Kohl’s Dept. Stores Awards 7 Chicago Area Youth $1,000 Scholarship For Outstanding Community Service
Nearly 200 youth volunteers awarded $1,000 scholarships and qualify for $10,000 in total scholarships through the Kohl’s Cares Scholarship Program.
Today, the Kohl’s Department Stores’ (NYSE: KSS) Kohl’s Cares® Scholarship Program honors nearly 200 deserving volunteers with $1,000 scholarships toward higher education. Seven youths from the Chicago-area were chosen from more than 37,000 nominees nationwide for making a positive impact in their local communities.
“Kohl’s is proud to recognize the 182 regional winners nationwide for their dedication to making their communities a better place to live,” said Bevin Bailis, Kohl’s senior vice president, communications and public relations. “We commend these bright volunteers for being inspiring examples for others as they have made a difference in their own communities and touched the lives of others through their efforts.”
Local recipients of $1,000 scholarships are:
Carter Cumbey, 10, Oswego, Illinois
Through his nonprofit organization SMART2bfit, Carter planned and organized a SMART Walk for Water and Garden to educate participants on water scarcity and how children in Africa walk for miles to obtain fresh water for their families. Walkers engaged in interactive learning stations and raised funds to build a water catchment tank for a school in Kenya.
Bridget Gallagher, 11, Chicago, Illinois
In honor of her sister with Down Syndrome, Bridget hosts an annual Lemonade for Misericordia event to raise funds for Misericordia, a residential community of care for persons with developmental disabilities. To date, Bridget’s annual efforts have raised more than $46,000 for the organization.
Delaney Gibbons, 15, Naperville, Illinois
After the wife of a beloved teacher was diagnosed with amyotrophic lateral sclerosis (ALS), often referred to as Lou Gehrig’s disease, Delaney and a classmate organized the Dodgin’ 4 Lou Gehrig’s Disease Dodge Ball Tournament to raise funds for the Les Turner ALS Foundation. To date, the Tournament has raised more than $42,000 to help support the cause.
Ryan Hesslau, 18, Mokena, Illinois
In an effort to stand up against bullying, Ryan created foreverU, a nonprofit organization dedicated to raising awareness of bullying and its emotional effects among teens. Ryan has grown foreverU into a teen volunteer operation that maintains a website, and social media and blog presence. Ryan also participates in anti-bullying speaking opportunities at schools.
Conor Laughlin, 11, Elmhurst, Illinois
After Conor and his family stayed at the Ronald McDonald House in Chicago while his brother Aidan was receiving medical treatment, he was driven to give back to the organization by serving meals to families staying at the house. Conor plans and shops for the meals they cook, as well as helps prepare and serve the home-cooked meals to the families.
Varun Medhal, 18, Lake Forest, Illinois
After witnessing hunger and poverty on a trip to India, Varun created Unseen Cuisine, an organization that redirects food that would normally be thrown away by restaurants and markets to the homeless and those in need. Varun organized partnerships between local restaurants and markets that, to date, have donated 10,000 food items to shelters in the Chicago-land area.
Omer Raza, 18, Lombard, Illinois
A desire to give back to the community motivated Omer to be an integral part of his senior class service project. Some of his volunteer efforts included helping senior citizens with yard work, assisting at a food pantry, cooking for the Ronald McDonald House and demonstrating science experiments to students at a local elementary school.
Winners are chosen based on initiative, leadership, generosity and project benefits and outcome. Each regional-level winner qualifies for one of Kohl’s 10 national scholarships, which will be announced at the end of July. National winners will each receive a total of $10,000 in scholarships, and Kohl’s will donate $1,000 to a nonprofit organization on each national winner’s behalf. In total, Kohl’s will recognize more than 2,300 young volunteers with nearly $400,000 in scholarships and prizes.
Since the program began in 2001, Kohl’s has recognized more than 22,000 kids, including the 2014 winners, with more than $4.3 million in scholarships and prizes. The Kohl’s Cares® Scholarship Program is part of Kohl’s Cares®, Kohl’s philanthropic program focused on improving the lives of children. For more information on the Kohl’s Cares® Scholarship Program visit kohlskids.com.
Have you heard of Google Grants?
Do you know how many searches there are on Google in one day? According to internetlivestats.com, there are over 3.5 billion searches in one day. Google processes over 40,000 search queries every second on average, which translates to over 1.2 trillion searches per year worldwide; that is a great deal of searching.
