s. now think for a second what kind of mentality they will have

for you I'm not saying anything you think of yourself don't only Pakistan is

a taught hatred but also their books are full of lies they even don't know that

they got freedom on 15th of August and not 14th of August just to stay ahead

than India they celebrate their freedom on 14th of August one day pyre to India

not only let me tell you a true story okay there

was a man named a bus salaam the founder of Pakistan Space Research Program and

because of his walk and contribution he got nobel prize by the way he was the

first person from Pakistan to receive a Nobel Prize but guess what

what Pakistan did for this man in return was remarkable so this man was a madea

muslims and pakistan banned all I am maybe are Muslims by calling them coffee

and that man when he died not even got his own country's soil he had to be

buried in UK and ladies and gentlemen this is Pakistan's mentality they even

discriminate among Muslims and then they will portray themselves as victims in

foreign countries and then what else did we expect from Pakistan when their top

searched porn history is pigs donkeys dogs cats and snakes according to the

data released by Google recently I don't know whether you know or not but

Pakistan's prime minister had to take off his clothes for airport checkup

while visiting us now many Pakistan is well like us is races they insulted our

Prime Minister fuck you USA and all of that but I want to say well than us this

had to be done okay US had been spending billions on

Pakistan to counterterrorism but Pakistan did nothing but steal Pakistan

is one of the safest haven for terrorism now many people might say oh Chris you

are Indian that's what you're saying all of this but Pakistan's own media

admitted that Pakistan's textbook spread hate speech and USC IRF had this to say

the study we are releasing today titled teaching intolerance in Pakistan

religious bias in public school textbooks compares the content of

today's textbooks issued for Pakistan's public schools to those analyzed in the

prior study the results are dismaying while the current textbooks which reach

more than 41 million children omitted some of the intolerant passages found in

similar books in the previous study they contained a host of new examples of

outright bias and even bigotry certain passages for example implied that

Christians and Hindus are inferior unpatriotic outsiders I think

this is the correct time that the world should put pressure on Pakistan's

government to stop terrorism and stop teaching hatred against other

communities or else things can really go out of hand very quickly

all right kids so that was my time and I'll see you in the next video till then

my friend long live revolution

Polanco babe - hello - hello - whistles and elosha

the hobby shop no taste an amateur away gala with a velocity of British a

multiple visualization and Cedeno fashion

For more infomation >> WHY PAKISTAN IS A THREAT TO UK AND WORLD//EXPOSING PAKISTAN'S EDUCATION SYSTEM PROMOTING HATRED// - Duration: 5:09.

-------------------------------------------

Gulf of Maine researchers offer science, education, community - Duration: 2:23.

For more infomation >> Gulf of Maine researchers offer science, education, community - Duration: 2:23.

-------------------------------------------

Make lifelong connections in the Microsoft Educator Community - Duration: 1:58.

- There is a feeling of being valued and understood

as an educator.

(upbeat music)

(children laughing)

- My vision of education is us learning together.

- It's the idea that each day we come,

whether you're in the nicest place or the hardest place.

- My students benefit from whatever I learn

on the global platform.

We are able to break the barrier of cultural differences,

of language differences, and we are able to reach out

to each and everyone out there.

- It's super important to bring in the world

into our classroom and for us to come out in the world.

There are so many different ways we can do that.

- The Microsoft Educator Community has really helped

to get all of the teachers on board for a common goal.

- The MIE program gets you out of your comfort zone.

- Every day is a day of learning for me.

(upbeat music)

- We've been friends for how?

- Finally today I get to meet you face-to-face.

- That's right.

- This is magic.

(laughter)

- Hi there, friend!

- I hope my students walk away from my classroom

being citizens of the world if you just have the devotion,

passion, and a bit of creativity.

- Come on!

- At the end of the day, it is about engagement.

(applause and cheering)

- There are endless possibilities.

(cymbal crash)

For more infomation >> Make lifelong connections in the Microsoft Educator Community - Duration: 1:58.

-------------------------------------------

Matiu Eru receives QSM for services to Māori and education - Duration: 0:28.

For more infomation >> Matiu Eru receives QSM for services to Māori and education - Duration: 0:28.

-------------------------------------------

Cartoon for Kids About Gravity☄️ Science for Kids of Second Grade. Education Videos for Children - Duration: 4:53.

