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You can download a copy of the excerpted version of the 8th Annual Jacqueline P. Danzberger Memorial Lecture, “TOUGH QUESTIONS (and Answers) ABOUT LEARNING GAPS,” delivered by John Merrow. A journalist well known for his work on The Merrow Report, as well as The MacNeil/Lehrer NewsHour on PBS, Merrow is President of Learning Matters, Inc. (and began his broadcasting career at IEL in 1974). Using the unique format of “self-interviewing,” Merrow asked and answered tough questions about No Child Left Behind, and identified not just one but four different gaps---including affection (which he named “ADD,” or the “affection deficit disorder”). It’s a brisk and interesting read, with a message that may touch a nerve in those involved in the education and development of our children and youth. Copies can be downloaded at: http://www.iel.org/pubs/2008_jd_merrow.pdf, or hard copies may be requested by sending an e-mail to: iel@iel.org. This year’s Lecture was co-sponsored by SchoolNet®, the leading provider of Web-based products and solutions that help K-12 school systems improve administrative efficiency, nurture educator and staff talent, and increase student achievement. IEL announces the launch of a four-year longitudinal research and demonstration project to understand the effectiveness of individualized learning plans (ILP) as a high school reform strategy. Though a rapidly increasing high school graduation requirement in the U.S. (20 states at present require ILPs), there is no solid evidence yet available that supports (or discredits) the impact of these plans on academic and career outcomes for youth, including students with disabilities. Through IEL’s National Collaborative on Workforce & Disability for Youth (NCWD/Youth) and in partnership with the Center for Education and Work (CEW) at the University of Wisconsin, Madison, this study will: (1) examine how ILPs are actually being used; and (2) identify promising practices associated with state requirements for the implementation of individualized learning plans. Researchers will review ILP data of more than 5,000 sophomores and seniors and follow them through the four-year project to evaluate the quality and effectiveness of the planning tools, focusing on schools in four states: Louisiana, New Mexico, South Carolina, and Washington.. The study is supported under a grant from the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP). Read the full announcement (PDF). For more information about this project, contact Curtis Richards at the Institute for Educational Leadership at 202.822.8405 x163 or richardsc@iel.org and visit www.ncwd-youth.info. NCWD/Youth (housed at and staffed by IEL) is pleased to announce the release of a report from a national Youth Development and Leadership Summit: Blazing the Trail: A New Direction for Youth Development and Youth Leadership (BTT). The result, drawn from a summit conducted in August 2007, provided a unique experience for a national dialogue that included youth with and without disabilities as well as policy and practice experts. They focused on actions that need to be taken to improve policy and practice in the youth development and leadership field, and to ensure that youth with disabilities (including those with mental health needs), are included in opportunities available to all youth. BTT details the dialogue that took place among youth, state and federal policy makers, and community, state, and federal organization leaders. It cites important priority action steps identified by the participants and can be downloaded from the NCWD/Youth's Web site, www.ncwd-youth.info, where you also will find many more resources. Video Explains Framework For Community Change …. As previously reported, IEL, along with the Center for Ethical Leadership (CEL) and the W.K. Kellogg Foundation, began helping several communities around the country (in 2002) to explore and apply a “framework for community change.” In this recently produced video, Framework developers—as well as original participants—discuss the evolution of the tool, its intended uses, and how they envision it assisting communities and grass-roots organizations to bring about positive change in the years ahead. The resulting publication, The Collective Leadership Framework: A Workbook for Cultivating and Sustaining Community Change, provides a tested road map for other communities (from rural to large/urban) facing the daunting task of bringing individuals and organizations together to achieve critical goals. To download a copy of the Framework and learn more about KLLC, visit the Kellogg Web site: http://www.wkkf.org/default.aspx?tabid=75&CID=276&NID=61&LanguageID=0. The recent August 18-25, 2008 issue of Newsweek magazine includes an article, “The Predator’s Ball,” which shares the saga of former Georgia Governor Roy Barnes's failed effort to protect Georgia from what would become the current lending debacle. (Barnes presently is Chairman of IEL’s Board of Directors.) You can find the story of his prescience—and the pressures brought to bear on his leadership—on-line at: http://www.newsweek.com/id/151722. The Education Policy Fellowship Program (EPFP™) Seeks Applicants: Deadline August 2008. IEL’s flagship program is EPFP, a 10-month in-service professional development program celebrating its 45th year with the Class of 2008-09. With over 6400 alumni spread across the nation, it is designed to prepare mid-level leaders in public and private organizations to exercise greater responsibility in creating and implementing sound public policy in education and related fields. EPFP™ participants hold full-time positions in diverse organizations at the local, state, and national levels. The program currently operates through sites in Arizona, Connecticut, Georgia, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, New York, North Carolina, Ohio, Oregon, Pennsylvania, South Carolina, Virginia, Washington, DC, and West Virginia. For more information on the program and applying, please visit the EPFP™ website or contact the program associate at wilcoxs@iel.org. The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has released Preparing All Youth for Academic and Career Readiness: Implications for High School Policy and Practice. This paper identifies the challenges in practice and policy for successful post-school outcomes and it offers recommendations on how states, local school districts and individual high schools can prepare all youth, including youth with disabilities, with the academic and career readiness skills. Based on two symposia and a year-long research effort, this paper identifies five broad policy and practice areas: (1) Instruction, Curriculum and Structure; (2) Assessment Practices; (3) Graduation