There are really over 3.5 billion searches a day on Google. You can even watch the statistics grow live over at internetlivestats.com by the second-it’s quite fascinating.
For profit companies spend thousands of dollars every year in advertising using Google AdWords to drive traffic to their websites.
However, did you know that one of the largest, most missed and underused opportunities for nonprofits is Google for Nonprofits?
You can make a bigger difference right now by joining Google for Nonprofits and receive Google Grants.
Grow Your Mission With Google Grants and Offerings and Receive:
1. $10,000 in a monthly grant to advertise on Google-yes, that is $10,000 a month in free advertising using AdWords
2. Free membership
3. Free webinars on how to use their services
4. A quick and easy application process
According to Hubspot, many Google Grant members under-spend on their $10,000 a month budget, with an average recipient spending approximately only $330 a month (with a budget of $10,000 per month)! This amount of free advertising can provide tremendous growth and visibility for your nonprofit today-growing your mission and helping those in need.
How Nonprofits Can Benefit From Google Grants:
1. Promote and raise awareness of your mission, website, and nonprofit through organic search
2. Gain new subscribers for your newsletters and grow your email list
3. Reach new donors, potential volunteers and new hires
4. Find new board members
5. Track new traffic, test new strategies and gain a mass amount of awareness
Eligibility for Google Grants:
1. Hold current 501(c)(3) status, as determined by the U.S. Internal Revenue Service; and acknowledge and agree to the application’s required certifications regarding nondiscrimination and donation receipt and use
2. Have a functioning website with substantial content
Note: According to Google’s terms: At present, Google for Nonprofits is open only to organizations based in the United States, England and Wales. Organizations based in other countries can view Google’s country-specific programs for nonprofits. You can read more here about your specific country.
Who is not Eligible for Google Grants?
1. Governmental entities and organizations
2. Hospitals and medical groups
3. Schools, childcare centers, academic institutions and universities
Largest Challenges for Google Grants and Nonprofits:
The biggest challenges nonprofits face in regard to using Google Grants are typically caused by the lack of the following:
1. An updated website filled with substantial content
2. Technical support staff
3. SEO research understanding, knowledge and application
4. Writers/bloggers who know how to implement SEO for your nonprofit
5. Basic knowledge in regard to Google tools, including, but not limited to: the use of low competition and high traffic keywords and phrases, Google Keyword Tool, Google AdWords and Google Analytics
Regardless, this is a tremendous opportunity that all nonprofits should be taking advantage of for growth and exposure-and to continue to make even a bigger difference in the world.
Ready to learn more? Follow the remainder of this blog via Linkedin.
Read more about Google Grants here.
Read about Google Grants for Education here.
Lifecycle Gardens, makers of the Garden On Wheelz product line, is launching an initiative to help bring gardening and garden programs back into schools nationwide.
The “100 Gardens For 100 Schools” program aims to get the Garden On Wheelz into as many schools nationally to help educate kids about their food source and how to grow organic healthy foods.
Meet Justin, a 22 year old student who took a challenging personal situation he faced, and turned it into something better for our kids-all of them.
The product’s mobility, adjustable height and built-in recycling system for water makes it simple and ideal for use in any school by all students. This includes inner city schools where land or space for a garden might not be available.
Justin is also running a fundraiser on Indiegogo, where you can help him help kids.
His fundraiser can be found here.
Guest article by Chris Lucas, VP Marketing, Formstack
Many graduates have fond memories of their days on campus. I mean, sure, the knowledge and experience gained, but probably also a lot of pizza and late nights socializing at a whisper in the library.
But your relationship with those grads doesn’t have to end after they walk across the stage. Alumni can be a great resource for current student retention, career networking, and (of course) university donations. In the past, alumni engagement strategies revolved around phone calls and direct mail campaigns. Now, higher ed staff are beginning to engage alumni using social media, connecting more grads across the country and inviting their participation at several levels.
If your department is ready to go digital, here are 5 best practices for engaging alumni online:
1. Job Search Assistance
There’s probably nothing that drives alumni back to their alma mater like a job search. When you’re looking for any “in” to a new company or new field, alumni connections can be invaluable.
