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Downtown Olympia Homeless Youth Engagement Project

From 2014 to 2016, Adam conducted strategic planning, program planning and project management for the City of Olympia and Capital Recovery Center. Working with City staff, nonprofit partners and business owners in the downtown area, Adam facilitated homeless youth outreach forums, community planning events and key informant interviews, developing responsive programs and outreach activities with city staff and others.

 

North Carolina Rural Economic Development Forum Next Generation Initiative
The 2016 Youth Forum was a project Adam led for this consultancy.
Olympia All Youth Forum flyer
The 2015 Youth Forum was a project Adam facilitated for this consultancy.

 

 


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City of Lincoln American Jobs Center

In 2015, City of Lincoln workforce development staff approached me about more successfully reaching the youth they served. Committed to enriching their youth engagement strategies, the City contracted with me to deliver a variety of services.

Between 2015 and 2016, Adam facilitated evaluation and training events for city staff and nonprofit partners, and worked with City staff to redesign and implement a dynamic strategy to engage young people under 25 in workforce development activities. Focusing on client voice, Adam’s strategy created responsive, interactive opportunities for youth and adults to partner together for continuous improvement and extensive community engagement. Activities including program assessment, event facilitation and staff consultation. 

 


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Strange is our situation here upon earth. Each of us comes for a short visit, not knowing why, yet sometimes seeming to a divine purpose. From the standpoint of daily life, however, there is one thing we do know: That we are here for the sake of others for the countless unknown souls with whose fate we are connected by a bond of sympathy. - Albert Einstein

3 Ways to Find Meaning During Life Transitions

We live in a time of transition. Social change is swirling like a righteous cyclones throughout our society, bringing social justice, massive disparities and a whirlwind of destruction, transition, and ultimately, transformation everywhere, affecting everyone all the time.

Lots has been lost through these times. Job security disappeared for many of us, and along with it economic certainty, ongoing professional development, and benefits like retirement and healthcare. We’ve been stripped of the crystalline certainties of the middle class, including home ownership, higher education, and savings. Some of us struggle to put food on the table and pay rent, while others hustle to keep their mortgages and car payments going.

How can we find meaning when its all stripped away? What do we do when it feels like everything is lost, like we’re drowning in hopelessness and we need something more than mere survival?

 

Learning How to Sustain Ourselves

Throughout my career, I’ve been teaching low-income youth, youth of color, rural and urban youth, and the adults who support them. I’ve found their passion, courage and determination to be simultaneously exhilarating and frustrating. Its exhilarating because of the ambition of youth; its frustrating because of the inability of adults to change their lives.

Worn down, beaten down, and otherwise held down throughout our lives, all kinds of parents, youth workers, teachers, counselors, and others are running low on juice right now. Its frustrating because nobody is teaching these essential warriors of truth and justice how to survive their professions.

About five years ago, I began facilitating self-sustainability workshops. Working with schools, youth programs, national organizations and at conferences across the nation, all kinds of adults and youth have been teaching me how they take care of themselves, how they support others, and what they do along the way. I’ve been collecting lessons from these workshops, and I want to share some of my learnings here.

 

3 Ways to Find Meaning During Life Transitions

This is a flyer for Adam Fletcher's "Self-Sustainability for Educators" workshop.
This is a flyer for Adam Fletcher’s “Self-Sustainability for Educators” workshop.

 


3 Ways to Find Meaning

Following are three ways I’ve been taught to find meaning in transitions.

