Managing Technology in the Classroom from Set-Up

After studying at the San Jose State University and graduating with a bachelor’s in psychology, Steve Betando served as a teacher and eventually into the principalship of Eisenhut Elementary School in the Stanislaus Union School District. Steve Betando’s service to the education system eventually let to his position Superintendent of Morgan Hill Unified School District in California. Back in 1991, he organized a workshop to address technology in the classroom with practice proven strategies still in use today.

There are certain instructional techniques teachers can adopt to manage technology in the class, and many people may underestimate how important it is to begin with the set-up of the classroom. The teacher should arrange the tables in a manner that allows them to view the screens in the classroom. The students must be engaged in the technology and, at the same time, the teacher has a wide span of surveillance can engaged with the students. The thoughtful classroom design must create optimum opportunity for that functional and instructionally appropriate engagement.

Beyond just arrangement, the teacher or instructor needs to establish the classroom procedures by showing and repeating. Students should understand what is expected of them and how to deal with any difficulties that arise from their usage of the technology. Numbering the technology components helps this, as well as assisting with technological support communications also gives students a sense of ownership.

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Children Developmental Behavior vs. ADHD

Steven Betando graduated from San Jose State University with a degree in psychology in 1983 and became the superintendent of Morgan Hill Unified School District in 2013. As an experienced teacher and principal, Steven Betando has organized several workshops, courses, and seminars for his colleagues. In 1998, he published in the CSU Stanislaus School of Education Journal “What Principals Should Know About ADD/ADHD.”

It is crucial not to mistake a child’s normal development for ADHD. At some point in a healthy child’s life, they are impulsive, inattentive, or hyperactive. Preschoolers are notorious for having short attention spans and the inability to focus on a single task for lengthy periods. This extends to teens and older children, where attention span is usually influenced by interest.

Some children are just born with a higher degree of activity than others, and children who are simply different from their peers and siblings should not be labeled as having ADHD. Children who have difficulties at school but get along well at home or with their peers are most likely facing something different from ADHD.

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NAESP NDP Program Recognizes Outstanding Principals

Steve Betando is a respected California school superintendent who draws on more than three decades of experience. Earlier in his career, he served as the principal of multiple elementary schools before assuming his role as the superintendent of Morgan Hill Unified School District. With a continuous focus on best professional practices, Steve Betando availed himself of highly regarded professional organizations including the National Association of Elementary School Principals.

The National Association of Elementary School Principals (NAESP) is a professional organization that advocates for high-quality professional learning and provides resources aligned to improving leadership standards, mentoring, and support. Membership consists of elementary and middle-level principals and other education leaders across the US, Canada, and overseas.

NAESP has multiple awards including the National Distinguished Principal (NDP) program, which seeks to honor successful elementary and middle-level principals working to establish a solid foundation for America’s children. An annual award, the NDP program was created in 1984, and for over three decades has been honoring principals who’ve set high standards of learning, student character, and achievement, as well as worked to ensure the best environment for students, their families, and staff.

The NDP program seeks to help children become lifelong learners and achievers based on the foundation they receive in their early school years. The award program recognizes the good work principals are doing to shape children’s early educational experiences, along with the help of teachers and caring parents.

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Conflict Resolution in School Environments

An accomplished California education administrator, Steve Betando has experience that spans over three decades. As the recent Superintendent of the Morgan Hill Unified School District, he began his career as a teacher and later served as a principal in various elementary schools. In the course of his teaching and administrative career, Steve Betando developed a program known as “Conflict Managers” which explores and teaches approaches to successful conflict resolution.

Conflict resolution in a school environment is critical, as conflicts can cause disruptions in even the most positive and supportive classrooms. If not addressed well, a conflict can devolve into violence or at minimum, create high anxiety and trauma. Many districts offer conflict resolution training whereby educators and teachers are trained in the various ways to resolve conflicts, such as process curriculum and peaceable classrooms. Process curriculum is whereby children are taught how to resolve disputes by assisting them to envision various types of conflict scenarios that could emerge in the future. Using this approach, solutions are identified before conflicts arise.