Sure, many universities offer job listings on an internal database, but sometimes that extra password and profile creation can be a barrier to participation. LinkedIn is a natural platform to include in your alumni engagement strategy.
Create an alumni group on LinkedIn and encourage old and new grads to join using an email marketing campaign. It requires minimal work for university staff since alumni-to-alumni connections and job postings will start to happen naturally inside the group. Even better, alumni will likely credit the school with any job found on the site because it was that affiliation that opened the door.
2. Social Media Conversations
More than 90% of adults online are using social media sites. Go where your alumni are!
As the wise Jack Donaghy once said, “Never go with a hippie to second location.” In the same way, some people are hesitant to leave Facebook or Twitter, even for an organization they trust.
So while it’s all well and good to post university announcements or articles that drive readers back to your website, take advantage of the opportunity to nurture conversation on the social media platforms. Ask questions. Initiate reminiscence. Share photos.
3. Social Media Trainings
What do your alumni know you best for? Educating them! Exceed their expectations and continue to offer training post-graduation. Social media is ever changing and this area is perfect for re-engaging older alums that want to learn new skills. Use tools like GoToMeeting or Google Hangouts to host webinars or tutorials. In one example, Michigan State University boasted 25,000 alumni participating in 25 presentations. Many times, these trainings were in collaboration with alumni events.
4. Get Information
It’s important to know where your alumni are and what they need. Two ideas to get that information:
One, capitalize on transcript requests. Hazel Matthews at Sullivan University cites this process as the perfect time to get updated information, such as email or mailing address. Incorporating features like Smart Routing into request forms can make sure the information is shared with all the right departments.
Secondly, consider an alumni engagement survey. Ask questions to learn what your graduates need and how you can build long-term relationships with your alumni.
5. Online Forms for Alumni Engagement
Our affiliations will continue to have both online and real-world expressions, and it’s important that universities take advantage of all mediums to connect with alumni. Online forms can be a great way to quickly engage alumni where they are online and store their data for future connection efforts.
Measure responses via analytics offered by various sites with form capabilities. Not only will you be able to track when the best time to reach out to alumni is, you can modify data collected according to information most pertinent to you. For example, is it important that you measure how many alumni stayed in state after graduation or whether their degree played a role in their career? Forms can help you track that pertinent information.
By Kristen Obst, PhD, Program Director, Public Administration and Security Management Programs at American Public University
The Institute for Women’s Policy Research (IWPR) recently released a study on College Affordability for Low-Income Adults. While most consumers are aware that the economic landscape is changing and the job market is constricting, most are not aware that this also impacts college enrollment.
The impact may not be what you think. National attention to student loan debt and federal student loan forgiveness makes us reevaluate the value of higher education, how we deliver and consume knowledge, and how we pay for it. While this focus has been on traditional students who are financially dependent, increasing numbers of low-income students are attempting college. IWPR finds:
“Low-income students are more likely to be financially independent, to be first generation students, to be students of color, and to be parents. They have greater time constraints, less access to information about enrollment, careers, and financial aid, more unmet need, more health challenges, a higher likelihood of serious material scarcity such as food insecurity and difficulty paying bills, and poorer labor market outcomes following degree attainment.”
The short version is that students with some of the biggest barriers to success are entering college for the first time. Simultaneously, their need for success is also the highest because they have no safety net.
What can educators do to support low-income adult students?
The goal of the IWPR study was to look critically at barriers to success among some of most at-risk students and how to improve the return on investment (ROI) for them and for society. The facts are that college is an expensive, long-term investment and college enrollment continues to increase among non-traditional students. According to the National Center for Education Statistics college enrollment increased more among students 25 and over between 2001 and 2011 than it did for those ages 18-24 for the first time in history. Women and minority students also showed increased rates of enrollment compared to their white male counterparts.
Affordability is traditionally viewed in dollar amounts, which is very one- dimensional. If you are paying your own tuition, perhaps it is measured in cost per credit or in lost wages if you have to take time away from your job. A recent Pew Social Trends Analysis found that student loans may actually keep students from accumulating wealth, so certain paths to education may ultimately hurt students in the long run in terms of financial outcomes.
The IWPR study found that there are several other costs to higher education for low-income students. These students tend to have children and be young, single parents. They have to factor in childcare costs if the school doesn’t provide it and find job options that accommodate education.
