How to Quickly Create a More Effective Learning …...Core, creating and maintaining an academically...

How to Quickly Create a More Effective Learning Environment for Your School(s)

As a school leader in TX you face multiple challenges every day. How do

you create an environment where students actually want to learn?

Effectiveness is a huge challenge; particularly since school systems have become easy targets

in today’s society. The general public hears about declining test scores, teacher discontent, and

the lack of discipline in the schools. As an educational leader, you must deal with decreasing

parent support, declining enrollments, and more mandates unaccompanied by necessary funds.

School leaders used to be able to focus on short-term individual student performance problems.

However. recent issues are presenting leaders just like you with the long-term problems of the

educational system.

As the school leader, you must attack these problems head on. You must face the reality that

your success is going to be defined by your ability to reach objectives having to do with a

multitude of sub-systems. Your job success will be evaluated by such subjects as physical

facilities and equipment; the effectiveness of teachers; the school’s curriculum; test scores;

public relations; your effectiveness with the media, stakeholders, and politicians; diversity;

changing demographics; school safety; the perception of school discipline; and the monies

available to fund programs. Add to this your need to have specific knowledge about, education,

technology, buildings and grounds, food services, diversity issues, health issues, and staff. Talk

about a challenging road to success!

Can a school leader be effective when confronted by all of these obstacles? Our opinion is that you can by putting together your own formula for success.

2 | P a g e How to Quickly Transform the Learning Environment of Your School Copyright © 2013, Aquaponics and Earth Sustainable Living Inc. http://www.aquaponicsandearth.org/schools [email protected] 469-275-8652

Within that formula, we feel that, whatever your leadership style, Aquaponics and community

gardening should be included as a major initiative for your school. Here’s why…

What is Best for Kids? 3 Major Trends Affecting Academic Success of Texas Students

Many times superintendents and principals find themselves in a thankless middle position in

conflicts between personnel. No matter what decision is made, at best there will be a winner

and a loser; at worst, both lose. In part, that’s because a successful school leader will not base

his/her decision on the individuals involved but on the decision’s outcome for kids. Often that is

not the easiest decision, but it’s always the right one.

Successful leaders work to maximize the academic success of students. In the state of TX,

there are three major trends that will affect your students for years to come.

1. Increasing Difficulty of Teaching Diverse Learners

According to the 2013 MetLife Survey of the American Teacher: Challenges in School

Leadership, educators are increasingly challenged because they are faced with teaching a

classroom of children from all different walks of life, diverse cultural backgrounds, different

socioeconomic statuses, and learning levels.

The next biggest challenge was identified as engaging parents and the community in improving

education for students.

Of lesser concern, but still seen by more than half of teachers and principals as challenging or

very challenging, are instructional leadership responsibilities of implementing the Common

Core, creating and maintaining an academically rigorous learning environment, and evaluating

teacher effectiveness.

Studies have shown that gardening is an effective

approach to create a strong academic culture

that changes students' beliefs and behaviors,

convincing them to engage with their

schoolwork. (Educating Everybody's Children:

Diverse Teaching Strategies for Diverse

Learners, Cole 2008)

https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf

https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf


Top 4 Self-Identified Biggest Challenges of Principals and Teachers

More than seven in 10 educators identify addressing the individual needs of diverse learners

(83% of principals; 78% of teachers) and engaging parents and the community in improving

education for students (72% of principals; 73% of teachers) as challenging or very challenging

for school leaders.

A majority of educators say implementing the Common Core State Standards (67% of

principals; 59% of teachers), creating and maintaining an academically rigorous environment

(64% of principals; 62% of teachers)

2. Obesity and Nutritional Health is Costing Your School

Obesity imposes costs on schools by lowering academic achievement and by increasing

absenteeism. Not only do schools suffer the consequences of diminished performance, but

children themselves achieve lower, thereby reducing their productivity later in life. According to

the National Association of State Boards of Education, “Health and success in school are

Interrelated. Schools cannot achieve their primary mission of education if students and staff are

not healthy and fit physically, mentally, and socially.” (Children’s Hospital Association of Texas,

2011 Childhood Obesity in Texas Report, pg. 16)

First and foremost, obesity is associated with increased absenteeism. In one study of over 1000

students in Philadelphia, obese and overweight children spent significantly more time absent

0

10

20

30

40

50

60

70

80

90

Addressing Learner Diversity

Engaging Parents &

Community

Common Core Maintaing Rigorous Academic

Environment

78

73

59 62

83

72

67 64

% of Teachers

% Principals


from school than normal-weight children. The consequences of increased absenteeism include

lowered academic performance, as well as loss of daily attendance payments for schools.

