Marina Kelly is an intern in the International Affairs Office at the U.S. Department of Education. (Photo: Department of Education)
Although it can seem a little daunting at first, interning in Washington, D.C. is one of the most formative experiences a student can have. After interning in both the private and public sector, I have found that some practices are best practices, no matter where you intern. Here are some tips to get the most out of your internship experience:
I was somewhat bewildered my first week at the U.S. Department of Education (ED) by the unending acronyms used to describe everything from organization names, to standardized tests, to new laws. When it got to the point where there were whole sentences I could not understand, I realized I should start asking questions – and did!
U.S. Department of Education Green Ribbon Schools (ED-GRS) began in 2011-2012, recognizing 78 green schools. In 2012-2013, ED added a District Sustainability Award and honored 64 schools and 14 districts. The 2013-2014 cycle had 48 school honorees and 9 district honorees. 2014-2015 brought 58 schools, 14 districts, and nine first-ever Postsecondary Sustainability Award recipients.
For the fifth consecutive year, to celebrate Earth Day, the U.S. Secretary of Education announced the 2016 U.S. Department of Education Green Ribbon Schools (ED-GRS), including District Sustainability Awardees and Postsecondary Sustainability Awardees. Joined by Managing Director of the White House Council on Environmental Quality Christy Goldfuss, Secretary King celebrated the 47 schools, 15 districts, and 11 postsecondary institutions chosen this year for their leadership in reducing environmental impact and utility costs, promoting better health for students and staff, and offering effective sustainability education.
As I think reflect on these first five years of our award, I sometimes wonder if “green” was the best choice of name, since it leads to occasional misinterpretation. To be clear, we define a “green” or “sustainable” school, as a healthy, efficient learning environment where school budgets are not drained by utility costs and students can use their very school building (whether older or new) as a learning tool.
Students gather around a tree as part of the school’s nature-based curriculum
Environmental education is an integral part of everyday life at Redtail Ridge Elementary School in Minnesota’s Prior Lake-Savage area school district. On any given day you could find: math students using trees to study circumference, students using their senses to reinforce a lesson on adjectives, kindergartners sorting man-made verses natural objects, writing nature poetry, and investigating positive and negative numbers by recording the daily temperature. Embedding environmental education into our daily routine is a reflection of the community that fills the building, viewing the outdoors as an extension of our classroom, and a constant effort to replace existing lessons with an environmental focus.
From a supportive administrator, to our diligent custodial staff, willing classroom teachers, and tireless support staff, we are all working towards our philosophy of using the environment to educate children. The willingness to help each other and draw on each other’s strengths is what makes us unique. At any time you might see a fifth grade classroom taking a kindergarten class snowshoeing and then the next day going again with a group of second graders.
Pictured (Left to right): Melody Kwan , LMIT InvenTeam advisor and Spanish Teacher at Baruch College Campus High School; Stephen Mwringa; Amro Halwah; Si Ya (Wendy) Ni and Dr. Elisabeth Jaffe.
Opportunity is perhaps the greatest possibility of the American promise. For two New York City high school students who came to America less than ten years ago knowing very little English, opportunity led them to the White House Science Fair where they presented their subway vacuum cleaner project to President Obama with their classmate Si Ya “Wendy” Ni, a first generation college student.
One of the students, Amro Halwah, immigrated to the U.S. at the age of 13. He started school in the U.S. as an 8th grader and is currently a senior at Baruch College Campus High School. When he was young, he hated learning because he viewed it as only memorizing facts that he promptly forgot after taking a test.
While in school in New York, however, he started down a different path. He participated in several hands-on projects that unleashed his creativity and gave him the opportunity to engage in independent learning. When he got the chance to join the L-MIT Baruch InvenTeam this year, his desire to learn and contribute to the invention of last year’s seniors really excited him.
As a graduate student, I‘m no stranger to filing the Free Application for Federal Student Aid (FAFSA®), and when I filed my 2016-17 FAFSA, I was prompted to create an FSA ID—the username and password you need to log in to the FAFSA. I followed the step-by-step instructions, and voila! I easily created my very own FSA ID in no time!
More than 30 million FSA IDs have been created, and people, like me, have used their FSA ID more than 146 million* times. With any new process, there are some myths floating around about creating and using an FSA ID. Let’s tackle some of those right now…
When I was in my last semester of high school, I checked my family’s mailbox just as much as I checked Snapchat and Instagram combined. It was the season of admissions decisions, and I was getting letters from all the colleges I’d applied to.
But once I’d gotten into several schools, my attention shifted to my e-mail inbox. I was waiting on information that was just as critical: my financial aid offer from each college. I knew that for me, the amount of financial aid I got from a school mattered just as much as the general admissions decision. I’d fallen in love with each of the schools I’d visited, and I knew I’d be happy anywhere. Basically, my choice was going to come down to the money.
Analyzing different aid packages can seem like way too much math for the end of your senior year—at least it did to me—but it’s important stuff. Check out my four steps to make this analysis simpler.
What to do once you get an aid offer
1. Make sure you know what you’re looking at.
The financial aid offer (sometimes called an award letter) typically comes in an e-mail from the college’s financial aid office. The offer includes the types and amounts of financial aid you’re eligible to receive from federal, state, private, and school sources. Be sure you understand what each type of aid is and whether it needs to be paid back. For example, when I got into UNC-Chapel Hill, my aid offer was a mix of scholarships, which I didn’t need to pay back, and private loans, which I did. My offer from Duke (booooo) had mainly the same stuff with some grant money mixed in.