  1. NAME YOUR STRENGTHS. When the world knocks us down and takes things away, its important to acknowledge the abilities we have within ourselves. These things can’t be taken away. When you name your strengths, don’t be vague or ambiguous; name specific, accountable realities. Make a simple list, draw a complicated mindmap, or just talk it over with yourself. If you’re a planner, you’d better name planning as a strength; artists, poets, builders, parenting, learning, advocating, driving and gardening all count, along with any specific skill you have. Knowledge counts too, so account for your professional knowledge, your personal hobbies and your downtime activities, too.
  2. DRAW IN SUPPORT. If you’re struggling in life, bring your supports together from the world around you. Those can be people, places, activities and other assets throughout your life. Again, you can write them down, brainstorm images or do whatever works. In some way though, account for the supports in your life, including books, heroes, family, friends and whatever else helps you get strong and stay that way. Then, when you’re feeling the most low and vulnerable, be grateful for those supports. Go through your list and say thanks for everything you’ve drawn in, whether in person, over the internet, on the phone or simply by yourself. Don’t just name them; name them and then thank them.
  3. TAKE ACTION. The temptation to remain still, be complacent and simply react to the situations we face can be overwhelming at times. However, once you’ve completed the first two steps here, you must must take action! Look at the abilities and capacities you personal have from step one, then match them to the supports you’ve identified in the world around you from step two. If a clear pathway isn’t automatically obvious, you have to clear out the fog from in front of your eyes and concentrate your vision. Do you even have a vision? Name one. Do you see the next steps? Take them. Do you need to name the next steps? Write them down. Make timelines, create plans, match the resources you already have and find the meaning in your life right now.

These three ways to find meaning in transitions. Whether you’re changing jobs, changing houses, changing yourself or changing the world, you can always use these three steps to take care of you, lift yourself up and make a difference in your own life. I hope you share your thoughts about them in the comments below.

 


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Why Youth Empowerment?

Sometimes, there are things to understand and know that aren’t necessarily agreed with by society. There are beliefs, ideas and activities that don’t make sense to a lot of people. As an advocate, I’m not compelled to do what others think I should; instead, I follow my heart and mind and take inner guidance on where I’m at and where I’m going.

Taking Away Youth Power

Reflecting on more than 20 years of working with children and youth across the United States, I realize that I have seen a generation of youth who constantly strive, constantly achieve and constantly exceed society’s wildest expectations of them. However, young people are doing this with the barest minimum support from society-at-large. We barely fund the schools they attend; we scrape up just enough money for low-income young people; we routinely profiteer off locking up youth who offend the law in order for private companies to make money off them; and just as soon as we can, society throughs young people into war, college or the workplace in hopes that they’ll make it all on their own.

Social Responsibility

I’m of the firm belief that our society should take responsibility for the decisions we make. All of the experiences of children and youth today are not the fault of their families or the fault of young people themselves. Instead, they are the outcomes of our society as a whole. Childhood homelessness? Society. Childhood hunger? Society. Failing students? Society. Abused young people? Society. Youth offenders, dropouts, child prostitutes, child slaves, child labor, all of this? Society.
 
However, its not just the actions of young people that society is responsible for; its also the feelings and beliefs of young people. As a society, we drive children and youth to think and feel the ways they do. That means that when young people feel distrust, apathy, despair, depression, hopelessness, hurt, anger, frustration and any feelings that make adults uncomfortable, its not just their job to “pick themselves up by their bootstraps” and make themselves feel better. Society must take responsibility for what we’ve done.
 

Transforming Power

I want to change this crummy situation. I want to see things be radically different for children and youth today than ever before. After more than 20 years working in education, social services and government to promote the health, welfare and empowerment of young people, it is my responsibility to demand more. While there are many, many ways to get that done, I believe one of the most responsible and genuine ways to transform our society is by enfranchising every child everywhere with the right to vote in every election all of the time.
 
Given the right and responsibility of the vote, children and youth can begin to hold society responsible for the attitudes, actions, beliefs and outcomes that it has routinely dumped on young people for thousands of years. One of the constructs in our society has been to see young people merely as adults-in-the-making, rather than seeing them as full humans right now. As voters, adults will not be able to deny the capabilities of young people; they won’t be able to deny the validity of young people; and they won’t be able to deny the power of young people AS young people, which is what they’ve always done.
 
All youth, everywhere, all of the time should have the right and responsibility to be empowered today.