Requirements; (4) Community and Family Connections; and (5) Data Quality Challenges. The paper suggests that by addressing these areas, a range of high school policy makers at the national, state, and local levels can improve their approaches for meeting the multiple and complex challenges of all their students. Read Preparing All Youth for Academic and Career Readiness. Elizabeth (Betty) L. Hale has announced that she will be stepping down as the President of IEL at the end of 2008. Hale formally joined IEL’s staff 31 years ago, after her stint as a Fellow in its flagship year-long leadership development activity, Education Policy Fellowship Program (EPFP™). She became the national director of EPFP™ in 1981, then IEL Vice President in 1987, before her selection as President after Michael D. Usdan’s retirement in 2001. Through her work with EPFP™ and IEL’s other programmatic activities, she has stayed connected to an ever-growing network of policymakers and practitioners across the country. A graduate of the University of Kentucky, Betty holds graduate degrees from Harvard University's Graduate School of Education (Ed.M.) and John F. Kennedy School of Government (M.P.A.), and received the HGSE’s prestigious Alumni Council Award for Outstanding Contribution to Education in 2005. IEL has launched a search for the next president, and you will find more details about the position/search in the official announcement (PDF). Teacher Leadership in High Schools: How Principals Encourage It—How Teachers Practice It is a new brief from IEL that shines a spotlight on the significant role of teacher leadership in high schools across America. The focus, however, is on the role principals play in nurturing this resource, and the ways in which teachers practice their leadership inside and outside the school. The report provides a definition of teacher leadership and describes the conditions that tend to exist in schools where it is practiced. It is based on research conducted by IEL, in collaboration with the National Association of Secondary School Principals (NASSP), and supported by a grant from the MetLife Foundation. Read an announcement about the brief. Download a free copy of the brief. Read remarks given by Bert Berkley, Chairman of the Board, Tension Envelopes (and of IEL Board of Directors) to the graduating class of the Education Policy Fellowship Program (EPFP™), at the Kansas City EPFP™ site location. These Fellows join over 6,200+ other alumni across the country who have completed IEL's flagship leadership program, established over 40 years ago in Washington, DC. To learn more about EPFP—and see if a site exists in your—click here. If you would like to discuss the possibility of developing a site in your state, please contact IEL President Betty Hale (also an EPFP™ alumni!) at haleb@iel.org. IEL staff person Rebecca Hare, Project Coordinator, National Consortium on Leadership and Disability for Youth, recently gave the keynote speech for a conference entitled “Building A Self-Determined Future For All Youth.” It was organized by the Central Massachusetts Regional Transition Team, which is committed to supporting and improving effective secondary transition planning, services and outcomes in Central Massachusetts through an interagency collaborative effort for youth with disabilities. To see the long list of those collaborating organizations and funding for this event, view the conference schedule. IEL is pleased to announce that the 2008 Jacqueline P. Danzberger Lecturer will be John Merrow, Education Correspondent, The NewsHour with Jim Lehrer, and President of Learning Matters, Inc. The event will be held April 9, 2008 4:00-6:00 pm, at the Grand Hyatt Hotel, Washington, DC, and is co-sponsored by IEL and SchoolNet®, with the continued support of donors to the Jacqueline P. Danzberger Fund. View the program for this year’s Lecture, including the list of donors. If you would like to be notified when excerpted remarks from this year’s 2008 lecture are available, please send an e-mail to Denise Slaughter at slaughterd@iel.org. Kansas City Business Journal book reviewer Michael Braude said the new book, Giving Back: Connecting You, Business and Community, "...belongs on the required reading list at every business school." (Mar 7-13, 2008 issue, p. 38). The book was co-authored by IEL Board Member Bert Berkley, chairman of Tension Envelope Corp., and Peter Economy, a professional business author, and published by John Wiley & Sons Inc. The book shines a spotlight on several projects across the country that shows how business people can help influence and implement positive change for their communities and our nation through innovative ways of "giving back." In addition to his roles at Tension Envelope and on IEL's Board of Directors, Berkley founded the Local Investment Commission (LINC) and is a past chairman of the Greater Kansas City Chamber of Commerce. In a former column years ago, Braude described Kansas City's Berkley family as a "great local asset." Berkley's dedication in the book reads, "This book is dedicated to the many millions of Americans who aren't just talking about society's problems, but who are doing something to solve them," which is how IEL would describe Bert himself, a man who has invested tireless efforts--as well as money--in helping to improve conditions in his community and in the country. To order a copy of Giving Back ($27.95), contact Rainy Day Books, Inc., The Fairway Shops, 2706 W 53rd Street, Fairway, KS 66205-1705, Phone: 913-384-3126, or send an e-mail to Mailbox@RainyDayBooks.com. IEL Facilitates Training at NCCEP Capacity Building Workshop: More than 1,200 GEAR UP leaders convened in Las Vegas February 11-14, 2008, to participate in the National Council for Community and Education Partnerships’ (NCCEP's) Capacity Building Workshop, which offered six informative training tracks. The newest NCCEP workshop track, “Leadership for GEAR UP Professionals,” was designed and facilitated by IEL staff, President, Betty Hale, and Kwesi Rollins, Community Leadership Project Director. The training was anchored by two resources from IEL: (1) the Engaging All Leaders Framework (PDF), developed by IEL and Cable in the Classroom; and (2) IEL’s Collaborative Leadership Qualities Inventory (PDF). Contact Betty or Kwesi if you are interested in similar training for your organization. IEL wonders about the possible disconnect between adults addressing today's education challenges--and the youth who are most affected by those in charge. Weigh in on the question after looking at a video we found posted on You Tube, as noted in the current issue of IELeadership Connections (Jan-Feb 2008). You'll find our usual digest of information and resources you may have missed, along with another "musing" from IEL's resident muse, president Betty Hale. If you are not already subscribed, please take a moment to join our expanding list of readers—and to share information and feedback with our editor to help inform future issues. The National Collaborative for Workforce Development for Youth (staffed by/housed at IEL, and supported by U.S. Department of Labor's Office of Disability Employment Policy [(ODEP]), has produced the following resources, all available for free through their Web site (in accessible formats) or in hard copy (for a nominal fee):