Texas is tied for the 7th highest adolescent (ages 10-17) overweight and obesity rate in

the nation at 20.4%.

3. Texas Schools Have Made Great Gains in Science and Math – How Will You Position Your School to Keep This Trend Going? According to the 2013 Megastates report from the U.S. Department of Education,

In math, Texas eighth graders raised their score by 32 points on a 500-point scale over

comparable test results in 1990, posting the largest gain among the five most populated states

(Texas, New York, Illinois, Florida and California) and exceeding the national average. Black

eighth-graders in the state accounted for much of the progress, scoring 42 points higher than in

1990.

In science, Texas eighth-graders posted a 3-point gain on a 300-point scale, outscoring the

nation and the other big states. The percentage of students classified as proficient in the subject

registered higher than the national average across racial lines. Students from lower-income

families in Texas and students with disabilities in had greater gains than the nation from 2003 to

2011.

Among fourth graders, Texas students demonstrated improvement in reading and math, but not

significantly different than their peers in other states. Texas Education Commissioner Michael

Williams said the report spotlights “some major successes” in the state. “The data from more

than a decade confirm that the hard work of our students and educators in Texas is paying

tremendous dividends for the future of Texas,” Williams said.

In 2012, research from the University of Texas Health Center’s School

Physical Activity and Nutrition surveillance study found the following

percentage of obese children:

• 23.5% of 4th grade children

• 17.5% of 8th grade students

• 17.3% of 11th grade students

Obesity is striking poor and minority children at high rates.

• 35% of Hispanic 4th grade boys are obese

• 20% African American

• 14% white

http://nces.ed.gov/nationsreportcard/pdf/main2011/2013450.pdf


The commissioner said the 32-point gain in math scores between 1990 and 2011 “speaks to an

emphasis Texas has placed on a critical core subject.” Along with math, he added, “Our eighth

grade performance in science in 2011 reveals Texas is on the path to meet the growing job

needs in critical STEM (science, technology, engineering and math) field across the nation.”

But Williams also said he does “not believe any of the states represented think the gains have

been enough, or that the work is anywhere near complete…” (Dallas Morning News “Texas

students outpace rest of U.S. in math, science, lag in reading, 2-21-13)

You can position your students to acquire the jobs of the future by implementing tools that make

use of the science and math momentum currently happening in Texas.

What Reaction Should Superintendents, School Administrators,

Principals and Teachers have?

In light of these trends, there are specific ways you can use your role of influence to improve the

academic success of the students under your care. See the strategy for your position below:

Superintendent – Stay Ahead of the Curve Be a change agent rather than a change victim. Accept the change process and make life better

for those around you and school districts you serve. Those who accept the status quo in

Student

District Leader

Parent

Teacher

School Admin

Student


education, slow the potential of advancement. As a leader of education you must lead the

change process by using research-based methods.

Principal –Taking Responsibility for Success and Learning

What makes a great principal? Principals vary in strategy, temperament, and leadership style,

but the great ones have two characteristics in common:

Great principals take responsibility for school success.

Great principals lead teaching and learning.

Great principals believe that the problems of the school are their problems, and they never stop

trying to solve them. If a student is having trouble learning, a successful principal knows it is her

job to figure out why, whether it is a learning disability, trouble with attendance, or gang

involvement. Great principals are also creative in their problem-solving and approach

challenges with an entrepreneurial attitude. They find ways to implement good ideas, rather

than accepting the status quo.

For example, most schools today have very limited budgets, making it difficult to pay for

innovative new programs. When Margaret Chiu, principal of Galileo High School, finds a new

program she thinks will benefit her students, she doesn't waste time lamenting the lack of

funding. She gets busy. She immediately begins thinking of who in the community she can ask

to help support and pay for the program. She has created partnerships with businesses, local

colleges, and health care professionals that help enrich her school's curriculum.

