The Institute for Educational Leadership's bi-monthly newsletter:
IELeadership
Connections, Vol. 1, No. 5, May/June 2003
This
edition's topic: Changing Voices
Contents:
•
Changing
Voices (Commentary)
•
News
from the Field
•
Things
to Watch
•
Reader
Survey: Your Solutions?
CHANGING
VOICES (COMMENTARY)
The hot topic in educational policy circles at the moment is,
of course, the No Child Left Behind Act (NCLB), and it surfaces
at almost every meeting either as the primary topic of conversation
or as a factor to consider in whatever that primary topic might
be. These policy discussions generally focus on the "what"
and the "why" of No Child Left Behind, leaving the
"how" to the people in the field or to the regulators
who are trying to figure out the guidelines. Nike's advertising
tag line of "Just do it" would be one way to describe
the tone of the voices in the initial discussions of NCLB. It
now appears that the policy voices are moderating somewhat--not
backing down on the intent of the law, but recognizing that
the frustration with the "how" is not whining but
rather the reflection of serious and legitimate concerns about
implementation. A recent policy forum hosted by the National
Center on Education and the Economy (NCEE) illustrates this
change in tone.
To address
the issue of state capacity to implement No Child Left Behind,
NCEE and its partners, the Progressive Policy Institute and
the Thomas B. Fordham Foundation, sponsored a Policy Forum on
"Implementing the No Child Left Behind Act" on April
9, 2003. This all-day forum was unique in that its panels, moderated
by well-informed educational journalists, were composed of an
interesting mix of national, state and district policymakers
and administrators. The luncheon discussion with U.S. Undersecretary
of Education Eugene Hickok (Representative George Miller, the
senior Democrat on the House Education and the Workforce Committee,
was unable to participate) was particularly worthy of note,
and questioners did not pull their punches. In response to a
question on political fallout when 100% proficiency on Adequate
Yearly Progress assessments is not made, the Undersecretary
responded that we may not reach 100% goal, but we'll have more
research over time. To a question about school choice for cities
that don't have any options, he said that there needs to be
a balance between logistics and compliance as well as a way
to create opportunities for choice. He also noted that "remote"
schools had obvious challenges to the high quality teacher and
school choice requirements that needed to be examined (we would
add statistical disaggregation to the list). (To view the agenda
for the forum and to read the short policy papers written by
some of the panelists, go to http://www.ppionline.org/documents/Ed_NCLB_0403.pdf.)
As the panel
conversations ebbed and flowed, issues such as the short cuts
states would be tempted to take to meet the letter of the law
and what to do about NCLB were discussed. Options for the latter
included: 1) let the law be and see what happens, 2) intervene
with new grant programs to "incentivize" the needed
changes, or 3) relitigate the law. The consensus seemed to be
that the second two options were not viable--but the door was
open to re-examining the law five or six years down the line
to see what was working. This may not be the option every IELC
reader would select, but it is an indication that voices of
reason are being heard.
So what's
a leader to do? Exercise leadership in your own backyard. Let
your voice be heard, but first, as Hayes Mizell said, "Put
your intellect to work. Unfetter your imagination. Muster your
courage to creatively shape the NCLB in whatever ways are necessary
to raise the authentic performance of students, teachers, and
administrators." (To read Mizell's full address to the
Maryland Council of Staff Developers on April 25th, go to http://www.middleweb.com/HMnclb.html.)
It is obvious that too many voices are absent from important
conversations, most notably those of practitioners, students,
and parents. If while making a good faith effort to improve
performance, you determine that aspects of the law should be
changed, then take a stand and contact your professional associations
and members of Congress. As the sole respondent to IELC's most
recent reader survey said: "I feel that we need to stand
for what is right about NCLB and really fight [against] what
is wrong." Let your voice be heard, but first make sure
you have your facts and figures ready to accompany a logical
argument to support your position. Join your voice with others
to maximize the effect.
IELeadership
Connections has always offered its readers the opportunity to
let their voices be heard via the reader survey. In this issue,
we invite you to add your voice through a national on-line survey
on system readiness to serve students with disabilities under
NCLB. See the Reader Survey section for the details
NEWS
FROM THE FIELD
Over
170 voices from the Coalition for Community Schools (CCS) made
it perfectly clear that community schools are a common sense
response to the dual challenges of educating and developing
America's youth at the release of "Making the Difference:
Research and Practice in Community Schools" on May 13th.
In discussing the invaluable benefits of closer collaboration
between educators and their surrounding communities, Mayor David
Cicilline of Providence, RI, emphatically stated that "communities
cannot afford not to make this investment." Philadelphia
school principal Florence Johnson admitted that she could not
initially see the relief community schools can provide educators,
but three years into the operation of her community school,
"I can actually close my door for half an hour and get
some work done." The report contains evaluation findings
from 20 community school initiatives and offers recommendations
for creating and sustaining community schools. Visit the CCS
Web site at
http://www.communityschools.org/mtdhomepage_new.html#download
for the full report and executive summary. To listen to
an audio tape of selected panel discussions (including the voice
of a parent), go to http://www.dfinstitute.org/webcast/iel.