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Banner for Student Voice Revolution by Adam Fletcher

Unboxing “Student Voice Revolution: The Meaningful Student Involvement Handbook”

Yesterday, I got a great package in the mail. Clocking in at 374-pages, Student Voice Revolution: The Meaningful Student Involvement Handbook is filled with tools, research, examples and more resources for educators, advocates and others who want to foster student/adult partnerships throughout the education system.

Here’s my unboxing of the book. Let me know what you think?

 

 

Order your copy of Student Voice Revolution!

 


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Brain Research and Meaningful Student Involvement

There are fascinating intersections between brain research and Meaningful Student Involvement. Luckily, they are becoming clearer with time and more commitment from researchers.

Brain research routinely shows that even the youngest of students have the capacity to participate in critical deconstruction of the learning activities, teaching styles, and curriculum content they’re taught. Research also shows that given increased opportunities to exercise responsibility, children and youth increase their capabilities to exercise their rights.

This effectively shows that its really not a case of whether students are ready to be engaged in fixing schools; instead, its whether adults are actually capable of engaging them in doing so.

Students of all ages and capabilities are being engaged as partners with adults in improving schools increasingly throughout schools.

Research shows a variety of brain issues are affected positively by Meaningful Student Involvement, including student ownership, student agency, motivation and more. This means that when paired with student/adult partnerships, a variety of strategies can greatly enhance classrooms and schools.

As I continue rebuilding the SoundOut website, I’m going to keep making these findings more explicit and obvious. I hope this will create a compelling, unstoppable narrative that education leaders, politicians and parents cannot deny.

There are many reasons why Meaningful Student Involvement should be at the center of education reform today. Brain research shows yet another.

 


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Elsewhere Online

 

Student voice robot

#StudentVoice is NOT the Same as #EdTech

Technology in education is not student voice. Using tech in schools is not student voice. In no way, shape or form does student voice require tech. When it comes to student voice, BYOD, 1:1, tablets, smartphones, labs, carts, texting, social media are OPTIONS, not requirements.

There’s a myth being sold by some ed tech companies today that using their specific kind of tech, their unique product, or their proprietary program. That’s simply not true.

Student voice does not belong to any one company, nonprofit, approach or activity. This is as true for ed tech as it is for curriculum writers, test writers, policymakers, or anyone else. Just like there can’t be a student voice robot that speaks for students, there can’t be a single technology, innovation or activity that wholesales student expression.

This is true for many reasons, but perhaps the elemental reason is the very definition of student voice. Student voice is any expression of any student about anything related to education and learning. People don’t like that definition because it doesn’t meet their particular desire for students.

From my own experience working with a variety of partners in ed tech, I have found a few who are earnestly committed to engaging student voice throughout education.

However, a large number of ed tech professionals are more committed to selling product and making schools do what they want them to than they are to student voice. VERY few people today are earnestly committed to student voice.

I am not a Luddite or anti-tech, largely because I’m committed to authentic student engagement. Tech can authentically engage students. However, tech is not student voice; there’s a difference.

 


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ECOsystems or EGOsystems of Education?

To say that schools are changing right now is a gross understatement.

Between technological, social and cultural transformations happening right now across the U.S., there are new trends becoming apparent everywhere, schools included. This paper puts the massive changes happening throughout the education system into context to help readers understand what’s happening, and why its happening.

Lots have said it, many see it, but few have called it out: for a century, our education system has revolved around ego. As we become an evermore interdependent and transparent society, this is inherently at odds with the future. This article explores the former EGOsystem of education and identifies an emerging ECOsystem taking its place. It also shows what the future might look like.

 


An EGOsystem of Education

When I first started working in education 15 years ago, I discovered quickly that educators in schools are most often the ones who school worked well for. After barely graduating from high school and taking eight years to get my BA, it was glaringly obvious to me that I was surrounded by former star students and others whose learning styles, socio-economic statuses and cultural backgrounds were being perpetuated by the system. This formula generally holds true for politicians who make educational policies as well as social service staff who support student success outside of schools.