Sisyphus in Higher Education
According to the Bureau of Labor Statistics, there is a strong positive correlation between education and earnings and a negative correlation between education and unemployment. There are many grey areas within this otherwise very clear picture.
Many of these students have an epic climb ahead of them; many highly-motivated college students face multiple barriers to success. Not only are they generally young, single parents who are first- generation college students, they are financially- independent and have low income. They are choosing majors with low earning potential.
How can educators support these students?
Make instruction meaningful. Their time is precious and their money is scarce; make it worth every drop. Ensure your curriculum is relevant to the field and provides them with the most current and timely material so when they graduate they are ahead of the competition.
Hire faculty who are compassionate. I get more appreciation from my students for understanding their lives outside of the classroom than I do for mentoring them to publish. I am a mom, too, and my kids also run fevers, so I understand. In order to support students, you have to realize that life goes on outside of the classroom and, increasingly, students are juggling a lot of other responsibilities.
Actively recruit women and minorities for your STEM programs. Recruit both faculty and students because there is a clear disparity in representation, opportunity, and pay. Affirmative action in higher education has been banned in admissions, but affirmative recruitment among women and minority in STEM fields is almost a moral obligation. These fields are in-demand, high-paying opportunities.
Consider hiring your graduates. Who understands your students more than someone who has walked a mile in their shoes? I work for a large online university and we employ qualified graduates and many employees take classes with us. It is a great way for us to validate that our programs meet the needs of students.
Invest in career services. We should be helping new students, especially first- generation degree- seekers, to pick a major because essentially this leads to picking a career. We cannot wait until students are preparing to graduate to help them find a job. Helping them early on to find an appropriate major based on ROI and demand for work, earning potential, and other life considerations (childcare, caring for aging parents, military spouse, etc.) will help set them up for the greatest success.
For most of us educators, these students on the cusp of success are the hardest to serve, and the very reason we teach. They find every success so rewarding, they give every assignment 110%, and they throw everything at their studies because they know what is at stake. We now know what is at stake for them too, so let’s do what we can to get them to the finish line, even if that means restructuring how we provide career counseling and how we recruit and train our faculty. Our society will be better for it when our most tenuous students are raising the next generation of college graduates.
About the Author
Dr. Kristen Obst is the Program Director for the Public Administration and Security Management Programs and Associate Professor of Public Administration at American Public University. She is the proud mother of two little boys and her husband is active duty Army. She is still learning how to juggle parenting, work, and military life.
By Robyn Shulman
Kids need their parents more now than ever. As a teacher and a parent, I have been given the opportunity to see both worlds. As much as technology has changed the world for the better, it has also put our young generation at risk in many different ways. Childhood is not what it used to be-even compared to 10 years ago. As parents, we must be able to assure our children are getting what they need to become healthy and stable citizens. As we become busier as adults, we must remember our kids need us to listen, to be interested in their lives, to ask, and to show how much we care for them. Take the extra time, ask detailed questions about their day, spend time talking at dinner-all of these little things add up in unparalleled positive ways. Great areas of concern: Consistently Online: Many children are living online-attached to their iphones, texting, and social media outlets-they are looking for attention in these areas if they are not getting enough at home and within their activities. They are competing for ‘likes’, posting inappropriate images and many leave themselves at high risk for exposure. Talk to your child-find out what he/she is doing and posting online (you may be shocked at first). Don’t let the Internet be the venue that defines his/her growth, acceptance and self-confidence. Bullying: If your child is being bullied at school or online, odds are he/she will not tell you immediately. Watch for signs-resistant to go to school, goes to the nurse often, drop in grades, depression-the red flags are there if this is occurring and we must pay attention and take action. Unfortunately, as bad as it is to deal with at school, it now carries over to online venues. According to Cyber bullying statistics from the i-SAFE foundation:
- Over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying.
- More than 1 in 3 young people have experienced cyber threats online.
- Over 25 percent of adolescents and teens have been bullied repeatedly through their cell phones or the Internet.
- Well over half of young people do not tell their parents when cyber bullying occurs.