Cartoon for Kids About Gravity☄️ Science for Kids of Second Grade. Education Videos for Children

For more infomation >> Cartoon for Kids About Gravity☄️ Science for Kids of Second Grade. Education Videos for Children - Duration: 4:53.

-------------------------------------------

Woman who escaped life of abuse, pursued education hopes to inspire others with her story - Duration: 0:31.

For more infomation >> Woman who escaped life of abuse, pursued education hopes to inspire others with her story - Duration: 0:31.

-------------------------------------------

Woman who escaped life of abuse, pursued education hopes to inspire others with her story - Duration: 2:17.

For more infomation >> Woman who escaped life of abuse, pursued education hopes to inspire others with her story - Duration: 2:17.

-------------------------------------------

Inside California Education: Teaching as a Second Act - Duration: 7:26.

♪♪

Jon: We owned a family business,

a travel store here in town, for 40 years.

My mom had a good idea, and her idea was to supply the

traveler with everything they need in one spot.

We kind of went out with a little more of a thud

and a whimper.

And so I think it was more of a message from the

universe that maybe this wasn't my path anymore and

that there was something new for me to do that I was

meant to do.

This is the same as a book.

I want you to start in on this,

everybody.

Being a new teacher, it's why I have my gray hair and

my lines on my face.

It's challenging, but it's also incredibly invigorating

and rewarding, unlike my past business career.

Christina: Jon Holloway is embarking on his second act.

He's teaching fourth-through-sixth graders

at the California Montessori Project's

American River Campus.

Not only has it given him a new lease on life -- it's

also filling a need.

Lisa: There's definitely a demand for teachers out

there, there's a demand for quality teachers.

There was a time a few years ago were I would receive

hundreds of applications for just a handful of jobs,

and now within the last couple of years I'm

receiving 30, 50, 70 applications for the same

handful of jobs.

Linda: There is such a teacher shortage in

California right now.

We have a lot of teachers retiring.

And post-recession, people are now able to afford to

retire and so there is a huge shortage in California.

And with that shortage, it's really built intern

programs.

Christina: Linda Liebert is the director of the Teacher

Intern Program run by the Sacramento County Office of

Education.

The two-year program provides a non-traditional

pathway to the classroom for people like Jon Holloway.

After 160 hours of prerequisite classes,

the interns are hired as full teachers.

They spend the week teaching,

and on Saturdays take classes to earn their

credential.

Linda: Of the 120 we have right now in our program,

probably 80 percent are second-careers.

They're burnt out from being out there in

Corporate America.

They're not feeling fulfilled anymore.

They're feeling that there's not a purpose,

and so a lot of them bring those talents into teaching

and they feel like they're actually serving and making

a difference.

Christine Anderson: Even if you've had the best week of

your life, it's been a tough week.

Because teaching is hard.

Our interns and especially our,

our, second-career interns are juggling many things and

giving up their Saturdays.

But, I, they really see great value in the time

because the things that we're doing are applicable.

And I think that's one of the strengths of this

program is that immediate application and that

immediate feedback for them in the midst of the work

that they're doing.

Christina: Interns also get immediate feedback in the

classroom, in the form of a teaching coach that visits

twice a month.

Coach Phil Romig is a former principal and teacher who

helps interns hone their skills.

Phil: If they know that you are kind of - they never

know where you are going to be,

but you're are aware of what's going on.

-Right.

Jon is a great new teacher.

He's excellent at what he does.

He has skills that he does not know that he has,

as far as his calmness and his demeanor,

and his respect for the students.

Um, he is a business person.

In teaching it's a little bit different,

it's not dollars and cents, it's how kids are growing

and moving along a continuum.

Christina: Sharon Ferrell and Jon Negin are also

second-career teachers in the Sacramento County intern

program.

They're both spending their first year teaching at

Natomas Charter School, where Jon teaches biology

and health and Sharon teaches chemistry.

Sharon: Before I was a teacher,

I worked in molecular virology,

which always has everyone make this sort of like,

"ooh" expression.

Um, I worked for UCSF in research institute,

we actually were on the campus of San Francisco

General Hospital and I was researching HIV.

After I left molecular biology,

I stayed at home to raise my children and I thought,

you know, I can combine those two loves,

so I decided teaching science was where

I wanted to be.

It's more complex than just one thing.

Caden: I really enjoy this class.

It's very hands on.

It's not all paperwork, which I've been in a lot of

science classes that are like that.

Ms. Ferrell is a really, really good teacher.