These students often go on to work in schools as teachers and administrators; in districts as administrators; and in state education agencies as program directors, assessment officials and curriculum experts. They are successful in their careers, embraced by their institutions, and generally, reveling in the ways things are. If they are aware of how things are going for students who are most often failed by schools, they see these learners from a position of noblesse oblige, looking down on them from on high.

The system that created these workers has engendered particular school cultures that ensured succeeding generations of familiarity. Despite technology and social changes of many sorts, in many schools, learners who time travel from a century ago can find similar patterns of teaching, classroom management and testing. This is because the education system revolves around the ego, which is a person’s sense of self-importance or self-esteem.

 


Four Phases of Transition

Educators have relied on fulfilling their sense of self-importance and building their self-esteem through their work for more than 100 years. Through my studies, I have seen four phases in America’s education system.

The EGOsystem/ECOsystem dynamic as illustrated by Adam Fletcher

 

1) The Control Phase

Initially relying on a high control environments, schools were initially places where teachers controlled students. The Control Phase looked like this:

  • Teachers could literally physically abuse students for not complying with their every intention.
  • Students who innately complied with teachers were awarded with increased amounts of autonomy and access to learning opportunities.
  • Educators sought to wrangle authority from communities and parents by illegitimating self-education and learning from life.
  • Education policymakers make child labor illegal at the same time legal and cultural systems were created to ensure government authority over learning and teaching.
  • The Control phase radically dismantled community-based and home-based learning opportunities, secured the function of a controlled curriculum, and imposed the meaning of grades and scores on students.
  • Voters supported this model enough to enable schools to emerge as a dominant force in society.
  • The Control Phase relied on the EGO of educators, as it enabled teachers to control large groups of students with minimal enforcement.
  • Administrators were able to control massive groups of students with few teachers, and were capable of ensuring teachers success through compliance.
  • The Control Phase served to break down the EGO of students in order to ensure students would learn what educators wanted them to. Academic honor societies were available only to the highest achieving students and student governments were almost nonexistent.
  • This phase displaced young people from their positions in communities, positioning them as dependents of schools for their learning. It attempted to strip students of self-leadership in order to secure the role of adults as leaders in learning and teaching.
  • All of these factors weighed together to create an EGOsystem in schools dependent on control. This phase evolved towards the Competition Phase. People who benefited from the Control Phase of American education saw the transition towards the Competitive Phase as logical, predictable and favorable progress.

 

2) The Competition Phase

With time, schools became high command environments that relied less on forcefulness and abrasion and more on leveraging authority for outcomes. During the Command Phase, schools looked like this:

  • Students were compelled to participate in classes because of government orders and nothing further.
  • The Competition Phase sought to essentialize schools by making graduation diplomas requirements for workplaces.
  • Conversely, during this phase post-high school opportunities were minimalized for non-graduates.
  • Voters initially supported this approach because they saw that when more people succeeded at schooling, more people succeeded in their careers; more successful careers led to more successful communities, which led to better schools.
  • In the Competition Phase, pragmatic acceptance reigns as students, educators, administrators, policymakers, politicians, parents and voters become acclimated and accustomed to the EGOsystem that has formed within the education system.
  • As schools became judged for their success according to graduation rates, students EGOs were recognized as helping motivate academic vigilance. This phase saw the widespread prevalence of honor societies and student governments in order to satiate those EGOs.
  • With the decreased emphasis on teacher EGO in the classroom, this phase saw the emergence of powerful teacher unions that ensured the authority of educators.
  • Student connections outside classrooms were ignored or seen as irrelevant to teaching, learning and leadership in schools.
  • This phase positioned students as the subjects of teachers, securing the hierarchal relationship between adults and students in schools.
  • All of these factors weighed together to create an EGOsystem in schools reliant on competition. This phase evolved towards the Connection Phase. People who thrived in the Competition Phase were threatened by the transition towards the next phase and saw it as the devolution of schools.