Calling all Friends of Betty Hale…. She has been described by our staff, colleagues, and friends as being "one-degree separated" from most any other person in America---and we might even say anyone on Earth. So, you might find this item interesting in the the popular blog "This Week In Education," written by Alexander Russo---who recognizes this quality about IEL's leader and mentor to many others. To read his November 6 entry, visit this link. To visit Russo's blog, visit http://www.thisweekineducation.com/. IEL "unveils" its "L" word----i.e., our take on leadership----in the current issue of IELeadership Connections (Aug-Oct 2007). You will find a link to the IEL Leadership Competencies, a framework that describes what knowledge, skills, and attributes we consider critical for the preparation and development of leaders who can produce better results for all children and youth. You'll find our usual digest of information you might have missed and another "musing" from IEL's resident muse, president Betty Hale, along with more events and recommended sites. If you are not already subscribed, please take a moment to join our expanding list of readers—and to share information and feedback with our editor to help inform future issues. Over many decades, lots of people and organizations have focused their attention on achievement gaps. Many reasons have surfaced, often repeated in study after study—such as income and education level of the household, the level of involvement of parents and community, and, of course, highly qualified teachers and school resources. But, in excerpted/edited remarks made to attendees at the 2007 Danzberger Memorial Lecture (co-sponsored by IEL and the National School Boards Association), Claude Steele, Ph.D., added another critical ingredient that may be missing from our attempts to address these gaps: a sense of belonging. Dr. Steele, Director of the Center for Advanced Study in the Behavioral Sciences, shared the results of his and other’s research on the impact of environment and culture on minorities and women (including a PowerPoint that is unfortunately not available in this publication), and what it may mean for reforms focused on improving outcomes. He underscored the role that leaders take to shape better environments for better results. Click here to download a copy of the publication (in PDF format), “Making School A Place Where Everyone Succeeds: Belonging is Necessary for Learning.” IEL has joined the list of organizations endorsing the Data Quality Campaign, which is a national, collaborative effort to encourage and support state policymakers to: (1) improve the collection, availability, and use of high-quality education data; and (2) implement state longitudinal data systems to improve student achievement. The DQC was created in 2005, with support from The Bill & Melinda Gates Foundation, and is managed by the National Center for Educational Accountability (NCEA). See the DQC Web site for more information and a list of the managing and endorsing organizations. The NCWD/Youth, staffed by and housed at IEL, was recently awarded a 24-month cooperative agreement from the U.S. Department of Labor's Office of Disability Employment Policy (ODEP) to establish a National Technical Assistance Center on Transition and Employment for Youth with Disabilities. (To see ODEP press release, click here.) IEL has been operating the NCWD/Youth (National Collaborative on Workforce and Disability for Youth) since 2001, and with this new funding will continue its original goal: to build the capacity of workforce development, economic development, and educational service delivery systems to ensure that youth with disabilities graduate from high school, and either enter employment or continue their education. The other partners in NCWD/Youth include: the National Youth Employment Coalition, Washington, D.C.; the PACER Center, Minneapolis, Minn.; the Center on Education and Work at the University of Wisconsin—Madison; and the University of Minnesota's Institute for Community Integration in Minneapolis. To take a look at the information and publications that are making NCWD/Y a major resource, visit www.ncwd-youth.info. Wouldn't you be interested in joining the ranks of the "6000+" alumni of IEL’s flagship program? That's the Education Policy Fellowship Program (EPFP™), a 10-month in-service professional development program now in its 44th year! It is designed to prepare mid-level leaders in public and private organizations to exercise greater responsibility in creating and implementing sound public policy in education and related fields. EPFP™ participants hold full-time positions in diverse organizations at the local, state, and national levels. See a list of the states where the EPFP™ currently operates and learn more about the application process. Or, if we are not yet active in your state, contact us about the considerations and process for establishing one in your state. [NOTE: Most applications are due by mid-August, so don't delay.] For more information on the program and applying, please visit http://www.iel.org/epfp/program/ or contact program associate Kimberly McConkey at mcconkeyk@iel.org or 202-822-8405 x 135. This new guide, A Public Policy Primer: How To Get Off the Sidelines and Into the Game, is intended to demystify policymaking and provide the average person with the guidelines, insights, and a “know-how recipe” to be able to help shape local and national policy decisions. Written in a conversational tone by noted expert David C. Hollister, a life-long public servant and former mayor of Lansing, MI, the Policy Primer uses his personal experience to illustrate key elements of effective (or ineffective) policymaking. Even people who work inside the policymaking world will find Hollister’s interpretation a useful resource, as he lifts the lid on the state house and Congress and pulls back the curtain on what occurs behind the scene. The Policy Primer is co-published by the Michigan Education Policy Fellowship Program, where Hollister has served as a resource person for 25 years. It is available for free download (PDF) from either IEL or the MI/EPFP. With the help of work generated by IEL staff, Joan Wills and Curtis Richards, the