Physical Health: According to the CDC, childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years. The percentage of children aged 6–11 years in the United States who were obese increased from 7% in 1980 to nearly 18% in 2012. Similarly, the percentage of adolescents aged 12–19 years who were obese increased from 5% to nearly 21% over the same period. Kids need to run, feel the sun, climb trees, play ball and enjoy nature-they need to be kids. Kids of Affluence and Risk: According to Dr. Madeline Levine, in recent years, numerous studies have shown that bright, charming, seemingly confident and socially skilled teenagers from affluent, loving families are experiencing epidemic rates of depression, substance abuse, and anxiety disorders; rates higher than in any other socioeconomic group of American adolescents. Materialism, pressure to achieve, perfectionism, and disconnection are combining to create a perfect storm. These kids face different challenges than those living in poverty. As we grow together online, we must still grow together at home and as a family. Kids need us in the same ways they always have-the gaps are bigger and the challenges are different. However, love and acceptance remains the same-and it is greatly needed in this ever-changing world. The one truth that will live on forever-it all begins at home.
Written by: Dr. Kimberlee Ratliff
Although many students who qualify for special education placement are mainstreamed into classrooms, there are some students who need specialized care based on the severity of the disability. Entering the world of middle school counseling, I served students at a middle school with a designated classroom for students with severe disabilities. These students spent the majority of their day in one classroom with the other students who also had severe disabilities with limited interaction with the remainder of the student population.
I knew I needed to serve ALL students and I was disturbed by observations I made in the hallway one morning as the students with severe disabilities arrived to start their day. The stares, facial expressions, and jokes aimed at our students with severe disabilities bordered on bullying; clearly it was time for a change.
Erin Tucker, our gifted education teacher, and I decided to create a program to increase acceptance and empathy of our students in the severe disabilities classroom. We created a peer buddy program called Panther Pals (the panther was our school mascot) that involved two special education groups: those in the gifted education program and those in the special education program, particularly the severe disabilities class. The outcomes exceeded our expectations.
We started with proposing the idea to our principal and discussing the purpose and goals with the teachers. Once approval was granted, we discussed the program with the students identified in the gifted program and encouraged them to apply to be a buddy. The application included questions regarding why they want to be a buddy, hobbies and interests, and basic information to help us in the pairing process. For protection of our students in special education classes, we did request parent permission for participation in the buddy program. We were surprised by the overwhelming support from the parents.
Once we had applications and permission forms signed, we met with the students in the gifted program to give them an overview of working with their buddies, to explain confidentiality and what to expect, and to share information about some of the disabilities they might encounter. The teachers from the special education classes assisted with this sensitivity training and provided excellent insight to help the students understand the best ways to communicate and befriend their buddies.
We did activities that showed what it would be like to be blind and have physical disabilities. Students were able to gain some understanding through experience the challenges that their buddies face.
Social Skills Activities
We paired buddies based on mutual interests. Each month, the students had a program and activity to help build the friendship with their buddies.
Examples of program and social skills activities:
- Reading day – buddies read stories together (many students in the severe disabilities classroom do not speak, but they loved reading time with their buddies)
- Valentine’s Day – made heart cookies and decorated them with icing
- Made mini-tote bags with their buddies
- Bowling field trip and pizza lunch
- Stations of different exercise activities
- Social lunches
- Buddies paired with students with cognitive disabilities went on a field trip to the mall as students learned how to include tax in purchases
The goal at first was to reduce the potential for bullying or exclusion of students with special needs by creating acceptance. Additionally, we wanted to foster empathy when engaging with the students to promote understanding and genuine friendships.
The success of the Panther Pal program was evident during the planned activities as well as interactions on a daily basis.
We discovered that the students in our gifted program learned how to communicate with students who may not be able to talk, learned a sense of self-worth as they served as a buddy, and became defenders of these students if anyone said an unkind word or gave an unaccepting look.
Although inclusion is very popular and students in special education programs often attend classes with non-disabled peers, students with severe disabilities are often still left out of the mainstream school environment. I strongly recommend creating a peer program such as Panther Pals to support a positive school climate for students who may not engage with all of their peers on a regular basis.