 

3) The Connection Phase

When social change insisted, schools modified their approach to include connection between students, among educators, within the curriculum and throughout the education system. During the Connection Phase, schools looked like this:

  • Rigorous demands imposed on schools coupled with decreased school funding led to increased attempts to ensure community connections with schools.
  • Cross-curricular approaches to teaching and learning were recognized as essential in some areas.
  • Student connections outside classrooms were recognized and mass amounts of homework were assigned to utilize out-of-school time.
  • Students work and family responsibilities outside school time were dismissed.
  • The EGO of students becomes central with honor rolls, honor societies, extracurricular clubs and other student voice and student leadership clubs being perceived as elite or otherwise disconnected from mainstream student populations.
  • The EGO of educators is struggling due to having diminished authority throughout the education system.
  • In the Connection Phase, placing self above all others is the norm. opportunists have the most authority as they maximize connectivity in order to ensure their personal gain.
  • The EGO of education policymakers is peaked from their increased authority over educational outcomes and avenues.
  • The EGO of education textbook, assessment, preparation and advocacy organizations is peaked from their influence on education policymakers.
  • Voters become resentful from subsequent generations going through failed phases of American education and stop supporting schools with levies and pro-public school advocacy.
  • This phase fosters a sense of independence with an awareness of the larger whole.
  • All of these factors weighed together to create an ECOsystem in schools contingent on connection. This phase evolved towards the Collaboration Phase. People who benefited from this phase saw the emergence of the Collaboration Phase as a relief from the pressure of connection and competition.

4) The Collaboration Phase

Today, we’re in the midst of moving from EGOsystems towards ECOsystems of education. This movement is happening through collaboration fostered by technology, social change and other evolution that holds great possibilities.

  • Connectivity is recognized as key to successful learning, teaching and leadership with all partners recognized for their potential, purpose and power.
  • Students are recognized as full partners in learning, teaching and leadership throughout education.
  • While technology was initially frowned upon, connections among students outside of school time became an imposition on classrooms. Educators were essentially required to recognize student connections outside of schools and the effects they have within schools.
  • In the Collaboration Phase, placing self above others is becoming increasingly unacceptable as more people identify with the whole.
  • Students who work and have family responsibilities are recognized for the legitimacy and authority of their learning outside school time, and receive high amounts of support to ensure their successful academic growth.
  • Academic learning, liberal arts and community living skills are recognized with equitable authority throughout the lives of young people.
  • The EGO-driven era of education ends as learning is recognized and embraced as a community-wide, lifelong endeavor for all people everywhere all of the time. This leads to the ECOsystem of education.
  • Voters reinvest in education because of the re-asserted vitality of schools in the health and well-being of democratic society.
  • This phase nurtures a sense of increasing interdependence with strong awareness of the effect of individuals on others.
  • All of these factors weighed together to create an ECOsystem in schools revolving around collaboration. This phase is currently evolving and emerging. Everyone in society should benefit from the emergence of the Collaboration Phase and will embrace the ongoing evolution of learning, teaching and leadership.

The emerging ECOsystem of education is harder to see than previous phases. From my work in schools and throughout communities over the last 15 years, I have seen some aspects of it becoming apparent. Following is an exploration of some patterns that are becoming apparent.

 


An ECOsystem of Education

Right now, there’s a new picture of schools that is coming into focus. Across the horizon of testing, standardization and the school-to-prison pipeline are learning, teaching and leadership opportunities for all people everywhere in which love prevails and pessimism stops. With beautiful balance between critical thinking, cultural uplifting and participatory infrastructure, learning mirrors life in a balanced, holistic way that honors difference, embraces hopefulness and builds through equitable partnerships among everyone involved, regardless of their ages.

