The Institute
for Educational Leadership's bi-monthly newsletter:
IELeadership
Connections, Vol. 2, No. 1, September/October 2003
This
edition's topic: Reflection
Contents:
•
Reflection
(Commentary)
• News
from the Field
• Things
to Watch
• Reader
Survey: Your Reflections
Your
editors hope IELC readers were able to relax and reflect during
the summer and are returning refreshed and ready for the fall.
Too many of us, though, are wondering where the summer went and
why we didn't get more done, and wondering what our response would
be today to the traditional fall query: What did WE do with our
summer vacation? Your editors both took long trips on the road,
leaving us with time to contemplate the highways and byways of
our lives. Which brings us to the topic for this issue of IELC---reflection.
You may define reflection as thinking quietly and calmly (as Webster
does), or as the intellectual analysis of a problem and its solutions
(as Dewey did), or as something more contemplative and spiritual
(as some religions do). Perhaps we wrote some reflective papers
in college or briefly kept a journal in a leadership program--but
have we incorporated reflection into our professional and personal
lives? However you define it, most leaders don't do enough of
it.
There
are certain times that encourage reflection more than others.
Sometimes a number of emerging and converging events and issues
briefly catch our attention, like signs along the highway. Other
events will demand our full focus, and we'll have to get off the
road to study the map to be sure we are on the right path. For
example, at its last meeting, the IEL Board of Directors discussed
current and future issues that they perceive will have a profound
impact on America's public schools and our nation and on the work
that IEL does and needs to be doing. Recurring themes in that
discussion, which IELC will reflect upon in the coming year, include
1) the crisis in confidence in public schools and the need to
build trust in public education, 2) the need for new partners
in tackling educational challenges, 3) an affirmation that leadership
does in fact matter, and 4) the achievement gap. In addition,
the 40th Anniversary of IEL will be observed this year, providing
additional opportunities for reflection (see the box at the end
of this issue).
As
we look at the achievement gap, of heightened importance to those
of us in education is the 50th anniversary (on May 17, 2004) of
the United States Supreme Court decision on Brown v. the Board
of Education. The celebrations and remembrances of this landmark
ruling have already begun with the creation of the federal Brown
v. Board of Education 50th Anniversary Commission (http://www.ed.gov/inits/commissionsboards/brownvboard50th),
the American Bar Association Brown v. Board of Education Commission
(http://www.law.harvard.edu/news/2003/08/13_ogletree.php),
the NAACP Legal Defense and Educational Fund Web site, "Brown
Matters, (http://www.brownmatters.org/press_education.html),
plus activities and events sponsored by the National Education
Association, the Howard University School of Law, and many others.
(For summaries of Brown v. Board and other landmark Supreme Court
decisions on equal rights, go the State Department information
at http://usinfo.state.gov/usa/infousa/crights/scdec.htm.)
Most
of us don't remember the Brown decision from personal experience,
although more of us may remember the school desegregation efforts
of the 1960s, which led to and followed the passage of the Civil
Rights Act in 1964. Upon reflection, we recognize that court desegregation
orders from that period were lifted as late as last month (in
Baton Rouge and Kansas City), and others may still be in effect.
The Civil Rights Project at Harvard University (http://www.civilrightsproject.harvard.edu)
reports that school segregation still exists in some areas and
that new resegregation trends are developing based on socio-economic
status as well as race and ethnicity.
During
the coming year, we will encourage IELC readers to help us reflect
on how far down the road to equal education we have come since
Brown v. Board of Education. What is the reality around us when
it comes to equity in schools? Are we meeting the educational
needs of ALL our students? What actions do we need to take to
ensure those needs are met? Are we sharing our thoughts and actions
on these important issues with our colleagues and policymakers?
(If you need help getting started, visit the National Coalition
for Equity in Education's Web site for a list of questions on
equity ranging from classroom practices and assessment to adult
culture and policy at http://www.ncee.education.ucsb.edu/discussionareas.htm.)
In addition to reflecting on Brown v. Board of Education and equity
issues in education as they surface during the year, we may also
invite guest commentators with a variety of perspectives to share
their thoughts through the lens of leadership and public policy.
IELC
recognizes that the current need for action has caused many to
bypass the role of leader as thinker. It is our intention to encourage
reflection and to share your insights through the resources, ideas
and contacts that are highlighted in our newsletter. We like the
way the Canadian Centre for Management Development (CCMD) puts
these pieces together in a foundation course for its leadership
curriculum titled "Leadership: Reflection and Action."