On the other hand, the peaceable classroom approach includes integrating conflict resolution into daily management of classrooms, including making it a part of the curriculum. The peaceable classroom approach encourages a cooperative culture which includes embracing and accepting diversity. This approach also emphasizes effective communication and caring for others. When dealing with conflicts, it’s also important to focus on the issue at hand and not the personalities involved, as conflict resolution seeks to find solutions and not lay blame. Additionally, conflicts should be clearly described, including how they affect others, and shouldn’t be ignored or downplayed.

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An Overview of the ASCD Emerging Leaders Program

Starting in 2013, Superintendent Steve Betando served 8 years as the chief administrative officer for the Morgan Hill Unified School District. A former principal, he served in various educational institutions across California before assuming the top position in district-wide responsibilities. With a career spanning over three decades, Steve Betando utilized his membership in the Association of Supervision and Curriculum Development in strong contribution to valuable professional practices.

The Association of Supervision and Curriculum Development (ASCD) is a community which brings together passionate educators keen on collaborating with each other from across the US to help them develop professionally for the benefit of their students. ASCD has multiple programs including the Emerging Leader program which consists of selected rising educators who’re part of a two-year program where they can participate in important issues touching on education as well as identify leadership opportunities.

ASCD emerging leaders are meant to influence, lead, and inspire educators across all levels. To qualify for the program, ASCD carries out annual nominations targeting applicants who’ve served in education for five to 15 years. In addition, applicants should demonstrate servant leadership and be dedicated to child education and development. Leaders selected to be part of the program should constantly seek to create value by examining how ASCD responds to the needs of the people it serves. Leaders are also expected to be excellent at transforming ideas into practical solutions, as well as continuously seek better solutions to achieve the desired outcomes.

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Morgan Hill Unified School District Benefits from Strategic Resolution

An experienced superintendent, Steve Betando is a former principal of Chrysler Elementary School and Eisenhut Elementary School in Stanislaus Union School District. For eight years, Steve Betando has served as the superintendent of Morgan Hill Unified School District in California.

Multiple districts, including the Morgan Hill United School District, have adopted the Declaration of the Rights of All Students to Equity in Arts Learning and/or Declaration supportive resolution based on a model provided by CREATE CA. Adopting the resolution can help guide teams through the declaration process within art planning endeavors, helping to clarify best practices and aspirational goals. In June 2017, the Morgan Hill Unified School District adopted a resolution in support of the Equity declaration. The resolution was proposed by the assistant superintendent of Morgan Hill Unified School District, Ramon Zavala, EdD, to Steve Betando (the superintendent of Morgan Hill USD), who prepared the resolution for board approval.

In 2018, the adopted resolution helped administrators evaluate the strengths and challenges of the district’s art education program, and also helped them identify entryways to strategic opportunities. The adopted resolution served as a reflective lens for the district’s Art Plan, ensuring that the needs of every student were known and further strengthening and expanding the network of support.

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CSU Stanislaus Award Launches Career Practition

Steve Betando has worked in education for over 36 years, including more than eight years with Morgan Hill Unified School District. While serving as principal of Eisenhut Elementary School in the 1990s, Steve Betando earned his master’s degree in education, administration, and supervision from California State University, Stanislaus.

While earning his master’s degree at CSU Stanslaus, Steve Betando’s thesis, “The Relationship Between Student Achievement and Absenteeism,” was recognized by the University staff for Outstanding Research in Education and awarded honors at the Graduate Symposium. His goal of identifying barriers to student success, then developing research proven practices to remove such barriers is ever-present in his drive to build educator capacity. Having collaborated on the development of the California Standards for the Teaching Profession (CSTP) along with the ESEA Highly Qualified Teaching Standards, Mr. Betando is a frequently requested educational speaker as a valued practitioner, mentor, and advisor to other educators, professional organizations, academic institutions, and legislative bodies..

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