And it's an organized classroom, too.

So yeah we may get a bit out of hand,

but she does tend to keep us in order,

so she's a great teacher.

Sharon: I think that as an, especially as an older

person, the kids they think of me almost as a mother

figure so they, they feel confident in me right from

the start even though I'm a new teacher.

And I have enough confidence to straight up to them,

"Look, we're new, we're doing this together,

I'm a brand new teacher this year and we're all going to

learn together.

We're going to see what comes out and if it's not

where we thought we'd be, we're gonna start over and

try a different tact.

Christina: Across the hall from Sharon Ferrell's

chemistry lab is Jon Negin's classroom.

His students were surprised to learn that their teacher

is a retired military officer who spent nearly 30

years in the Army.

Sierra: I thought he was a college professor before.

Just like, there's just something about him that's

just so official and he's very knowledgeable,

but I had absolutely no idea he was in the military.

That just kind of makes me think higher of him,

like he's more of an official,

more of a person to look up to.

Jon: As an Army officer, a lot of your job is about

teaching and training young soldiers as individuals and

teams and I really enjoyed that aspect of the Army.

That's one of the best things about the military,

maybe a lot of people don't think about that,

but you have a tremendous opportunity to impact young

people.

I think it's actually a fairly normal transition to

go from serving in the military to going back into

a classroom and teaching at a lot of different levels.

You're responsible for their lives,

literally, in the military, and in teaching you're

responsible for their academic life and their

growth academically and it's a tremendous responsibility

that you can't take lightly and you have to be all in.

Christina: As an added challenge....teacher interns

at certain charter schools are not only learn how to

teach, they're learning a very specific style of

teaching.

For former business owner Jon Holloway,

that means taking intensive Montessori training classes

on top of his credential classes.

Phil: In the Montessori model,

students are asked to do more self-directing on their

own and the students take more ownership of their

learning.

You have to then monitor multiple students doing

multiple things at the same time,

so the skill set is different.

In a regular, traditional classroom it might is more

of 'I'm going to do this one thing with all these kids

and have them all try to do really well."

Jon: I guess the most difficult thing is trying to

meld the two types of teaching that I'm learning

simultaneously.

And being in charge of 21 lives is an awesome

responsibility and you have to have the commitment to

match that responsibility.

Lisa: They just want to be remember to be kind to

themselves.

We know that they are new teachers coming in,

and a lot of times they will have very high standards for

themselves based on their success in their previous

field.

They just need to give themselves that time to grow

in this new field, just like they did in their previous

successful profession.

♪♪

For more infomation >> Inside California Education: Teaching as a Second Act - Duration: 7:26.

-------------------------------------------

Inside California Education: Teacher of the Year - Duration: 7:45.

♪♪

Aaliyah: It's less of a band and more like

a family because we're really close and when we

play together, it feels like you know,

you're just doing something with your family,

not exactly playing with the band.

♪♪

Kristen: THEY'RE A FAMILY OF BAND AND CHOIR STUDENTS ...

KNOWN AT THIS SOUTHERN CALIFORNIA MIDDLE SCHOOL AS

'THE REGIMENT'.

A TOTAL OF 230 STUDENTS MAKE UP THE MUSIC PROGRAM AT

PAINTED HILLS MIDDLE SCHOOL IN DESERT HOT SPRINGS.

IT'S A COMMUNITY THAT HAS LONG STRUGGLED ...

WITH MORE THAN A QUARTER OF ITS POPULATION LIVING BELOW

THE FEDERAL POVERTY LINE.

MANY OF THE KIDS HERE WOULD TELL YOU ...

IT'S A TOUGH PLACE TO GROW UP.

Michael: The schools in Desert Hot Springs,

for the longest time, have always had a bad rap,

uh, when it comes to, uh, student discipline.

Kristen: BUT PRINCIPAL MICHAEL GRAINGER SAYS IN HIS

FOUR YEARS AT PAINTED HILLS, A WHOLE LOT HAS CHANGED.

Michael: We've seen over a 50% reduction in our

student, uh, defiance and disrespect discipline

incidents, uh, over the past 12 months.

Kristen: AND HE ATTRIBUTES A LOT OF THAT TO

THE ROLE THE REGIMENT HAS PLAYED IN THE SCHOOL'S

CULTURE, AND IN PARTICULAR, THE ROLE THEIR TEACHER ...