Whatever challenges they face, great principals don't make excuses for why their schools can't

succeed. Instead they make it their top priority to figure out how their schools can excel, and do

everything they can to make that happen. Great principals lead teaching and learning at their

schools. . These principals play an active role in planning and supporting instruction that is

appropriate for their students, and they ensure that school time and resources are focused on

student achievement.

Teacher – Reaching Them Where They Are

As a teacher, you have to take your students and the skills they bring to your class at whatever

level they have achieved and help them progress as far as you can during your time with them.

Teachers are still the front line of defense for schools and the front line of success for students.

Whether you are a superintendent, principal, or teacher, the goal is to be a true instructional

leader focused on providing a school environment in which quality teaching and learning can

flourish in the face of numerous obstacles.


This begs the question, “What is a way to increase the increase student achievement, promote

a positive school climate, and make students want to learn? How can you engage diverse

learners, build strong academic culture, and help students build healthier lifestyle habits to

facilitate the learning process?

School Gardening = Engaged, Empowered, Healthier Students

What is the one solution that can increase the ability of a diverse group of students to learn,

combat obesity and poor nutrition, which affects student performance, and encourage lively

learning with a focus on science and math?

The answer is school gardens. Whether for the community, the entire school, or a single classroom, there’s no doubt that

gardens make a huge difference.

The benefits associated with garden-based education are well documented. Scores of studies

conducted by a diverse group of researchers have shown that school garden programs

positively affect student academic achievement, increase children’s and youth’s fruit and

vegetable intake, expand environmental awareness, and enhance community and social

development. (National Gardening Association Online, Compilation of Research Supporting

the Benefits of School Gardens, February 15, 2013)

Studies show that school gardens benefit students in a multitude of ways, and as a result.

Many schools across the United States, including Texas, are incorporating gardening into their

lesson plans and after school activities.

http://www.kidsgardening.org/node/13152

http://www.kidsgardening.org/node/13152


School gardens grow more than plants. Young people who participate in school garden

programs improve their academic achievement, improve their knowledge of good nutrition,

broaden their tastes in terms of food choices, and increase their intake of vegetables and fruits.

School gardens also enhance community and social development.

Throughout the school year, incorporating gardening-based

learning into the curriculum increases engagement and

knowledge retention in key subjects such as math, science,

and reading. In addition, the hands-on aspect of gardening

fosters a sense of pride and empowerment, helps children

plan and work together, and be more involved in and feel

more responsibility toward their community. Gardening

programs encourage an appreciation of nature and a sense of

environmental stewardship. For many kids growing up in an urban environment, a school

garden may be their strongest connection to the natural world.

Nutrition is an essential building block for student success. Healthy, active, and well-nourished

children are more likely to attend school and are more prepared and motivated to learn

(California Department of Education, “A Healthy Nutrition Environment: Linking Education,

Activity, and Food through School Gardens”)

The primary responsibility of schools is to foster academic achievement, and gardens help do

that – however, with gardening your school has an exceptional opportunity to guide children

toward healthier lifestyles by creating a healthy nutrition environment too.

Schools want Aquaponics and Community Gardening Because:

Urban gardens are changing the perspective of how to best educate kids.

Hands on environmental science, botany, biology, and math are all part of these

systems.

On the job training programs can center around agriculture.

There is a need to localize what we are doing with our food systems.

Schools need to feed kids better, in a local, affordable way. Several schools around the

country are using what they are growing in their own school cafeterias.

The next page outlines the research and multiple benefits and research that gardening can

bring to your school.


Area Benefit of A School Garden to Students

Academic Achievement

Students who have school garden programs incorporated into their science curriculum score significantly higher on science achievement tests than students who are taught by strictly traditional classroom methods (Klemmer, Waliczek, & Zajicek, 2005).

A study of third and fourth graders involved in a school garden and nutrition program found that “the school garden supports student inquiry, connection to the natural world, and engages students in the process of formulating meaningful questions” (Habib & Doherty, 2007).