Click to download PDF.
Lucky for you, hundreds of colleges nationwide have signed on to present financial aid offers in a standardized format known as the Shopping Sheet. The Shopping Sheet is a standardized award letter template that makes it easy to compare financial aid offers from different schools. In addition to providing personalized information on financial aid and net costs, the Shopping Sheet also provides general information on the college, like graduation rate and loan default rate.
The African American Women Lead (AfAmWomenLead) Initiative was established by the White House Initiative on Educational Excellence for African Americans as a unique opportunity to harness the collective impact of the nation’s largest women civic organizations. AfAmWomenLead partners have committed to meet a monumental goal — one million hours of service with Black women and girls across the nation in 2016. AfAmWomenLead provides a platform for organizations, institutions, individuals, and other partners interested in engaging and supporting the development of Black women and girls.
Nationwide, women and girls of color celebrated the humanities and cultural experiences during Women’s History Month. (Photo collage courtesy Venicia Gray)
To celebrate the important roles women and girls play in history, AfAmWomenLead choose March—Women’s History Month—for a national day of service surrounding cultural experiences and exploration by participating in Smithsonian magazine’s Museum Day Live!
The Smithsonian, a key AfAmWomenLead partner, presented a special edition of its magazine’s Museum Day Live! To, “inspire women and girls of color in underserved communities.” Museum Day Live! extends participating cultural centers zoos, aquariums, and museums across the country to offer free, ticketed admission. Museum Day Live! had an incredible impact and included more than 520 partnering museums nationwide in every state and the District of Columbia.
When I first came to Acacia Elementary School as the turnaround principal in 2003, I noticed three things: first, we had excellent teachers – but student performance was struggling and parent involvement was lagging. While many struggling schools in similar situations make the decision to boost up their reading and math interventions at the expense of classes like art and music, we did not.
Acacia first graders have talent. They performed songs for a production of Stone Soup. The arts are an integral part of the well-rounded curriculum. (Photo courtesy Christine Hollingsworth)
Walk through our school today and you’ll see monthly special events with standing-room only attendance; kindergarteners excited to apply what they learned in reading class to P.E., like using patterns, for example; and a third grade music class where students are learning about beats, syllables, and counts so they can write powerful haikus in their writing classes.
While other districts debated whether to cut classes like music and art, the Washington Elementary School District Governing Board stood up for us because they understood that these “specials” are vitally important to the whole child. And our board has seen that as a result of that investment, students are doing better than ever.
The first-ever Educator Equity Lab was held on March 29th at Jackson State University in Mississippi, where more than one hundred education stakeholders made commitments to ensuring equal access to excellent teachers for the state’s students of color and students from low income backgrounds.
The Lab was part of the Department of Education’s broader efforts to support states in closing persistent nationwide “equity gaps” in access to great teachers. Last fall, then-Secretary Arne Duncan announced the approval of the first batch of state plans submitted under the Excellent Educators for All Initiative. And, he tasked the Department’s Teaching and Principal Ambassador Fellows with leading a series of labs to help with their implementation.
Today, more than ever before, a college diploma or job-training credential is one of the best investments you can make in your future. By some estimates, a bachelor’s degree is worth an average of a million dollars over the course of your lifetime.
But college also has never been more expensive, and far too many Americans are struggling to pay off their student loan debt.
Maybe you haven’t quite landed that dream job in your field of study yet. Or you decided to go into public service instead of taking the highest-paying offer. Your reward for investing your time and money in the skills and knowledge needed to secure your future shouldn’t be a sky-high monthly payment.
ED TAF Patrick Kelly with students in his classroom in Columbia, South Carolina. (Photo courtesy Patrick Kelly)
I am in my eleventh year teaching but often find my greatest educational epiphanies as a parent. One such moment occurred last spring when my daughter’s first grade class discussed de jure racial segregation of American society during the first half of the 20th century. When she came home, she shared what she had learned and asked this poignant and powerful question, “Daddy, does that mean I couldn’t have gone to school with my best friend?” At that moment, as she contextualized the reality of segregation in her head and heart, the power of classroom diversity became crystal clear.
However, the value of diversity is currently being unrealized at a rate unseen in the last 50 years. Abundant data points to resegregation of America’s schools, such as a 2012 report from The Civil Rights Project at UCLA that noted, “80% of Latino students and 74% of black students attend majority nonwhite schools.” As an educator, these statistics are alarming, since I’ve seen the value of a diverse classroom in three key ways.
For Sarah, streamlining student loan repayment for easy access to affordable repayment plans is critical. Sarah teaches second grade in Minnesota, and works to ensure that all her students have hope for their futures and “know that the possibilities are endless for them.” After paying her monthly loan balance, she lives paycheck-to-paycheck. Public service loan forgiveness options are available to help make debt more manageable and affordable, but many teachers like Sarah struggle to learn about whether or not they qualify. The Obama Administration knows that families across the country are working hard to pay off their loans. This Administration wants to ensure that students do not have to choose between a job that serves their communities and paying their debt, and that borrowers like Sarah do not struggle to navigate student loan repayment. That’s why the US Department of Education is taking steps to reinvent customer service for federal student loan borrowers to ensure that every borrower has the right to an affordable repayment plan like Pay As You Earn (PAYE), quality customer service, reliable information, and fair treatment as they repay their loans – objectives the President put forward in his Student Aid Bill of Rights.