DOCTOR BRIAN MCDANIEL HAS HAD IN LEADING THEM.

Michael: Brian, through his mentorship and leadership

has taught these students what it is to be,

um, a true citizen, um, in terms of showing empathy for

each other, for role modeling appropriate

behavior.

Brian: Everybody has choices.

My kids can choose to join a gang.

They can choose to be teenage parents.

They could choose to do drugs.

I give them an alternate.

I give them a pathway to success that's been proven

time and time again.

Kristen: MCDANIEL ISN'T SHY ABOUT SHARING HIS OWN

PAINFUL PAST, ESPECIALLY HIS TROUBLED CHILDHOOD.

HIS MOTHER WAS THE VICTIM OF GUN VIOLENCE.

HIS FATHER SUFFERED FROM MENTAL ILLNESS AND COMMITTED

SUICIDE.

MCDANIEL SPENT TIME IN THE FOSTER CARE SYSTEM.

AFTER BEING REUNITED WITH HIS MOTHER,

THE ENTIRE FAMILY BECAME HOMELESS...ALL IN THE SAME

TOWN WHERE MCDANIEL NOW TEACHES.

THOSE EXPERIENCES ALLOW HIM TO CREATE A SPECIAL BOND

WITH HIS STUDENTS ...

MANY OF WHOM CAN RELATE TO THE STRUGGLES HE OVERCAME.

Itzel: So I know what he overcame,

I know how he suffered.

I know what he went through.

So that inspires us.

That shows us that we're- we are not the only ones.

That other people went through it,

and that we can succeed over that.

(Choir Singing)

Kristen: COLLEAGUES SAY MCDANIEL HAS AN ABILITY TO

CONNECT WITH KIDS THAT'S RARE ...

PROVIDING EMPATHY AND SUPPORT ...

AS WELL AS A SHINING EXAMPLE OF WHAT THEY HAVE THE

POTENTIAL TO ACHIEVE.

Jennifer: He's been through the things that a lot of

these kids are going through right now.

Um, and he's come out on the other side and so I think

that is very inspirational to our students.

And, and they trust him, they trust him.

He's not just talking the talk,

he's walked that walk.

He's been in their shoes.

Kristen: AND NOW HE'S WALKING IN EVEN BIGGER

SHOES.

BRIAN MCDANIEL HAS BEEN NAMED ONE OF FIVE CALIFORNIA

TEACHERS OF THE YEAR FOR 2018.

HE'S ALSO THE NATIONAL NOMINEE FOR THE STATE OF

CALIFORNIA.

SUPERINTENDENT TOM TORLAKSON SAYS MCDANIEL STOOD OUT

BECAUSE OF HIS DEEP COMMITMENT TO HELPING OTHER

STUDENTS OVERCOME THEIR CHALLENGES.

Tom: He wants to pay that forward in terms of helping

other students, mentoring students,

helping them gain self-confidence,

set high goals and so I like that optimism,

and uh that that part of him is you know so dedicated to

helping other students overcome the challenges he

faced.

Kristen: MCDANIEL CREDITS HIS EIGHTH GRADE SCIENCE

TEACHER DAVID ZIMMICK, FOR BELIEVING IN HIM,

SAYING ZIMMICK WAS A ROLE MODEL,

AND THE FATHER FIGURE HE DIDN'T HAVE.

Brian: He revolutionized how I thought about life and my

purpose in it.

And so seeing the power of a teacher is something

I wanted to have; I wanted to replicate.

Kristen: WHICH PERHAPS IS WHY MANY OF MCDANIEL'S

STUDENTS SAY THE REGIMENT FEELS LIKE FAMILY ...

AND THIS CLASSROOM, LIKE HOME.

Henry: When you need comfort,

he's always there for you.

When you're alone, he's always there for you.

Even when you are at lunch and you're sitting by

yourself, he sits with you.

Aaliyah: When you think of a band teacher,

you think of someone, like, you just learn,

like, music theory from and how to play an instrument.

But in his class, you get these life lessons along

with that

Kristen: LESSONS THAT INCLUDE BEING A GOOD CITIZEN ...

HAVING FAITH IN THEMSELVES ....

AND HAVING EMPATHY TOWARD OTHERS.

MCDANIEL REMEMBERS HIS OWN DAYS AS A HIGH SCHOOL

STUDENT IN THE BAND, AND HOW IT FELT TO BE PART OF A

GROUP AT A TIME WHEN HE OTHERWISE FELT ALONE.