When considering the ECOsystem of education, its important to remember what constitutes an ecology. An ECOsystem consists of the interdependent and interacting components of a learner’s environment. There are living elements like teachers and other students throughout, and non-living elements like the building, computers and textbooks. Air and light cycles through an ECOsystem, as well as talking, music and paper ripping. Material elements also cycle through an ecosystem via cafeterias, heating plants, and other pathways.

 


New Realities

As the ECOsystem of education continues to emerge, we will need new guideposts to know where we’re at. In the 300+ schools I have consulted over the last decade, the following three trends represent the new realities in education. These can serve as guideposts to ensure students, educators, administrators and others are on the right track to ensure the healthy, whole, successful and sustainable transition underway.

New Learning

While more students opt to learn from home, more schools rely on BYOD and tablets-as-textbooks, and classrooms integrate more with communities, schools will have fewer and fewer options for retaining students in desk chairs. Instead, they will be forced to embrace disruptive learning technologies of all sorts, including experiential education, service learning and integrate CTE that positions elementary and middle school students in applicable, pragmatic problem-centered learning to address real world challenges.

With more adults actively infusing throughout the school day as both co-learners and co-leaders with students who are transforming communities, the role of student will be actively redefined. No longer the plaything of classroom tyrants, students will be recognized for their essential role in the American democracy as the foundation and implementation of lifelong civic identity and engagement. Students of all ages will freely co-learn, co-teach and co-lead communities in quintessential learning communities that are infused with vigor, vim and vitality.

New Teaching

By actively taking control of the things they want to learn, students are actively moving from being the passive recipients of teaching towards becoming active partners in learning and leadership. Each individual student will develop and implement their own course of learning from their youngest years in schools. Learning about their roles as active learning partners, they will also assume more responsibility throughout their communities for teaching their elders. In turn, today’s teachers will continue towards become learning coaches and facilitators to the willing. Students will gain full authority through true interdependence, and communities will become fully integrated throughout their local education systems.

New Leading

The effect of dispersed learning and teaching are already rippling throughout the education system. Technology is actively pushing students out of the forced irrelevance of age- and interest segregated classrooms and towards their broader communities, while schools have to reach deeper towards their local communities in order to cover budgets. This is drawing students towards meeting real community needs through authentic leadership and away from falsely important student governments. In turn, this is forcing schools to reconsider engaging those students in educational leadership. In the ECOsystem of schools, education uses all members of the community in order to drive, transform and sustain learning. Students become researchers, planners, teachers, evaluators, decision-makers and advocates throughout communities, which in turn recognize their legitimacy as contributing members of society.

This rekindles community investment in education, which further enriches the educational environment. Racial inequities are eagerly addressed by communities, and the school-to-prison pipeline is dismantled. Every student creates their own learning plan with strategic systems of learning supporting their implementation. Restorative justice engenders new cultures of respect, trust and ability throughout schools, while nutrition, school buildings, athletics and other activities become safe supports for learning and teaching. All of this happens through new leading.

 


Forward

As schools move forward through the phases, a natural ECOsystem of learning will emerge. There is a growing awareness of this transformation. Some people see a complete destruction of traditional, EGO-driven schools, while others see an ongoing evolution towards ECOsystems of learning, teaching and leadership. If we deliberately identify the systems supporting education, we can make this shift intentionally.

As the entirety of the system moves forward, there will be resistance and denial. People who’ve upheld the first and second phases will resist the inevitably of this transformation, while others who’ve embraced the third and fourth phases might actually deny the need for the system to move forward. Those who resist and deny are actually representing the EGOsystem of education that has become entrenched by the powers that benefit most from the EGOsystem. However, truncated by the inevitable transformation fostered by ongoing social change, its inevitable for the EGOsystem to die.