Speaking on
behalf of our most defenseless population, author Harold "Bud"
Hodkingson, noted education demographer, released his new report,
"Leaving Too Many Children Behind: A Demographer's View
on the Neglect of America's Youngest Children," at the
May 16th AERA/IEL Education Policy Forum/Luncheon. In the report,
Bud gives the United States a grade of "F" for developing
the potential of children birth through five years and for adequately
preparing them for school, using various data sources, including
the 2000 Census, and other studies to make his case. He concludes
that the key assumptions driving standards-based school reform
and accountability testing do not fairly and adequately deal
with the effects that poverty, low parent education levels,
child abuse, neglect, and other factors, including race, have
on children's chances before they start first grade. He also
makes some action recommendations, including convening a Governors'
Summit. To download a copy of the report or to read the press
release, go to the News page.
[This forum was one in an on-going series of monthly forums
co-sponsored by AERA and IEL. To be added to the mailing list
for future forums, please send an e-mail directly to slaughterd@iel.org.
The next forum is June 20, and the topic is the Learning First
Alliance's report, "Beyond Islands of Excellence"---see
IELConnections, Mar/Apr 2003 issue's "Commentary,"
and LFA's Web site for a copy of the report: http://www.learningfirst.org/publications/districts/.]
Policymaker
voices are heard in the new Institute of Education Sciences
publication "Findings from Interviews with Education Policymakers"
which identifies major policy interests, priority issues in
need of further research, and suggestions on improving research
conducted by the U.S. Department of Education. Due to the small
sample size, the results do not represent all policymakers,
but they do provide valuable insights into what research is
needed and valued by the surveyed superintendents, association
executives, state legislators, governors' education policy advisors,
Congressional staff members, and others. (Your editors note
that this report should be helpful in the current debate on
keeping or consolidating the ERIC clearinghouses and research
services.) Access the report at http://www.ed.gov/rschstat/research/pubs/findingsreport.pdf.
"Understanding University Success," a report from
the Association of American Universities and The Pew Charitable
Trusts, should add a new dimension to state and local discussions
of academic standards and expectations for high school graduates.
The report answers the question: "What must students know
and be able to do in order to succeed in entry-level university
courses?" The answers are explicit and are based on the
voices of over 400 faculty members and staff from 20 research
universities. Lists of 1) foundational skills and knowledge
and 2) standards are provided for English, mathematics, natural
sciences, social sciences, second languages, and the arts. Parents
and high school students will also want to review this publication.
To download the report, go to http://www.s4s.org/understanding.php.
Over 5000
high school principals raised their collective voices to policymakers/legislators
and the public at a press briefing on Capitol Hill April 29th,
both in support of the ideals of NCLB and against the “hallucination
of accountability without resources.” So declared Gerry Tirozzi,
National Association of Secondary School Principals (NASSP)
and Susan Frost, Alliance for Excellent Education (ALL4ED),
as they joined forces for the release of the Alliance’s new
report, “Left Out and Left Behind: NCLB and the American High
School,” and the NASSP’s Reciprocal Agreement. Both documents
are designed to help the public and policymakers better understand
the special challenges high schools face in implementing the
mandates of NCLB (especially in IDEA funding), and to go beyond
the rhetoric. Principals on the panel and in the audience argue
that they do not want to rob from the larger funding directed
at elementary schools but rather want increased funding at the
secondary level to achieve mandates.To
download the report, go to http://www.all4ed.org/publications/NCLB/index.html.
If you’re a principal who’d like to add your name and support
to the Agreement, go to http://www.principals.org/advocacy/reciprocal_agreement.cfm.
Student voices
are usually completely overlooked in educational discussions,
but help is at hand. The "What Kids Can Do" organization
is releasing a new book, "Fires in the Bathroom: Advice
for Teachers from High School Students," in which teenagers
from New York City, Providence, Oakland, and San Francisco speak
bluntly about their school experiences and offer suggestions
on transforming classrooms into partnerships of mutual respect.
The introduction is by Lisa Delpit. To read an article excerpted
from the book or to order the book itself, go to http://www.whatkidscando.org/fires.html.
"K-12
Principals Guide to No Child Left Behind," a joint effort
of the National Association of Elementary School Principals
(NAESP), the Education Research Service (ERS), and the National
Association of Secondary School Principals (NASSP), is now available
for purchase. The guide addresses the key provisions of NCLB
including accountability, staff quality, and funding streams.
For ordering information and a list of resources for NCLB, go
to http://www.naesp.org/search/Search.do?query=NCLB.
Knowledge
management is one of the biggest leadership challenges in every
field today and can easily overwhelm even the most organized
leaders and their workplaces. To help you eliminate that panicky
feeling and move your organization forward, "Knowledge
Management in Education: Defining the Landscape" by Lisa
A. Petrides and Thad R. Nodine has been released by the Institute
for the Study of Knowledge Management in Education. Examples
from K-12 schools and colleges and universities are used to
illustrate the concepts in this reader-friendly publication.