Brian: Band and choir in particular is a team sport.

We're all in this together.

We live in this communal fish pond.

And if somebody does something that is negative

it affects us all.

At the same time when things are going right in band we

all celebrate each other.

Kristen: AND THEY'VE HAD A LOT TO CELEBRATE ...

THE REGIMENT TOOK HOME A NATIONAL TITLE LAST YEAR AND

THEIR WIND SYMPHONY WAS THE ONLY ONE TO GET THE GOLD.

NUMEROUS TROPHIES DEMONSTRATE THEIR SKILL

AND SUCCESS...

BUT MOST OF ALL, THEY HAVE A GROWING CONFIDENCE IN

THEMSELVES, ALONG WITH KNOWLEDGE THAT AN ADULT THEY

TRUST ...

CARES ABOUT THEM TOO AND BELIEVES IN THEIR ABILITY TO

SUCCEED.

Brian: There are no bad kids.

There are bad behaviors.

If you can give your child a better choice,

if you can talk through that you don't have to be the

clown, you don't have to be the enemy.

You could be the hero of the story.

That's where music is amazing.

Every kid is the quarterback.

Every kid is the hero.

(singing) Set me free to find my calling

and I'll return to you somehow ....

Kristen: MCDANIEL KNOWS FIRSTHAND,

IT IS THE TEACHERS WHO HAVE AN ABILITY TO INSTILL

CONFIDENCE ...

TO PROVIDE GUIDANCE AND A SAFE SURROUNDING ...

AND TO TEACH NOT ONLY THE LESSONS IN THE BOOK,

BUT THE LESSONS THAT EXTEND OUTSIDE THESE WALLS,

AND INTO THEIR FUTURES.

LESSONS THESE STUDENTS ADMIT,

ARE CHANGING THEIR LIVES.

(Singing) ♪ And the Sky is clear and well

Itzel: Being in choir helped me a lot.

Um, he believed in me even when I didn't believe in me.

Even when other people didn't believe in me.

He always found something good to say and always made

me want to push forward.

Evelynn: He serves as like a father figure for a lot of

students.

He's not just like a teacher,

he's like a counselor too, And it is really helpful,

and whenever I leave his class I always feel better

than when I entered.

Aaliyah: Some of the greatest life lessons I

think I've learned is inside his classroom,

you know, because he wants us to do good.

He ...

He wants us to want to do good.

♪♪

Brian McDaniel: Are you guys having fun yet?

Narr: Since 1972, California has been recognizing

outstanding teachers through its Teacher of the Year

program.

The goal is to honor the teaching profession and

heighten interest in teaching as a career.

To qualify, teachers must be named a finalist in their

local county competition and have taught for at least

eight years.

For more infomation >> Inside California Education: Teacher of the Year - Duration: 7:45.

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Local band director says students benefit from music education - Duration: 2:14.

For more infomation >> Local band director says students benefit from music education - Duration: 2:14.

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Inside California Education: Preparing for a Disaster - Duration: 6:52.

♪♪

Tim Daly: Sunday, October 8th, 2017

winds were unusually powerful all over

Northern California.

But no one could predict the sort of death and

destruction that would befall Napa and Sonoma

counties.

Dr. Nemko: When I went to bed the Sunday night,

before the fire, I saw fire, but it was far away.

It never occurred to any of us I think the night before,

that that fire was going to be so serious it would

close schools

Tim: The fires that night didn't just close

schools, eight in the Santa Rosa area were heavily

damaged or destroyed.

Getting those schools re-opened or replaced,

as quickly as possible, is a priority,

says Sonoma County Superintendent Steven

Herrington, who's dealt with more than one disaster

through the years.

Dr. Herrington: The more schools we could open,

we would create a greater sense of normalcy.

And for children normalcy is important.

So our goal was, and I learned that from floods and

I learned that from the earthquake,

you need to create an environment of safety and an

environment of normalcy.

Tim: Though no schools in Napa County were damaged by

fire, schools were closed for two weeks because air

quality was so poor.

In Sonoma County, it wasn't just losing two weeks of

teaching and learning.

An estimated 1,500 public school students lost homes.

So did nearly 400 teachers.

Well more than a thousand students have been relocated

to new campuses, like the 430 students who attend

Roseland Collegiate Prep.

Thomas: You guys are the ones who are going to bring

this place to life.

