SOE Alumni Association

The SOE Alumni Association supports SOE’s mission of effectively preparing educators and other education personnel for professional performance in diverse cultural contexts. It serves as a connection for which SOE alumni can give back to their alma mater by sharing their talents, resources, etc. in different SOE events. It further serves as a source for developing alumni pride, spirit, and life-long commitments to the School of Education.

SOE Alumni Association Officers: Pictured left row (front): Dr. Darlene Roberto, Treasurer; Martha Sudo, Secretary; and Dr. Lourdes P. Klitzkie, Advisor. Pictured right row (front): Rose Cruz Castro, President; Margaret Beem, Vice President, and Dr. Matilda Naputi Rivera, Webmaster.

SOE Alumni Newsletter

SOE Alumni Association Scholarship and Grant Forms

Click on the following links to access the SOE Alumni Association scholarship and grant forms:

Friday, February 27, 2015

Region X Equity Center Newsletter - February 2015

Reflections from the Second Annual Northwest and Pacific Equity Convening

At the end of January, Education Northwest—working in partnership with the Region X Equity Assistance CenterNorthwest Comprehensive CenterREL Northwest, the Pacific Comprehensive Center at PREL and with the participation of the REL Pacificat McREL International—held a two-day gathering for nearly 50 representatives from 16 governmental entities, ranging from U.S. states (Alaska, Hawaii, Idaho, Montana, Oregon, and Washington), to unincorporated U.S. territories (American Samoa, CNMI, and Guam), to sovereign nations (Federated States of Micronesia, including Chuuk, Kosrae, Pohnpei, and Yap; Palau; and the Republic of the Marshall Islands).
The theme this year was “Networking to Promote Positive School Environments.” The meeting focused on three major goals:
  1. Increasing parent and community engagement
  2. Reducing bullying, harassment, and discipline disparities
  3. Strengthening welcoming environments
What did we learn from this convening? First, regardless of our differences, the participants share a deep commitment to making sure that every student receives an excellent and caring education. This commitment, shared by individuals working in educational systems spanning nine time zones, was inspiring and will help each of us address the challenges we confront. A second learning was the significance of language and culture in promoting educational equity. Numerous examples were provided by participants regarding the importance of attending to native language as a way to honor home cultures and to transmit important equity values. We also discussed the challenges that sometimes emerge when certain actions that are acceptable in a home culture, for example “roughhousing” or teasing, may not be appropriate within school settings. This learning reinforced the importance of having deep cultural knowledge and roots in communities when promoting outcomes such as the reduction of bullying and harassment.

The Condition of Latinos in Education: 2015 Factbook

Excelencia in Education released a publication looking critically at the entire educational pipeline and the context in which our students are learning in order to better understand and inform decisionmakers about the multiple paths to success for Latino, and all, students.
Data about the current condition of student educational achievement establishes a baseline from which to measure performance over time. Data also helps stakeholders determine educational priorities for action or select reform strategies to improve specific areas of educational achievement. However, data are only as good as they are used to compel action. These fact sheets provide reference tools for today’s diverse stakeholders and can be used to inform data-driven discussions about their efforts to improve Latino educational achievement.

Are We Closing the School Discipline Gap

The Center for Civil Rights Remedies released a report documenting the disparities in the use of out-of-school suspension experienced by students with disabilities and those from historically disadvantaged racial, ethnic, and gender subgroups. The egregious disparities revealed transform concerns about educational policy that allows frequent disciplinary removal into a profound matter of civil rights and social justice. This implicates the potentially unlawful denial of educational opportunity and resultant disparate impact on students in numerous districts across the country.

Common Core & Equity: Digital Monograph Series

Alliance for Excellent Education has created a series of videos, highlighting how five states—California, Colorado, Kentucky, Maryland, and Ohio—are implementing the Common Core State Standards and serving significant percentages of low-income students or students of color. The videos, which are based on interviews that the Alliance conducted with teachers and school, district, and state education leaders are meant to serve as a valuable resource for other schools, districts, and states implementing the Common Core.

Guidance from the Departments of Education and Justice on Equitable Educational Access for English Learner Students

The U.S. Departments of Education and Justice released joint guidance reminding states, school districts, and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential. In addition to the guidance, the Departments also released additional tools and resources to help schools in serving English learner students and parents with limited English proficiency. These tools include:
  • A fact sheet in English and in other languages about schools’ obligations under federal law to ensure that English learner students can participate meaningfully and equally in school.
  • A fact sheet in English and in other languages about schools’ obligations under federal law to communicate information to limited English proficient parents in a language they can understand.
  • A toolkit to help school districts identify English learner students, prepared by the Education Department’s Office of English Language Acquisition. This is the first chapter in a series of chapters to help state education agencies and school districts meet their obligations to English learner students.

A Practitioner’s Guide to Implementing Early Warning Systems from REL Northwest

REL Northwest released this guide summarizing the experiences and recommendations of early warning systems (EWS) throughout the United States. To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across the country.