Download it at http://www.iskme.org/monograph.html.
The Public
Education Network has just released "A Community Action
Guide to Teacher Quality" which "offers step-by-step
procedures on the use of data to assess teacher quality, on
ways to create school and community environments that support
teacher quality and, most importantly, on ways to engage the
community in support of teacher quality." Based on the
experiences of eight local education funds, the guide is full
of tips, examples, resources, and practical information on developing
and implementing a teacher quality initiative in your community.
Download it at http://www.publiceducation.org/tools-pubs.asp.
One strategy
for improving teacher quality and supporting teachers is coaching
or mentoring. A new report from the Edna McConnell Clark Foundation,
"Making Our Own Road: The Emergence of School-Based Staff
Developers in America's Public Schools" by Alan Richard
examines this relatively new phenomenon. To download the report,
go to http://www.emcf.org/pdf/student_ourownroad.pdf.
THINGS TO WATCH
Another
strategy for improving teacher quality is moving paraprofessionals
into teaching positions by helping them obtain certification.
"Focus on an Untapped Classroom Resource: Helping Paraprofessionals
Become Teachers" from the Southern Regional Education Board
(SREB) discusses this strategy, including the research basis,
and describes the programs in some SREB states that support
this approach. Link to this and other papers in the Focus series
at http://www.sreb.org/search/searchmodule.asp.
The Fordham Foundation and The Broad Foundation have published
"Better Leaders for America's Schools: A Manifesto"
to address the leadership crisis in today's schools. "Qualifications,
not credentials" is the proposed solution for increasing
the pool of effective principals and superintendents. To read
the manifesto, view the list of signers, or add your signature
to the list, go to http://www.edexcellence.net/manifesto/.
To hear a different voice, go to "Crossing the Ideological
Divide" at http://www.edexcellence.net/gadfly/
for a response from a "confirmed member of the education
monopoly."
The National
Longitudinal Transition Study 2 (NLTS2) has released its first
report, "Youth with Disabilities: A Changing Population,"
based on parent interviews. The report details changes in disability
classification, demographics, household profiles, services,
and outcomes from the first NLTS in 1987 to the second begun
in 2001. Many positive changes are recorded, but challenges
remain such as a significant increase in negative behaviors
among youth with emotional disturbances and other health impairments
including attention deficit hyperactivity disorder. For more
information on NLTS2, go to http://www.nlts2.org/study.html.
Click on "Info and Reports" to download the full report
or executive summary.
For more insights into the thoughts and concerns of today's
high school students, check out the Project 540 Web site and
click on its "National Issues Press Release" at http://www.project540.org.
Students' top ten issues range from "school lunch policies"
to "war and terrorism." Number two on the list is
"teachers and classes." The Web site also contains
information on starting a Project 540 program in your school
to give students "the opportunity to talk about issues
that matter to them and to turn these conversations into real
school and community change."
Lest we forget that corporate-education alliances continue to
support schools all over the country and open doors of opportunity
for thousands of students, we share a story about a high school
team from Detroit, self-named "Las Guerrillas," that
captured the FIRST national robotics competition championship
on April 12th. The team, sponsored by eight companies including
Exide Technologies, built a 5-foot, 130 pound robot that could
lift, move and stack boxes. The FIRST organization, which stands
for "For Inspiration and Recognition of Science and Technology,"
organizes the national robotics competition and other activities
and is the brainchild of technology entrepreneur/innovator/inventor
Dean Kamen. Its mission is to design accessible, innovative
programs to build self-confidence, knowledge and life skills
while motivating young people to pursue opportunities in science,
technology and engineering. For more information on FIRST, go
to http://www.usfirst.org.
The season
finale of West Wing contained a gaffe which U.S. history and
civics teachers will not find amusing. It occurred in the scene
where, prior to invoking the 25th amendment, "President
Bartlett" polled his cabinet--including the "Secretary
of Health and Education." So much for television verité.
On the other hand, the episode would make a great catalyst for
a class discussion of Presidential succession and the organization
of the administrative branch.
READER SURVEY QUESTION
IEL has
partnered with the PolicyMaker Partnership to raise the consciousness
of educational leaders at the state and local levels about issues
relating to students with disabilities. In this issue of IELC,
IEL and PMP are kicking off a national on-line survey of readiness
for implementing the requirements of No Child Left Behind with
a focus on those that impact students with disabilities. The
survey is anonymous and solicits input from a variety of voices
at the state, local, and school levels: policymakers, teachers,
administrators, parents, and others. IELC will keep you advised
of the results, which will be used to inform discussions on
policy and practice. Make your voice heard by responding to
the IEL/PMP survey and sharing it with your networks. To access
the survey, go to www.ideapolicy.org/iel/ielsurvey.asp.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * *
Have
a great summer! While your editors regain their voices, IELC
will
take a short hiatus. Consequently, the submission deadline for
the next
issue will be August 30, 2003.
*
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * *
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
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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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