HSC Foundation is launching a multi-year Youth Transitions Initiative to assist young people with disabilities and chronic illness in the Washington metropolitan area and beyond to move from school to adulthood and the world of work. To move the transition agenda forward to a higher level, the Foundation has identified three broad categories of effort required to (1) improve the connections among the varying programs and systems of services; (2) promote high expectations among the transitioning youth, their families, service providers, and employers; and (3) assist in the development of a competent workforce to provide transition services. To learn more about the YT Initiative, visit the HSC Foundation's site at http://www.hscfoundation.org/whatwedo/youthtransitionsinitiative.php. Global competition and America's education system----everyone's talking about it, and so is IEL in a commentary in the lastest issue of IELeadership Connections (Feb 2007), written by Douglas Brattebo, Director of IEL's Education Policy Fellowship Program. You'll also find another "musing" from IEL's resident muse, president Betty Hale, on the "whole leader" watch, as well as new "Events" and "Photos" links. If you are not already subscribed, please take a moment to join our expanding list of readers—and to share information and feedback with our editor to help inform future issues. The Coalition for Community Schools is now accepting applications for its second annual awards program. The first year’s effort was an enormous success: honorees received media and other attention nationally and in their communities, and set a sterling example for others to follow. (One winner from Long Beach, CA, was featured in a cover article in a Parade magazine insert last fall.) These awards are given based on (1) the extent to which a community school or initiative has developed purposeful partnerships with other organizations that are well-integrated in the life of the school; (2) the extent to which families and community residents are extensively involved in the community school; (3) the extent to which school personnel are connected to community partners and to the community; (4) and the extent to which community-based learning approaches are being used. Applications must be received no later than March 22, 2007. Visit the CCS' site for criteria and other information: http://communityschools.org/. Questions can be directed to Amy Berg at 202-822-8405 x100. HS Alliance Director To Serve on Expert Panel on High School Improvement There are a whole lot of supports and resources that need to be in place---and often aren't---for improved outcomes for children and youth. And, it takes "whole leaders" to meet those challenges. Read the commentary in the latest issue of IELeadership Connections (December 2006), co-authored by Martin J. Blank and Amy Berg of the Coalition for Community Schools (and also part of IEL's staff). You'll also find another "musing" from IEL's resident muse, president Betty Hale, on a similar topic. If you are not already subscribed, please take a moment to join our expanding list of readers—and to share information and feedback with our editor to help inform future issues. Principal Kim Johnson of Lincoln Elementary School in Evansville, IN, said: “At first we all thought, ‘I don’t need another thing to do,’ but now that we’ve been doing it for awhile, we wouldn’t do school any other way.” What way is that? We recommend you read a new paper that highlights the reasons a growing number of principals are increasingly working outside of their traditional boundaries—i.e., with families and the community—to do their jobs more effectively. Community and Family Engagement: Principals Share What Works was released in November 2006 by the Coalition for Community Schools, the National Association of Elementary School Principals, and the National Association of Secondary School Principals, and funded by the MetLife Foundation. Through interviews and focus groups, this paper provides principals’ insights into why they engage community, why doing so is hard, and what strategies and approaches they find most effective, as they struggle to improve student outcomes and close the achievement gap. Copies of the report are available at the Coalition for Community Schools’ web site: www.communityschools.org. Please contact Amy Berg at berga@iel.org if you would like to learn more about community schools or to see if there are any in your community. Do you know what "Universal Design" is? Whether you do or not, read an interesting article on the topic by Curtis Richards, Senior Fellow, Center for Workforce Development at IEL, and review the other news and resources in the latest issue of IELeadership Connections (September 2006). If you are not already subscribed, please take a moment to join our expanding list of readers-and to share information and feedback with our editors to help inform future issues. The Coalition for Community Schools has released a new paper, All Together Now: Sharing Responsibility for the Whole Child. This paper was commissioned and published by the Association of Supervision and Curriculum Development (ASCD), which has convened a Commission that includes leading thinkers, researchers, and practitioners from a variety of sectors to address successful student learning and recast the current narrow focus of schools. IEL is providing technical expertise and project management for the Commission (see IEL's page for more info at http://www.iel.org/programs/cwc.html). The Commission will issue policy and practice recommendations to improve educational excellence and equity and advance the goal of student success for each learner. To read the Coalition's paper, please click here http://www.ascd.org/ASCD/pdf/sharingresponsibility.pdf. What makes the 11 communities cited in the new Coalition for Community School's report so different? It's the role that leadership has played in mobilizing the whole community for a better system of connections and supports that benefit children and, ultimately, their schools and communities. From large cities, like Chicago, to small ones, like Tukwila, there are many examples of these arrangements and lessons learned that are the focus of Growing Community Schools: The Role of Cross-Boundary Leadership, released May 9, 2006. Visit the CCS' Web site to download a copy of the report and see why more and more communities are adopting community schools as their primary vision for and school reform model, at http://communityschools.org/index.php?option=content&task=view&id=45&Itemid=60. The CCS is staffed by and housed at IEL. Consider how useful The Framework: A Tool to Develop Collective Leadership for Community Change might be in your work or in your community. This is a document that depicts