The course description at http://www.ccmd-ccg.gc.ca/leadership/programs/LRA/title_e.html
notes, "Reflection time and the skills for reflection are
not easy to come by in our busy professional lives. We believe,
however, that true ethical leadership cannot exist in today's
society without significant reflection on the reality around us.
Leaders need to reflect on the ethical issues they face, the good
of the followers, and the actions that need to be taken."
The conceptual framework for the course at http://www.ccmdccg.gc.ca/leadership/programs/LRA/framework_e.html
provides the additional insight that "…participants must
also make a commitment to action. ... Learning in the absence
of this action is merely entertainment."
NEWS
FROM THE FIELD
As
you may recall, IELC readers shared their thoughts last year on
the need for building trust in education. Trust is the cover story
of the September issue of the National School Board Association's
American School Journal (http://www.asbj.com).
Be sure to read Deborah Meier's article, "The Road to Trust,"
and the responses from eight prominent educations, "Conversations
Along the Road." (We also thank the Journal for providing
the road metaphor for this issue's commentary.)
On
the matter of enlisting new partners in the quest for increased
student achievement in math, The Actuarial Foundation will consider
proposals for funding of mentoring programs that involve actuaries
in supporting the teaching and learning of mathematics. The average
grant has been $25,000 or more, and The Foundation does not require
use of a standard proposal. Proposals are accepted at any time.
They also have developed their own "Count Yourself In™"
toolkit, which shares the experiences of others who have become
involved and provides a roadmap for getting started. For more
information about these grants and the Actuarial Foundation visit
http://www.actuarialfoundation.org
Sometimes
you have to stop and look around. The 35th Annual Phi Delta Kappa/Gallup
Poll of the Public's Attitudes Towards the Public Schools has
just been released. A few of the findings: 48% of respondents
give schools in their communities a grade of A or B, while 31%
give them a grade of C. In contrast, only 26% give schools in
the nation an A or B, and 52% give them a C. More than a year
after the passage of No Child Left Behind, 76% of all respondents
(and 78% of public school parents) say that they know little or
nothing about the law. There are problems with some questions
(confusing adequate yearly progress with "a single statewide
test", for example), but you can find the poll at http://www.pdkintl.org/kappan/k0309pol.pdf.
The
Learning First Alliance apparently anticipated some of the PDK/Gallup
Poll findings and published a road map, A Practical Guide to Talking
With Your Community About No Child Left Behind and Schools in
Need of Improvement, last month. Written primarily for district
superintendents and principals, the guide is a collection of documents
that can be adapted for use by for a variety of audiences. Documents
(available in html, pdf and Word) include talking points, discussion
strategies, tips for parents, frequently asked questions, and
resources. To access them, go to http://www.learningfirst.org/publications/nclbguide.
Mid-continent
Research for Education and Learning (McREL) analyzed state responses
to and the public's opinions on NCLB, plus they conducted six
case studies of low performing schools. Their findings suggest
that, among other things, "the public appears to have an
entirely different agenda for school reform than do most educators
and policymakers." To read the report, Understanding No Child
Left Behind: A Report on the No Child Left Behind Act of 2001
and Its Implications for Schools, Communities, and Public Support
for Education go to http://www.nationaldialogue.org/resources/Understanding.pdf.
To download a copy of their issues brief, Digging Deeper: Where
Does the Public Stand on Standards-based Education, which is based
on the larger report and summarizes findings from focus groups
with over 60 community members from Kansas City, MO, go to http://www.mcrel.org/topics/productDetail.asp?productID=141.
An
Impossible Job? The View from the Urban Superintendent's Chair,
the second report in the Center for Reinventing Public Education's
leadership series, finds some barriers on the road that superintendents
travel---specifically that district governance impedes superintendents'
ability to make the changes necessary to raise school performance.
Recommendations to empower superintendents are included. Based
on surveys and interviews of 140 superintendents, the report can
be downloaded at http://www.crpe.org.
Is
there a principal shortage or not? To help you reflect on this
question, a new policy brief from The Wallace Foundation, Beyond
the Pipeline: Getting the Principals We Need, Where They are Needed
Most, synthesizes the findings from three independent research
reports by RAND, the University of Washington, and SUNY-Albany.