In order to move it forward, its important for educators, students and others to make an honest assessment of where their own personal expectations lay; where their schools’ realities are; and what the gap is between those two areas. Schools will never do more than we are willing to do in them. If a person is young, then its imperative to establish genuine expectations for their own experience. This comes through reflection and critical thinking. If a person is older, its vital to engage in critical self-analysis as well as self-engagement in a project for school improvement. For anyone, its important to get active. Research what exists right now. Work with others to plan for alternatives. Teach people about options, no matter what age you are or they are. Evaluate and critically examine what exists, what could exist and what the gap is between those two spaces. Get involved in decision-making wherever there’s an opportunity, including on committees, in forums and in other spaces. Finally, everyone must advocate for the future of schools and the emerging ECOsystem of education. This has to be brought forth on purpose, and the only way to do that is to encourage individuals, organizations and communities to move towards the ECOsystem on purpose. Advocate for that.

Learning is a beautiful, nature and evolutionary approach towards expanding our human potential. The ECOsystem of education moves us towards powerful possibilities for all students everywhere all the time. You should come with.

 


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Adam Fletcher Consulting Clients

Adam Fletcher Project Database

This is an abbreviated database of consulting projects Adam has worked on from 1997 through present, listed alphabetically. For more information, contact Adam Fletcher.

 

Past Project Database

  1. National Action For Healthy Kids
    Chicago, Illinois (2008-2010)
    Focus: Student Engagement
    Activities: Professional Development
  2. Alberta Ministry of Education Student Engagement Office
    Edmonton, Alberta (2010-2012)
    Focus: Student Engagement
    Activities: Consulting and Speaking
  3. Catalyst Miami/Human Services Coalition of Miami-Dade County
    Miami, Florida (2011-2014)
    Focus: Student Engagement and Education Reform
    Activities: Consulting, Professional Development, Project Development, Evaluation
  4. Center for Studies and Research in Education, Culture and Community Action (CENPEC)
    São Paulo, Brazil (2014)
    Focus: Student Empowerment and Education Reform
    Activities: Consulting and Professional Development
  5. City of Cheney Parks and Recreation Department
    Cheney, Washington (2011)
    Focus: Public Health and Community Engagement
    Activities: Project Planning, Professional Development, Facilitation, Evaluation, Writing
  6. City of Lincoln (NE) American Jobs Center
    Lincoln, Nebraska (2015-2016)
    Focus: Workforce Development and Community Engagement
    Activities: Project Planning, Professional Development and Event Facilitation
  7. City of Olympia Parks and Recreation Department and Capitol Recovery Center
    Olympia, Washington (2014-2016)
    Focus: Community Engagement and Homelessness
    Activities: Project Planning, Event Facilitation, Professional Development and Evaluation
  8. Educational School District 123 21st Century Learning Centers
    Pasco, Washington (2010-2013)
    Focus: Student Engagement
    Activities: Consulting, Professional Development
  9. Educational Service District 113 The Youth Alliance of Southwest Washington
    Tumwater, Washington (2012-2015)
    Focus: Collective Impact and Student Engagement
    Activities: Project Management and Facilitation
  10. HumanLinks Foundation
    Bothell, Washington (2004-2008)
    Focus: Student Engagement and Education Reform
    Activities: Project Management, Evaluation, Professional Development, Writing
  11. Imagine Miami
    Miami, Florida (2011)
    (Focus: Youth Engagement
    Activities: Professional Development
  12. New York State Student Support Services Center
    LeRoy, New York (2006-2008)
    Focus: Student Engagement
    Activities: Consulting and Professional Development
  13. North Carolina Rural Economic Development Center, Inc.
    Raleigh, North Carolina (2011-2012)
    Focus: Workforce Development
    Activities: Professional Development, Writing and Consulting
  14. Seattle Public Schools Office of Equity and Race Relations
    Seattle, Washington (2006-2008)
    Focus: Diversity and Student Engagement
    Activities: Project Management and Professional Development
  15. Seattle Public Schools Service Learning Seattle
    Seattle, Washington (2006-2015)
    Focus: Student Engagement and Service Learning
    Activities: Project Management, Education Consulting, Professional Development, Student Training
  16. Seattle Public Schools Youth Engagement Zone
    Seattle, Washington (2013-2015)
    Focus: Youth Engagement and Education Reform
    Activities: Project Management, Professional Development, Student Training
  17. Seattle Youth Media Camp
    Seattle, Washington (2012)
    Focus: Youth Empowerment
    Activities: Project Management
  18. Seattle Youth Engagement Practitioners Cadre 1
    Seattle, Washington (2011-2012)
    Focus: Youth Engagement and Nonprofit Management
    Activities: Project Management, Professional Development
  19. Seattle Youth Engagement Practitioners Cadre 3
    Seattle, Washington (2013-2014)
    Focus: Youth Engagement and Nonprofit Management
    Activities: Project Management
  20. Secondary Academy for Success
    Bothell, Washington (2003-2006)
    Focus: Student Engagement and School Reform
    Activities: Project Management, Student Training
  21. Small Schools Project
    Seattle, Washington (2004-2007)
    Focus: Student Engagement
    Activities: Consulting, Writing and Professional Development
  22. University of Washington GEAR UP Program
    Seattle, Washington (2005-2007; 2016)
    Focus: Student Engagement
    Activities: Professional Development and Student Training
  23. Village Family Support Services Bureau
    Caroline, Alberta, Canada (1997-2000)
    Focus: Youth Empowerment and Community Service
    Activities: Student Training
  24. Washington State Action For Healthy Kids Coordination
    Chicago, Illinois (2008-2010)
    Focus: Student Engagement and Service Learning
    Activities: Project Management, Student Training
  25. Washington State Office of Superintendent of Public Instruction 21st Century Community Learning Centers
    Olympia, Washington (2009-2012)
    Focus: Student Engagement
    Activities: Professional Development and Consultation
  26. Washington State Office of Superintendent of Public Instruction Learn and Serve America Program
    Olympia, Washington (2002-2006)
    Focus: Student Engagement and Service Learning; Activities: Education Consulting, Professional Development, Student Training, Writing, and Project Management
  27. Washington State Office of Superintendent of Public Instruction School Improvement Program
    Olympia, Washington (2003-2005)
    Focus: Student Engagement and School Reform
    Activities: Project Management, Student Training and Professional Development
  28. Washington State Office of Superintendent of Public Instruction Title V and Innovative Programs
    Olympia, Washington (2006)
    Focus: Student Engagement and Service Learning
    Activities: Project Management, Student Training, Professional Development and Writing
  29. Youth and Adults Transforming Schools Together (YATST)
    Hardwick, Vermont (2009)
    Focus: Student Engagement
    Activities: Consulting, Professional Development, Student Training