Students involved with school gardens generally take pleasure in learning and show positive attitudes towards education (Canaris, 1995; Dirks & Orvis, 2005).

Physical Health & Nutrition

Children who are familiar with growing their own food tend to eat more fruits and vegetables (Bell & Dyment, 2008), and are more inclined to continue healthy eating habits through adulthood (Morris & Zidenberg-Cherr, 2002).

Gardening during childhood exposes children to healthy food, moderate exercise, and positive social interactions and can often lead to a lifetime of gardening (Gross & Lane, 2007).

Social & Emotional

Skills

The school garden serves as a “safe place” for students. Studies show that large numbers of students report “that they feel ‘calm,’ ‘safe,’ ‘happy,’ and ‘relaxed’ in the school garden” (Habib & Doherty, 2007).

Children who work in gardens are more likely to accept people different from themselves (Dyment & Bell, 2006).

A study of third, fourth and fifth graders showed that students participating in a garden program had increased self-understanding, interpersonal skills, and cooperative skills when compared to non-gardening students (Robinson & Zajicek, 2005).

School & Community

Benefits

Teachers who worked in schools with garden programs had higher workplace morale and increased “general satisfaction with being a teacher at that school.”

“68 percent of the students shared what they were learning with family and friends unassociated with the school garden program.” This has the potential for spreading the benefits to a much larger community. (Habib and Doherty (2000)

More than 50 percent of community gardeners meet national guidelines for fruit and vegetable intake, compared to 25 percent of non-gardeners (Litt, J.S., et al., 2011).


What is Aquaponic Gardening and Why Do Schools Want It?

Aquaponics = Soil Less Gardening

The three most important elements in any Aquaponics

system are:

1. Fish

2. Plants

3. Beneficial bacteria

For many schools, aquaponics is a great complement

or alternative to traditional gardening because there

are no soil testing requirements for toxins or lead

around the school, and because the fish and bacteria

add a new element of biological learning.

Aquaponics Gardening is As Easy AS A-B-C!

a) When the fish are fed they produce waste! The fish

provide nutrients for the plants.

b) The bacteria turn the fish waste into absorb-able

plant nutrients.

c) The plants use the nutrients and clean the water for

the fish in an endless cycle of life. As long as the

tender eco-system has been established and

maintained, it is food and fish for your dinner table,

as well as fertilizer for your garden.


The Many Educational Uses of An Aquaponics or Community Garden

For most schools, the biggest bang for the curriculum buck is an aquaponic garden. Herbs grow

great in aquaponics systems. Children love learning about fish. And you can combine many

elements into one garden to use it for different purposes such as:

___ Science Lab.

___ Setting for spontaneous learning.

___ Food production, “snack” destination,

source for food service.

___ History gardens (Shakespeare,

colonial, Three Sisters).

___ Herb Garden.

___ Shade plants.

___ Biology and Botany Study

___ Native grasses and plants.

___ Butterfly or pollinator gardens.

___ Ecosystem.

___ Heirloom.

___ Nutrition and Health.

___ Flowers.

___ Math gardens

Perhaps your school doesn't have a community garden or you know nothing about Aquaponics,

but you like the idea so much that you want to get started. No problem! Aquaponics and Earth

Sustainable Living Inc. has helpful resources and would love to help you put your garden

program together.

How to Find A Good Aquaponics or Garden Installation Partner

It is important to work with a company that understands education, training, and long-term

partnership. We have heard and seen firsthand stories Aquaponics and gardening companies

in Texas that installed a faulty system for a school or organization, took the money and ran.

They left their frustrated buyers to figure it out on their own. Months later, when the plants were

dying they were nowhere to be found.

You also want a partner that understands the long-term support and commitment that a garden

needs, an organization that is willing to work with your staff and train them to take proper care of

the garden. Finally, you want to work with an organization that offers growth and professional

development opportunities for your school’s staff and students.

If you want to expand your garden system later on, you want a team that can help you do that. You need a committed team with a good track record.


Who We Are and How We Can Help Aquaponics and Earth Sustainable Living,

Inc. (AESL) is a non-profit that teaches

people in need around the world how to live

sustainably through aquaponics and organic

farming. Our 1/10th acre Cycle of Life micro

farm is based in Desoto, TX.