the states of community change and leadership development that can enhance the efforts of any group and is based on the theory of change developed by the two coordinating organizations (IEL and CEL) for a multi-site project (Kellogg Leadership for Community Change, http://www.iel.org/programs/klcc.html). The project’s objective was to improve the quality of teaching and learning in six communities, many with histories of oppression, racial division, and economic distress. The Framework (see the centerfold, pp.10-11) is an operational tool that translates the critical discoveries made during the design and delivery of this program into strategies and practices to help guide other communities toward a sustainable plan for change and improvement. It is available for download from the IEL Web site at www.iel.org/pubs/klccframework.pdf. The Coalition for Community Schools released a new paper, Community-Based Learning: Engaging Students for Success and Citizenship. Research shows that as many as 60% of all students are disengaged from learning and that this is a key factor in the dropout rate. How do we combat this disengagement? Community-based learning addresses these issues by involving students in real-world problem solving that ignites the imagination and the intellect of our young people. It sparks students' passion for learning and prepares them for success and citizenship. As highlighted in this paper, studies have shown that students who are involved in this approach have increased attendance rates, improved academic outcomes, and are more likely to graduate on time. To read the report go to http://www.communityschools.org. This study was supported by the Charles Stewart Mott Foundation. First Ring Leadership Academy and the Institute for Educational Leadership are both dedicated to providing quality programs and services. Achieving that goal with the National Invitation Forum also involved attracting attendees who themselves would bring their experiences and expertise to the table. We are postponing the National Innovation Forum to 2007 so that we can make sure this event lives up to our and your expectations. To be kept informed about plans for the next forum, please visit the Academy's Web site at www.csuohio.edu/theacademy or contact Sarah Reynolds at First Ring at 216-875-9908 if you have any questions. IEL added three new board members at its April 2006 meeting, held in Washington, DC: Piedad F. Robertson, President of the Education Commission of the States (ECS), Ericka M. Miller, Vice President and Director of Isaacson, Miller, and Joseph A. Aguerrebere, Jr., President and CEO of the National Board for Professional Teaching Standards (NBPTS). Click here to see the press release. Robert D. Muller, Ed.D. has joined IEL as a Senior Fellow, and, as observed by IEL President Betty Hale, “Rob’s expertise and experience providing leadership and counsel in a variety of organizational settings will help anchor and expand IEL’s school reform efforts.” Click here or here to read the full press release. Michael D. Usdan, IEL Senior Fellow and Former President, presented the 6th annual Jacqueline P. Danzberger Memorial Lecture, at the National School Boards Association's national conference, in Chicago, on April 10, 2006. Usdan, who was a long-time colleague and friend of Jackie's, joins the illustrious ranks of former U.S. Department of Education Secretary(s) Richard Riley and Rod Paige, Melinda French Gates, Eli Broad, and former Governors Roy Barnes and Jim Geringer, who have helped to remember Jackie's contributions to education by using this platform to challenge and encourage board members to focus on achievement for all children. Click here for a copy of the 2006 excerpted lecture. Past lectures are available at http://www.iel.org/pubs/dls.html. Read the second and third briefs in a series that summarizes findings from the School Leadership Learning Community (SLLC) network. The issue-specific briefs are intended to capture knowledge and insights, as well as identify promising practices, from network members. Brief #2, "Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations," and Brief #3, "Preparing and Supporting School Leaders: The Importance of Assessment and Evaluation," follow the prior release of "Preparing Leaders for Rural Schools: Practice and Policy Considerations." SLLC represents the first 24 grantees across the country, funded by the U.S. Department of Education, to support an array of training opportunities for principals, assistant principals, and aspiring principals. The Laboratory for Student Success’ (LSS) engaged IEL to help build and nurture the network. Copies of the briefs are available for free either by download from IEL's site or written request for a hard copy of any of the briefs c/o iel@iel.org. The Spring 2005 issue of the Laboratory for Student Success’ (LSS) “Field Notes” documents findings from the network established among the first 24 grantees across the country, funded by the Department of Education, to support an array of training opportunities for principals, assistant principals, and aspiring principals. IEL was engaged by LSS to help build this communication and consultation network, the School Leadership Learning Community (SLLC). This Field Notes issue, “PREPARING AND SUPPORTING SCHOOL PRINCIPALS: Early Insights and Impressions from the School Leadership Learning Community,” describes what the grantees’ network reveals about research, practice, and recommended improvements for preparing and sustaining principals and those in the pipeline. To read this eight-page summary, visit http://www.temple.edu/lss/pdf/fieldnotes/FieldNotesSLLC.pdf. The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success, by Andrea Venezia, Patrick M. Callan, Joni E. Finney, Michael W. Kirst, and Michael D. Usdan (IEL senior fellow and past president). This report is based on findings from Partnerships for Student Success (PSS), a four-state study that analyzed K-16 educational governance and policies at the state level. It identifies and examines four policy levers available to states that are interested in creating sustained K–16 reform: finance, assessments and curricula, accountability, and data systems. In addition, the report examines the importance of other factors—such as leadership and state history and culture—in initiating and sustaining K–16 reform. To read the executive summary or download a full copy visit http://www.highereducation.org/reports/governance_divide/index.shtml. It is a collaborative publication of IEL, the National Center for Public Policy & Higher Education, and The Stanford Institute for Higher Education Research, and part of an on-going series of reports from NCPPHE and IEL examining the connections between higher ed and public schools.