Supporting Student Success through Time and Technology

The National Center on Time & Learning released this guide for district leaders and school practitioners interested in implementing a blended learning strategy in their schools. The guide details the current blended learning approaches at six expanded learning time schools across the country and highlights their lessons learned. Additionally, it outlines seven design and implementation steps for practitioners interested in using technology to personalize student learning.

Black Lives Matter: The Schott 50 State Report on Public Education and Black Males

Center for Promise at America’s Promise Alliance released a paper exploring ways to strengthen and expand re-engagement options for young people who need more time or different pathways to finish school. The paper is designed as a resource for educators, practitioners, community stakeholders, communications professionals, and policymakers interested in supporting out-of-school youth who wish to obtain a high school credential. A high school diploma is by no means a guarantee of success, but failure to complete high school is a devastatingly accurate predictor of lifelong struggle and unrealized human potential. If birth is life’s starting line, then high school graduation is life’s second starting line for success.
Although this report historically focuses on Black males (and state level data on Latino males), the authors highlight in each edition the systemic disparities that are identifiable by race, ethnicity, or socio-economic status impacting all.

Source: Region X Equity Center at Education Northwest, http://educationnorthwest.org/

Friday, February 20, 2015

SOE Alumni Association Scholarship and Grant Forms Available

Click on the following links to access the SOE Alumni Association scholarship and grant forms: 

UOG Faculty Development Day a Success

The University of Guam’s 2015 Faculty Development Day held February 20, 2015 at the Westin Resort and Spa in Tumon was meaningful.  The theme was Excellence in Teaching and Education.  Thank you to all who contributed to a productive day filled with learning opportunities, fellowship, and prizes!  Enjoy the following snapshots.

Sunday, February 15, 2015

SOE Alumni General Membership Meeting a Success!

The SOE Alumni Association general membership meeting held February 14, 2015 was meaningful, as members discussed SOE alumni activities, including scholarships, grants, and upcoming events. We hope to see you at our next meeting!

Sunday, February 8, 2015

SOE Alumni-IRA Partnership: Guam IRA - February 2015 IRA Newsletter

SOE Alumni General Membership Meeting - Feb. 14

The University of Guam School of Education Alumni Association is holding its general membership meeting immediately following the Guam IRA meeting on February 14, 2015, 11:00 a.m. at the Royal Orchid Guam Hotel. The organization serves as a connection for which SOE alumni can give back to their alma mater by sharing their talents, resources, etc. in different SOE events. It further serves as a source for developing alumni pride, spirit, and life-long commitments to the School of Education. For more information, contact soe.alumni@gmail.com.

Sunday, February 1, 2015

2015 UOG Charter Day Presidents Cup - YouTube

Hafa Adai! UOG Community!

The 3rd Annual University of Guam President's Cup begins on February 16! This year, your team of 10 will compete in TEN grueling events that will push you to the limit! 3v3 Basketball, Volleyball, Badminton, Ping Pong, Tug of War, Dodgeball, Enhanced Skills Trainer, Golf, 5K Run/Walk and a top secret Wild Card event!

View highlights of last year's President's Cup at: https://www.youtube.com/watch?v=qhYKM_wjCI0
2015 UOG Charter Day
Presidents Cup - YouTube
2015 UOG Charter Day President's Cup (more info at http://www.uog.edu/charter-day/2015-presidents-cup) SHOW US WHAT YOU’RE MADE OF! Your team of 10 will comp...

The cost is $5 per person ($50 per team of TEN players)

Maximum of 16 teams. Two teams from each segment:
  • Student Organizations
  • Majors from the College of Liberal Arts & Social Sciences
  • Majors from the College of Natural & Applied Sciences
  • Majors from the School of Business & Public Administration
  • Majors from the School of Education
  • Majors from the School of Nursing & Health Sciences
  • Employees (Administrators, Faculty & Staff)
  • Alumni
Registration Information: 
  1. Download attached registration form.
  2. Put together a coed team of 10 (minimum of two females per team).
  3. Sign up and Pay Entry Fee ($50 per team) at the President's Office, 2nd Floor, Leon Guerrero School of Business & Public Administration.
  5. Team Captain's Meeting will be held at 2pm on February 13, Calvo Field House.
  6. Contact Person: David Okada, tel: 735-2902; Email: dsokada@uguamlive.uog.edu
  7. For a full schedule of events, please visit http://www.uog.edu/charter-day/2015-presidents-cup
Win Great Prizes!
1ST PLACE OVERALL - $500 Gift Certificate to the Bookstore and Prize Package for each team member
2ND PLACE OVERALL - Prize Package for each team member (Est. $300 value)
3RD PLACE OVERALL - Prize Package for each team member (EST. $200 value)

For more information, contact David Okada at dsokada@uguamlive.uog.edu.