To download your copy and to link to the original reports, go
to http://www.wallacefunds.org/research/research_detail.cfm?id_publication=1913554261&page=1.
In
addition to examining the pipeline with The Wallace Foundation,
the University of Washington studied the needs of principals and
how well current training programs are meeting those needs. The
University identified three principal leadership models: the one-man
band, the jazz band leader, and the orchestra conductor. The report,
Making Sense of Leading Schools: A Study of the School Principalship,
is available at http://www.crpe.org.
Some
states are trying to find the on-ramp to the road to highly qualified
teachers. Senator Ted Kennedy asked the Government Accounting
Office to look at what states were doing to meet the highly qualified
teacher requirement for NCLB. The resulting report, No Child Left
Behind Act: More Information Would Help States Determine Which
Teachers are Highly Qualified, found that the 37 states surveyed
did not have enough information on their teachers to determine
if they were highly qualified. The GAO concluded that states need
assistance from the U.S. Department of Education, particularly
in evaluating teacher subject area knowledge. The report (GAO-03-631)
is available at http://www.gao.gov.
Looking
for "exit" signs? The Center on Education Policy released
a new report last month, State High School Exit Exams: Put to
the Test, which includes the results of a survey of all 24 states
with current or planned exit exams in 2003. In addition to a wealth
of descriptive data about the tests, the report discusses test
effects on curriculum, instruction and students; costs; and implementation
challenges. Findings indicate that the costs of implementing exit
tests are substantial and suggest that the tests may improve curriculum
and instruction, but may increase drop out rates. To download
a copy, go to http://www.cep-dc.org.
For
a look at some of the innovative programs that help immigrant
students succeed in high school, see Immigrant Students, Urban
High Schools: The Challenge Continues at http://www.carnegie.org/immigrantstudents.pdf
The document explores the unique scholastic environment immigrant
students face, and inspirational programs and strategies that
are leading to greater levels of academic success, high school
graduation and college access.
The
argument on whether educational studies in Community District
2 in New York City are research or "cheerleading," detailed
in the on-line journal, Education Policy Analysis Archives (http://epaa.asu.edu/epaa/vol11.html
numbers 27, 28 and 29), points up the fact that we all need to
be informed consumers of research, especially with today's emphasis
on scientifically-based research. [If you don't know or can't
remember how to determine whether a study meets the bronze, silver,
or gold standard of research, refresh your memory with the Comprehensive
School Reform (CSR) Practitioner's Guide to Scientifically Based
Research at http://www.goodschools.gwu.edu/pubs/pg/index.htm.]
Safe
and Sound: An Educational Leader's Guide to Evidence-Based Social
and Emotional Learning (SEL) Programs is available from the Collaborative
for Academic, Social, and Emotional Learning and the Mid-Atlantic
Regional Educational Laboratory for Student Success at Temple
University. It offers a summary of 80 nationally distributed programs
that address social and emotional development and related issues
and highlights 22 select programs based on strong evidence of
effectiveness, training supports, and comprehensive coverage.
Download your copy at http://www.casel.org.
One
of the complex interchanges on the education road is providing
effective education for students with learning disabilities. Congress
is considering issues relating to the documentation of learning
disabilities in the reauthorization of the Individuals with Disabilities
Act. For a summary of the identification issues, current practices,
and recommendations from several organizations, order a copy or
download a pdf file of Specific Learning Disability: Current Approaches
to Identification and Proposals for Change at http://www.nasdse.org/FORUM/Document%20Pop-up%20Pages/sld_download.htm.
THINGS TO WATCH
Last
chance to take this road! The deadline for responding to the national
on-line survey of readiness for implementing the requirements
of No Child Left Behind is September 30, 2003. Your input as a
teacher, administrator, parent, LEA or SEA staffer, policymaker,
or other educational stakeholder is desperately needed. Although
the survey focuses on students with disabilities, both general
and special education perspectives are needed. The survey is anonymous,
and respondents can view their answers as the final step before
submitting them. IELC will keep you advised of the results, which
will be used to inform discussions on policy and practice. This
is an easy way to take action, so please share this blurb and
the link with those in your own networks. To access the survey,
go to http://ww.ideapolicy.org/iel/ielsurvey.asp.
Check
out IEL's new Theme High School Network (THiSNET) Web site at
http://www.thisnet.org.