A new report, "From Whole School to Whole System Reform" Policy Recommendations for Furthering Comprehensive School Reform at the Federal, State and Local Levels" (Oct. 2004) spotlights the various accomplishments comprehensive school reform (CSR) can claim in improvements to school environment and student performance. Yet, CSR has revealed some important lessons about system capacity for change and methods for advancing school reform over the past years. Highlighting these lessons and expanding on them, the National Clearinghouse for Comprehensive School Reform, in conjunction with the Annenberg Institute for School Reform, the Consortium for Policy Research in Education, and New American Schools has created a multi-tiered set of policy recommendations for the future of the whole school reform movement. These guidelines provide for using whole school reform as an effective means for improving student achievement while supporting states and districts to meet adequate yearly progress goals. Drawing on the strengths and contributions of various stakeholders, this report goes beyond simply advocating continued federal support for comprehensive school reform. Rather, it provides a set of policy recommendations that can provide a supportive infrastructure at the school level. It recognizes that whole or comprehensive school reform by itself is an incomplete theory of action and that whole district reform is needed as well to create the environment for improving learning of all students — the central aim of policymakers at all levels. Read the Septeber/October issue of the IELeadership Connections, with a commentary on the issue of unity. There are several new (or revised) resources and tools that are spotlighted in our standard "News from the Field" and "Things to Watch" sections. You can also review past issues of the newsletter, and still respond to past surveys. Your input is always welcomed. Plus, there is a bonus link to a special page we've assembled over the past year regarding Brown v Board of Education and equity concerns, containing articles, discussions, classroom resources, personal experiences, and more, in observation of the BvB 50th anniversary. Students from a range of socioeconomic and ethnic backgrounds are disengaging from and/or dropping out of high school each day. A new report from the National High School Alliance, Crisis or Possibility? Conversations About the American High School, looks at how leaders are beginning to transform America's traditional, comprehensive high school in ways that make it responsive to the needs of all students. Based on proceedings from a series of conferences in the fall of 2003, the report identifies seven "key levers for change," and exposes the gaps and challenges that remain. Click here to read the press release or to download a copy of the full report (56 pages). For more information, contact Naomi Housman, Coordinator, HS Alliance, (202) 822-8405 ext. 131, or housmann@iel.org. Click here to read the speech given by Melinda French Gates, co-founder of the Bill & Melinda Gates Foundation, on Monday, March 29, 2004, in Orlando (FL) at the National School Boards Association's (NSBA) annual conference. (Click here for a link to the video clip.) The occasion was the 4th Annual Jacqueline P. Danzberger Memorial Lecture, co-sponsored by NSBA and IEL, which was established to honor the contributions to education leadership and governance of the late Jackie Danzberger, who worked at IEL for 17 years. It is made possible in large part by donations from the many colleagues, friends, and family of Jackie. Past lectures have been given by Richard Riley, Rod Paige, and Eli Broad, respectively. Send a note to Denise Slaughter if you would like to receive a notice about the 2005 lecture, and see our Publications list to read the previous lecturers. A new product, The Catalog of Research on Secondary School Reform (CoRSSR) is available on line through the National High School Alliance (staffed by and housed at IEL). It is an excellent tool for researchers and policymakers who want to know what type of research is currently in progress or has been recently completed but not yet published. This research focuses on questions of implementation, effectiveness, and/or policy, that specifically addresses one or more of the key attributes of effective schools: common focus, high expectations, personalization, climate of respect and responsibility, time for teacher collaboration, performance-based assessment, and the use of technology. Submissions will be accepted on an on-going basis for inclusion in CoRSSR. Researchers interested in having their work considered should contact Dr. Monica Martinez (martinezm@iel.org ) or Nina Frant, the Program Assistant for CoRSSR (frantn@iel.org ). During 2004, as part of IEL's on-going celebration of its 40-year history, we will be hosting or collaborating on a variety of events and other activities. Read about the Pennsylvania EPFP/IEL awards dinner. Upcoming activities include, but are not limited to, on-going award ceremonies at other EPFP™ sites around the country, occasional education policy forum luncheons conducted in collaboration with AERA, and a discussion grounded in the 50 years since the Brown v. Board of Education decision and beyond. If you would like to be notified of events that may be scheduled in your community, please send a note to Denise Slaughter, Communications, IEL. In 2002, IEL's
Center for Workforce Development and the American Youth Policy Forum
(AYPF) organized two roundtable meetings on aspects of high school
reform critical to helping students develop the range of skills
needed to be successful and that take into account the varied learning
styles, preferences, and needs of youth today. The summaries of
the roundtables, the background papers, and recommendations from
the roundtables are now available in the publication Essentials
of High School Reform. The topics for the roundtables were new
forms of assessments (May 9, 2002) and contextual teaching and learning
(July 23, 2002). The papers were developed on each of the roundtable's