So when you see purple on the walls,

ignore that, look at each other,

right.

Remember you guys are what makes us come here

every day.

And that's what's going to keep us coming.

Tim: There's a good reason for that little pep talk

from English teacher Tomas Salinas.

These students from Roseland experienced perhaps the most

disruption in Sonoma County.

Their school is heavily damaged,

so they first relocated to two different elementary

schools in Santa Rosa that had space.

Then they relocated to this high school building when it

became available.

Roseland kids have dealt with a lot of change this

school year.

Danielle: To get them back in the groove of school took

a little longer because they had two things they were

really focusing on ━ a new environment,

and I just lost a home or I just lost my school.

TimL Roseland principal Danielle Yount is racing to

keep up too.

In addition to unpacking and setting up yet another

office, she was looking forward to some fresh paint.

Purple is the previous tenant's school color.

Roseland has something a bit lighter.

Danielle: Yeah, they're green and blue,

and we're living in purple right now.

Yeah, so we're hoping to get some paint on the walls,

maybe over the winter break, so when they come back,

for a semester or two, it's a nice fresh start

Tim: Because it's become more common for California

administrators to deal with disasters,

superintendents aren't just sharing information on

curriculum, test scores and budgets ━ they're sharing

tips on disaster recovery.

Dr. Herrington: This is how you do FEMA forms,

this is how you do all of that.

Because it's becoming a new common place situation

for us.

We just kept taking notes as a protocol and basically

have shared that information to the next county that

experiences the fire.

Tim: Not long after Dr. Herrington was dealing with

fires in his region, he was on the phone with educators

in Santa Barbara, who were reeling from the monstrous

Thomas Fire.

Glen: We put people who could help each other,

in contact with each other immediately.

So for example we were able to put Sonoma County

superintendent Steve Herrington in contact with

Santa Barbara County superintendent Susan

Salcido, so that they could learn from each other peer

to peer because we know that's one way people learn

very effectively, is learning from their peers.

Tim: Glen Price is the Chief Deputy Superintendent for

the state Department of Education.

He says every school in California is required to

develop safety plans that instruct staff and students

how to respond when a disaster or emergency

arrives.

Napa superintendent Barbara Nemko showed us the colorful

and extensive plan that's supposed to be posted in

every classroom in her county.

Dr. Nemko: If you look at it covers duck and cover,

shelter in place, it covers lockdown,

offsite evacuations.

It covers animal disturbance,

bet you hadn't thought about that one.

Biological or chemical release,

bomb threat, earthquake, explosion or risk of

explosion, fire, flooding, pandemic flu.

So yes, teachers know what to do,

schools know what to do.

And we're pretty good at following this,

we train people in it.

Tim: Surviving one of those disasters and re-opening a

school can happen in weeks.

But Glen Price says because schools and surrounding

neighborhoods can be so heavily damaged,

complete recovery can take a very long time.

Glen: Don't think this is going to turn around for you

in the next 3 to 6 months.

You're going to be looking at where you're getting back

your students and your families over a 1 year,

2 year, 3 year period.

Tim: There's also the issue of missed class time.

Teachers and their students are scrambling to make up

for lost instruction.

Wendy: Math is something, you have to,

it's like a sport.

You have to keep practicing, practicing,

practicing.

They get out of practice and it takes a few days just to

get them back to where we left.

Tim: Wendy Momsen says by summer she and her students

will be caught up.

It'll be much longer for her life away from school to be

back to normal.

This was her Santa Rosa house ━ she's one of those

nearly 400 teachers who also lost their homes to the

fires.

Wendy: I'm fortunate to have a wonderful fiancé,

and children and family.

So you know we're pretty tight group and so we kind

of are just getting through it together.

Tim: Experts say this unfortunately may be the new

normal in California; preparing for and getting

through some sort of disaster.

Principal Yount needs just three words to sum up what

might be the best approach

Danielle: patience, understanding and flexibility

♪♪

Narr: Just like schools, families should prepare

for emergencies.

Experts recommend signing up for communication

notifications from your child's school,

and ensure that emergency contacts are up to date.

Prepare a Disaster Preparedness Kit at home

with items such as personal documents,

first aid supplies, flashlights,

blankets and water.

For more infomation >> Inside California Education: Preparing for a Disaster - Duration: 6:52.

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Jennifer Glendenning: Master of Education in Art Education `17, University of Missouri - Duration: 1:53.