 


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Student Voice Revolution: The Meaningful Student Involvement Handbook by Adam Fletcher

Student Voice Revolution: The Meaningful Student Involvement Handbook by Adam Fletcher

New for 2017!

Student Voice ​Revolution: The Meaningful Student Involvement Handbook is the brand-new master​y​ book ​focused on student voice, student engagement, student/adult partnerships, and more. 

Containing tons of details, this book is focused on engaging all students in every school as partners in every facet of education for the purpose of strengthening their commitment to learning, community, and democracy. ​There are more than 75 examples from the author’s ​experience and research, as well as literature from throughout education. Never before published tools, new models and useful tips are included, along with more than 300 citations, dozens of recent and historic anecdotes, and ​more.  The book also highlights unique ​approaches, detailed assessments and critical examinations of everyday school activities make this publication ​un​like ​any other available today. This book should be read by teachers, college students, other educators and school leaders and others focused on education transformation. 

Student Voice Revolution is an optimistic, realistic and pragmatic clarion call for the future of public schools in democratic societies. Are YOU ready for this revolution?
 

About the Author

An internationally-recognized consultant and speaker focused on student voice​,​ author​ Adam Fletcher has worked with schools, education agencies, and other organizations across the United States and Canada. ​He is the author the SoundOut Student Voice Curriculum, The Practice of Youth Engagement and The Guide to Student Voice. His writing has also been published in education journals and magazines around the world.
 

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