Started by sustainability pioneer John

Musser in 2006, AESL has trained

orphanages, humanitarian organizations,

and governments on cutting-edge organic

farming techniques, to provide job skills, a

nutrient-rich food supply, and self-empowerment to those that need it most. This training

opposes the hunger, poverty, and dependence by giving the economically disadvantaged the

ability to feed themselves.

To further accomplish our mission of “Sustainable Hope,” we work with local TX organizations,

schools, and universities by installing systems and training them on how to use less land and

water to establish organic gardens and micro-farms that recycle wastes from the office, kitchen,

and lawn. We desire to build a new agricultural future, where everyone has easy access to

healthy food choices.

We’ve trained and/or installed systems for educational institutions such as

BONUS RESOURCE AND CHECKLIST Visit www.aquaponicsandearth.org/schools to download our free resource guide and checklist,

How to Prepare Your School for Aquaponics and Community Gardening.

http://www.aquaponicsandearth.org/schools

http://www.aquaponicsandearth.org/schools/%20‎


The Aquaponics and Earth Sustainability Alliance

Services Offered to Schools and Community Organizations

“Creating Cultures of Food Sustainability, Empowerment and Hands-On Learning”

We are not just another company interested in installing an aquaponics unit or greenhouse. We are an aquaponics alliance of organizations and system builders committed to creating a culture of food sustainability and education in schools – that sparks and strengthens the local sustainable food movement in communities nationwide! In order to serve our local Texas area, we created the AESL Sustainability Alliance–to personality source and facilitate the best installation services, aquaponics systems, organic gardens, and training to get your school garden started. Whether you want a small aquaponics garden for classroom demonstration or a larger micro farm in your school’s land area we’ve got you covered.

We’re looking for selective, serious, organizations ready for a top-notch holistic solution to education and food sustainability. As part of our installations we offer maintenance plans and extended training workshops for organizations, teachers, and staff.

Services We Offer Aquaponics or Tilapia Fish Breeding System Installation Organic Garden Installation and Development Raised Bed Installation Journey to Sustainability Greenhouse Installation Micro Farm Design and Layout Educational Trainings, Seminars, and Workshops on Aquaponics and Organic Gardening Garden Consultations and Planning

Contact Us To Get Started Today! Call Jonathon Musser

Director of Customer Service at 469-275-8652 or

Submit a Project Contact Form at: www.AquaponicsandEarth.org/Schools

http://www.aquaponicsandearth.org/Schools


To Whom It May Concern: For several years I have had a vision for starting an aquaponics fish and crop-training center for our high school in Seagoville, Texas. In the spring of 2010 I was appointed as the coordinator for the new Environmental Science Magnet at Seagoville High School for Dallas Independent School District. With new funding, I set about finding the right systems to go with. In spring of 2010, through Google and the AESL website, I came in contact with John Musser, founder of AESL. I later toured his Cycle of Life Farm with great excitement and learned about his methods of aquaponics and crop raising. I found them extremely interesting. His growing operations interested me - because as a producer of beef cattle, I know how much time and energy it takes to produce a crop. His crop yield was phenomenal, that is one part. The other and even harder part is being able and willing to pass this on to other people. His enthusiasm for his work and love for people have helped make that possible. After conversations and research, my principal accepted my plan to proceed with a greenhouse and brand new teaching model for sustainability. At the beginning of 2011, we launched Phase I of our project. John and Teresa Musser set up several tank systems for us. It was evident that much thought was put into the details of my school's system. They were efficient, knowledgeable and helpful and they understood that the needs of a teaching model are different from a strictly commercial enterprise and set it up accordingly. The students have been participating at every stage with great interest. We also have had the parents of students and teachers already inquiring about setting up small systems in their backyards and farms. I am showing them how funding is available for potential producers to start their own farms. We urgently need what AESL represents to train our educational systems for our young people and the farm of the future. Sincerely,

Gay Leigh Bingham Coordinator, Environmental Science Magnet @ Seagoville High School 15920 Seagoville Road Dallas, Texas 75253

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