Theme schools (AKA focus schools) are any public or private high
school that deliberately organize their curriculum and activities
for all students around a particular instructional, philosophical,
or curricular concept. Their fundamental premise is the belief
that coherent and purposeful schools can focus and motivate student
learning and thus improve achievement. The Web site includes a
school database of over 400 schools and a research section.
With
the goal of revolutionizing what schools do to address barriers
to learning and teaching, the Summits Initiative: New Directions
for Student Support is scheduling a series of state and regional
summits to help schools rethink existing learning supports. If
your school is struggling to manage increasing accountability
for students outcomes and dwindling budgets, go to http://smhp.psych.ucla.edu
and click on the green button for more information and to download
the Initiative's concept paper and other materials.
Finally,
IELC would be remiss if we didn't acknowledge the anniversary
of the tragic events of September 11, 2001. We want to convey
our heartfelt sympathy and support to those who lost family members
and friends that day, and to reflect on the irrevocable change
to all of our lives two years down the road. It was and remains
our feeling that only by pulling together can we grieve and rebuild.
READER SURVEY: YOUR REFLECTIONS
Where is
your road taking you? What issues are keeping you up at night?
Focus on the issues that are important to you: Brown v. Board
of Education, the impact of NCLB on equity, leadership challenges,
etc., and share a brief reflection, personal or professional,
with your editors. Please keep your response to a few lines or
a short paragraph. You may include a link to a Web site or document
in your response.
Send
your response to survey@iel.org with "survey" in the
subject line. You can be cryptic as long as we understand your
point. Please remember that IELC surveys are informal exchanges
and are not intended to be "scientifically-based research."
We will collect your responses and use them to inform future issues
of IELC. We will not be able to provide a personal response to
each submission.
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Happy
Anniversary, to us!
IEL
will be experiencing its own milestone with the 2003-2004
program year, marking the 40th Anniversary of IEL and its
Education Policy Fellowship Program (EPFP™). The EPFP™ is
a year-long leadership program---a road down which over
5,000 diverse people in education and related fields have
passed over the years. One of the first celebrations will
be a conference for EPFP™ alumni, current Fellows, staff,
and partners at the Grand Hyatt Hotel in Washington, DC,
December 5-7, 2003, to celebrate, reconnect---and to reflect
upon and discuss major education policy issues with colleagues
from across the nation and experts at the heart of federal
education policy. Information on the program content and
conference lodging will be forthcoming. In the meantime
please feel free to contact EPFP™ Program Assistant Raël
Nelson-James at nelsonjamesr@iel.org
with any questions.
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Submission
deadline for the next issue: October 31, 2003
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ABOUT
IELEADERSHIP CONNECTIONS
IELeadership
Connections is a free bi-monthly e-newsletter focusing on leadership
for education. The editors are Mary Podmostko and Denise Slaughter.
Gerardo Medrano is the assistant editor. Please feel free to share
this newsletter with interested parties. The editors will do their
best to provide active links and information but cannot be responsible
for expired links.
To
submit a news item, suggest a topic for future publication, or
provide feedback, send an e-mail to feedback@iel.org
with "IELC" in the subject line. Submissions should
include a link at which readers may find additional information
on the highlighted program or issue.
To
initiate or discontinue a subscription to IELeadership Connections,
please send an e-mail to subscribe@iel.org
with "subscribe" or "unsubscribe" in the subject
line.
This
e-newsletter is made possible by grants from The Ford Foundation,
Carnegie Corporation of New York, and MetLife Foundation.
ABOUT IEL
For
more than thirty-five years, the Institute for Educational Leadership
(IEL)-a non-profit, nonpartisan organization based in Washington,
DC-has worked to achieve better results for children and youth.
At the heart of IEL's effectiveness is a unique ability to bring
people together to identify and resolve issues across policy,
program, and sector boundaries. As a natural outgrowth of IEL's
work, diverse networks have been created and nurtured.
Today,
IEL is working to help individuals and institutions increase their
capacity to work together to improve outcomes for children and
young people. We are building and supporting a cadre of diverse
leaders, strengthening the capacity of education and related systems,
and informing the development and implementation of policies.
IEL supports a national network of over 15,000 policymakers and
practitioners, publishes books and reports, facilitates meetings,
produces seminars and conferences, and disseminates ideas that
have an impact on policy at all governance levels. Please visit
our Web site at www.iel.org to learn
more about IEL.
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