topic: To view or order this publication, visit the AYPF Web site at http://www.aypf.org/pubs.htm. READ the Coalition for Community Schools' new publication, Making the Difference: Research and Practice in Community Schools. The report was discussed at a forum in Washington, DC on May 13, that included guest panelists Arne Duncan, Superintendent of Chicago Public Schools and David Cicilline, Mayor of Providence, RI, who provided the leadership perspective, along with principals, a teacher, community coordinator, and parent who gave a view from the frontlines. All agreed that community schools are just plain common sense and go a long way in providing the foundations and support systems that are necessary to help students not only achieve academically but also as citizens. The report was also the subject of a page 1 Education Week article by reporter Linda Jacobson in the May 14 issue, "'Community Schools' Earn Plaudits, But Face Perils." [http://www.edweek.org/ew/ewstory.cfm?slug=36community.h22]. This report presents
evaluation findings from 20 community school initiatives across
America and makes the case that community schools are a better way
to meet the challenges faced by today's public schools. It offers
recommendations to all stakeholders involved with students, schools,
families, and communities for creating and sustaining community
schools. Click here
to download the report. To order a hard copy of the report for $12
(plus shipping & handling), contact Meagan Lindsay at lindsaym@iel.org
or call 202-822-8405 x156. The 2003 Jacqueline P. Danzberger Memorial Lecture, co-sponsored by IEL and NSBA (National School Boards Association), is now available in pdf. Eli Broad, Chairman of SunAmerica Inc. & Founder, The Broad Foundation, was this year's speaker. He made a passionate appeal and challenge to board members around the country to resist micromanagement and to put the interests of ALL children first. He outlined specific suggestions for helping school board members help their districts to advance student achievement and improved outcomes. Past lecturers
have included former and current U.S. Secretary of Education Richard
Riley and Rod Paige, respectively. We are pleased to announce that
the 2004 lecturer will be Melinda Gates, of the Bill & Melinda
Gates Foundation, at the NSBA's annual conference in Orlando, FL,
Monday, March 29, 2004. For more information, contact Denise Slaughter
at slaughterd@iel.org. American Youth Policy Forum has launched a new fellowship in memory of Harold “Doc” Howe, IEL's first Board Chairman. He left a rich legacy as a seminal leader in the development of the federal role in education. As a school superintendent, principal and teacher, he championed the cause of gender and racial equality and encouraged expanded opportunity, especially for those ill-served by impoverished schools and dysfunctional communities. Read more about Howe and details of the fellowship -- APPLICATION DEADLINE IS MARCH 1, 2003 -- from the AYPF Web site: http://www.aypf.org/publicatons/fellowship_brochure.pdf IELeadership Connections, Vol. 1, No. 3, January/February 2003. The edition of the IEL e-newsletter released on January 15, 2003. "School Boards: Holding the Power & Bearing the Responsibility for Educational Leadership" is the titled publication of the second annual Jacqueline P. Danzberger Memorial Lecture. It was given by the current U.S. Secretary of Education, Rod Paige, at the National School Boards Association's (NSBA) 2002 Annual Conference. Secretary Paige (a past school board member himself) encouraged school board members to uphold their major responsibility: to provide quality education to all of the nation's children and youth. He highlighted the opportunities as well as the challenges imbedded in the No Child Left Behind Act and invited school board members to join him in working to create schools worthy of the next generation of Americans. This tribute to longtime IEL staff member, "Jackie" Danzberger, is made possible by contributions from colleagues, friends, and family to honor Jackie's life, career, and contributions to education leadership and policy. Copies of the speech (12 pp) are free of charge. We are honored to announce that Mr. Eli Broad, Chairman, SunAmerica, Inc., has agreed to deliver the 2003 Lecture (scheduled for Sunday morning, April 6th in San Francisco, 8:30-10:00 a.m.). "How is School Reform Tied to Increasing College Access for Low-Income and Minority Youth?" examines the relationship between high school reform efforts and college access for low-income and minority youth. Written by IEL staff Monica Martinez and Shayna Klopott, and published by the Pathways to College Network Clearinghouse, the report specifically evaluates a number of high school reform models and efforts in relationship to how well they address the predictors of college-going behavior (which are also described). The paper looks at reform efforts that primarily address three main categories: * the academic rigor of the curriculum; * the academic and social structure of the school; * the alignment of curriculum between various educational levels. It finds that, while few reform models and efforts directly address college access, many are comprised of one or more promising practices---e.g., having access to a rigorous academic curriculum, personalized learning environments, and alignment of curriculum between grade levels. The paper concludes with a series of recommendations for high schools, school systems, and policy makers regarding the improvement of college access for low-income and minority youth. The National High School Alliance (HS Alliance), housed at and staffed by IEL, was the recent recipient of three-year funding totaling $501,383 from the Bill & Melinda Gates Foundation and the W.K. Kellogg Foundation. With this new support, the HS Alliance will advance its mission to foster high achievement, close the achievement gap, and promote civic and personal growth among high school-aged youth. Click here for the report's press release. Read the first issue of "IELeadership Connections", IEL's e-newsletter, developed to provide a forum for important educational issues and discussions, the exchange of ideas, and the examination of what worked and what didn't. These issues will be viewed from inside and outside