I'm Jennifer Glendenning and I received my Masters in Art Education.

I currently teach at School of the Osage, in Lake of the Ozarks, Missouri.

I am a painter and I work in epoxy resin in color theory.

A fellow teacher in the area, a friend of mine as well, had recommended the program to me.

The courses surpassed my expectations.

I can't begin to say, that what I came into thinking I was going to learn,

I learned a hundred times more than that.

My whole perspective as an artist itself changed and with that, I think that, it led to greater teaching practices

as well as other thoughts and inquiries into things much bigger than just education itself.

I learned a lot about myself through this process.

I think it is exploring my voice as an artist as well as

as an educator.

It's really beyond just a grade. It was more about artist intention and educator intention.

The faculty were very supportive in all of my endeavors

and when I was struggling or when there was times of pressure, they always were there

and knew me and offered great advice.

I'm excited to graduate. As an educator and as a learner myself, I think it's important that we allow students to

understand that we're constantly learning. If we do what we love, we have to love what we do.

"Jennifer Ann Glendenning, Art Education"

My advice to a prospective student would be to take the challenge. At times it might be stressful,

it's worth it in the end.

For more infomation >> Jennifer Glendenning: Master of Education in Art Education `17, University of Missouri - Duration: 1:53.

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Education Final - Duration: 3:06.

Why do I want to become a teacher I feel like it's obvious fame

Hey ma'am, excuse me. Mrs. best. Hey would you please come here for a sec. I need to talk to you

money

and power

sit down

good boy

Whoa no mrs.. Best, I don't think those are good reasons to become a teacher at all

Hi, my name is Tori. Well those things listed are nice. I think it's more important to think about what makes an effective teacher oh?

What's behind me? You ask well. Let me show you these are just a few things

I keep posted up on my wall to always remind me what makes an effective teacher you must be caring

Show fairness and respect to all show interest to your students inside and outside of the classroom

Promote enthusiasm and motivation for learning as well as be a reflective practitioner

You might be thinking there's one more

Well, I keep that one close to my heart always have a positive attitude

Man, I'm so excited become a teacher now if only there was a way to see what my first classroom would look like Oh

What was that Ink our time machine what a great idea oh

Wow, look at that. That's me, and this is my first classroom

Man, this sure does look familiar all the students have their own desks to have their own individual space

But then they also have tables to the sides so they can work together

The walls are filled with colorful pictures oh

There's even a bookcase in the back

Wow this really reminds me of my first observation class

Boy, that sure was exciting don't you think so ink ink what happened? Oh?

Well thinking about excitement, I think we should go back to mrs. Best and ask her why she's excited to become a teacher

Weekends easy hours summer vacation

Well I think that's exciting for all of us, but personally I have different reasons why I'm excited to become a teacher

Let me show you

First I'm excited to completely understand the curriculum, and how to make it fun and engaging for my students to learn

Second I'm excited to get to know my students

Well excited might not be the word for this one

I can't wait to better my understanding of the she went out and my role to fix it

And last but not least I want to be a role model for my students and also the community isn't that right miss best

misses best

For more infomation >> Education Final - Duration: 3:06.

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Really Wild Education - Making Rope in the Arctic - Duration: 1:03.

So here we are up in the Arctic. We've got here is some hay really growing by

the side of the river. What we're doing is twisting in a certain way so that we

can actually make cordage- maybe to tie cross-country skis on or possibly even

just to make a rope that we could use generally to carry firewood or even

rescue somebody from falling through the ice. It's an amazing environment if you

know where to look. There's a lot of resources for you to use to make your

life more comfortable. So it's not just about surviving, it's about being able to

thrive with the right knowledge and the right attitude.

For more infomation >> Really Wild Education - Making Rope in the Arctic - Duration: 1:03.

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Asked & Answered: Graduate Education (05-01-18) - Duration: 0:42.

Hello, we're back with another round of Asked and Answered: An Ongoing Discussion.

In this series, faculty members talk about the meaningful experiences and mentoring relationships

they have with their graduate students.

How do you personally feel when a graduate student that you mentored gains recognition

or success?

(Joy Pate, C. Lee Rumberger and Family Chair in Agricultural Sciences)

"I have an example now of a former graduate student of mine.

I see her at international meetings and she has achieved a stature in the field now where

she starts introducing me to people and I think that's the highlight.

That's the highlight of a career to have your student excel and even surpass what you

have been able to do."