Social Skills Activities and Resources:
Social Skills Activities on Pinterest
Peer buddies and social skills activities printables
Peer buddies and social skills activities for children and teenagers
Free social skills activities here
Peer buddies and social skills activities for elementary students here
About the Author
Dr. Kimberlee Ratliff is a National Certified Counselor (NCC), National Certified School Counselor (NCSC), and Trauma and Loss School Specialist (TLC Institute). She is currently the Program Director and Associate Professor of the M.Ed. School Counseling Program at American Public University System (APUS). Prior to her career at APUS, Dr. Ratliff worked as an elementary and middle school counselor in North Carolina and Northern Virginia in addition to teaching at George Mason University. She received several awards including the Virginia Counselors Association Counselor of the Year Award, Prince William County Schools (PWCS) Above and Beyond Award, Prince William County Education Foundation Hero in Education Award, and the APUS Teaching Excellence Award for the School of Education. Dr. Ratliff has held previous leadership positions in the Prince William County Regional Counselors Association (PWRCA), Virginia Counselors Association (VCA), and Virginia School Counselor Association (VSCA). She is also a member of the American School Counselor Association and American Counseling Association. Dr. Ratliff has presented on the local, state, and national levels on bully prevention and counseling multiracial children. She can be reached at email@example.com.
Social skills and peer buddy resources can be found here too.
Highly honored to share this guest article written by COL (RET) Alan Landry.
No one gets anywhere alone. For good or ill, each of us represents the product of every person who dared to get involved in making us better, or chose to walk away leaving us to our own devices. Every success and every failure we experience is rooted in this simple thought. Mentorship is the “heart of the matter,” refining us, defining us, and ultimately, molding us into the people we are today. Most people can remember at least one teacher in our early developmental years that saw more potential in us than we did in ourselves, and through that belief, gave us the ability to rise to a place we did not believe possible. Alternately, most of us can remember at least one teacher or coach who did not see, or develop, our talents, and in that disbelief, often created a self-fulfilling prophecy. Mentorship has a unique power to lift others up to their unseen potential. It is about investing yourself in the life of another person to create growth, share life experiences, and learn from one another. Like so many other important things in life, the more you give, the more you will receive, and the richer and more significant your life will become. Mentor relationships can become so important to both the mentor and the mentee that they will last a lifetime.
My experiences as a career Army officer and as a corporate leader convinced me that mentorship was one of the most significant ways for any organization to increase its human capital. In so doing, that organization not only increases its competitive advantage, it also changes lives for the better. Those experiences also led me to believe that this area remained one of the most underdeveloped resources in many teams. Too often, formal programs missed the point of what effective mentorship was about, providing little in the way of tools or techniques for either mentors or mentees. Many programs made mentorship optional rather than a fundamental leadership responsibility. Yet I never saw any team or organization that could be successful without it. I also never met a single individual who did not want to be part of an effective mentor relationship to grow, to be developed, and to be believed in.
Mentorship is a discipline that can be taught, and learned. As a strategist, I also believed that tools could be developed and applied to mentor relationships to create life strategies and to provide a useful framework for making effective decisions. In every organization I belonged to, the need for mentorship was consistently greater than the programs and resources that were being dedicated to the practice of mentorship. I wanted to be part of the solution rather than part of the problem, so I devoted a year to writing a book that would capture my personal experiences, perspectives, and tools that anyone could use to become a better mentor and a better mentee. The title of the book, “Growing Mentor Intelligence™ – A Field Guide to Mentoring,” reflects my belief that effectiveness as a mentor can be grown through time and experience, just as with any other form of intelligence. No matter where you are in your personal and professional life, you have the power to become a better mentor to those who reach out to you, and a better mentee to those who have made the decision to mentor you. The more you apply the lessons and tools in my book, the more you will grow your own Mentor Intelligence™. This is a simple, practical way to make a positive difference in the world, to become a more effective leader, and to create change that can last a lifetime. Take the chance to become part of someone else’s life through the practice of effective mentorship, grow your Mentor Intelligence™, and be changed yourself in the process.
About the author: COL (RET) Alan Landry graduated from the United States Military Academy in 1974. He is a veteran of the First Gulf War and NATO peace support operations in Kosovo. After a distinguished 26 year military career, Alan began a 10-year career in strategy and business development with Raytheon Company where he continued to develop his perspectives on leadership and mentoring. Alan is currently the founder and owner of ALtuitive Holdings, LLC. He and his wife Paula live in Alpharetta, Georgia, where he is able to write, support a children’s non-profit (Dreams For Kids), and enjoy quality time with their four children and ten grandchildren. For more information about Alan, visit his website at www.altusleadership.com.
Looking For A Teaching Job…This Is Where You Need To Be!
Visit me here for teacher mentoring, jobs, resources and more. Coming January 2015.