a variety of frames, and useful insights will be offered for people leading at the national, state, and local levels. Read the newly released report, "All Over The Map: A Look At State Policy to Improve The American Public High School" (44 pages, June 2002), co-authored by Monica Martinez, IEL Senior Associate, and Judy Bray, Education Policy Analyst. The report is being issued by the recently formed National High School Alliance (HS Alliance) and examines trends, policy assumptions, and tensions that key state education statutes and board requirements hold for high schools. The state policies considered are divided into three categories: policies specific to high schools; policies that detail opportunities to learn; and policies that are new and in rapid flux. Click here for the report's press release. Copies of All Over the Map: State Policies to Improve The American High School are available for free by download from the HS Alliance Web site, or in hard copy from the Institute for Educational Leadership. Orders must be requested in writing by either fax (202) 822-8405 or e-mail: hsalliance@iel.org, or posted mail to the attention of: Publications, IEL, 4455 Connecticut Avenue, NW, Suite 310, Washington, DC 20008. IEL is a member of the HS Alliance, and for more information about its mission and other partners, please visit the Web site, http://www.hsalliance.org/. Read a commentary on "Community Schools" in the April 17, 2002 edition of Education Week. The commentary, co-authored by IEL's Marty Blank, Director of the Coalition for Community Schools, and Ira Harkavy, Associate Vice President of the University of Pennsylvania and the Director of its Center for Community Partnerships, examine aspects of the "No Child Left Behind" Act of 2001 that serve to emphasize and support the role of the community in improving schools and outcomes for children and youth. For more information on community schools, click here. Find out more about Education week. See the article in YOUTH TODAY, including comments from IEL's Marty Blank, Director of the Coalition for Community Schools, regarding the expanded role afforded community-based organizations (CBOs) in the reauthorized Elementary and Secondary Education Act (ESEA). Click here to read article from the February 2002 issue. Read the latest publication from the 21st Century School Leadership Initiative, Leadership for Student Learning: Urban School Leadership - Different In Kind and Degree (September 2001). In this "politically incorrect" essay on big city schools, author Larry Cuban spotlights the importance and singularity of urban leaders in Pursuing school reform. In addition to debunking three "obvious fictions" about large urban school districts, the paper makes some decidedly political challenges. A glimpse of the tough tasks ahead is provided through a list of five suggestions for improving both cities and schools. IEL has recently published a series of toolkits focused on topics of concern identified through work with the Systems Improvement Training and Technical Assistance Project (SITTAP) sites. The toolkits were developed to strengthen and sustain the capacity of Office of Juvenile Justice and Delinquency Prevention (OJJDP) sites served by SITTAP to achieve and sustain their systems reform goals and effectively address the related challenges. The current toolkits address topics such as:
They include practical tools that will support continued planning and implementation in the sites. These resources are also designed to educate and inform other communities and the field about how they can more effectively pursue community-based systems reform. Copies of
the toolkits are $10 each with an additional $2 for shipping
and handling for the first copy. Additional copies have a shipping
and handling cost of $1. The entire set of toolkits is available
for purchase at a total cost of $25 (not including $4 shipping).
[The full set will include the toolkit on Family-Centered, Culturally
Competent Partnerships upon availability.] All orders must be
received in writing by fax, e-mail, or mail. School-Community Partnerships in Support of Student Learning: Taking a Second Look at the Governance of the 21st Century Community Learning Centers Program (published July 2001). This report documents IEL's second look at the governance of the 21st Century Community Learning Centers (21st CCLC) Program and was funded by a grant from the Charles Stewart Mott Foundation. The report is drawn from visits by IEL staff teams to four 21st CCLC program sites in the spring of 2000 - Denver (CO); Humphreys County (MS); Plainfield (NJ); and St. Louis (MO) - and includes a profile of each site. The visits allowed IEL to shed some light on the processes of establishing, maintaining, and repairing school-community partnerships. The report makes it clear that there is a powerful connection between governance arrangements and results/accomplishments. A final section of the report is designed to help interested school districts capitalize on the opportunity that is presented by the 21st CCLC initiative to create community schools. Cost: $5. Click here to order a copy Click here for more information about the report. Education and Community Building: Connecting Two Worlds This report focuses on ways for educators and community builders to forge common ground and engage each other in new ways to help improve student learning. It will help community school advocates understand how to work more effectively with school and community leaders. A discounted rate of $7.00 postage paid is available. Bulk rates are also available. Call 202-822-8405 ext. 45 for further information. Please send your check to Melyssa Sheeran at Institute for Educational Leadership, 4455 Connecticut Ave., NW, Suite 310, Washington, DC 20008. For more information, see the press release. IEL President Michael D. Usdan to Retire June 30. Elizabeth L. Hale Named as Successor March 2001 |
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Institute for Educational Leadership 4455 Connecticut Avenue, N.W., Suite 310, Washington, DC 20008 Tel: (202) 822-8405, Fax: (202) 872-4050, E-mail: iel@iel.org |
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