DOCSLIB.ORG

Redesigning Low-Performing Schools: It's Union Work. American

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Redesigning Low-Performing Schools: It's Union Work. American DOCUMENT RESUME ED 432 534 SP 038 644 TITLE Redesigning Low-Performing Schools: It's Union Work. INSTITUTION American Federation of Teachers, Washington, DC. PUB DATE 1999-06-00 NOTE 27p. AVAILABLE FROM AFT Order Department, 555 New Jersey Avenue, N.W., Washington, DC 20001-2079 (Item 23). PUB TYPE Guides - Non-Classroom (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Improvement; Educational Quality; Elementary Secondary Education; Equal Education; Excellence in Education; High Risk Students; Low Income Groups; Poverty; Public Education; *Public Schools; Teacher Associations; Teacher Role; *Unions IDENTIFIERS *Low Performing Schools ABSTRACT This booklet examines the need for action to improve the nation's lowest performing public schools, noting the responsibility of teacher unions to participate in the development of workable solutions. Section 1, "Redesigning Low-Performing Schools," discusses reasons for concern, what should be done, and how to implement change. Section 2, "Questions and Answers," discusses why the union supports the redesign or closing of low-performing schools; what are some indicators that a school is low-performing; what are the features of an effective school-redesign process; why low-performing schools should select effective research-based programs; what the union should do to ensure that identified schools effectively implement good programs; and how schools can afford such programs. Section 3, "Background Information," discusses turnaround schools, focusing on what can be done to help struggling schools; the union's responsibility to use tough love when schools do not work; alternative remedies; the effect of teacher and union participation; and systemic improvement. Section 4, "Background Reading," presents suggested reading materials. (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Redesigning Low-Perfor Schools: It's Union Work BEST COPYAVAILABLE American Federation of Teachers PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization 01, ka-4-0 son originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES .90 INFORMATION CENTER (ERIC) Points of view or opinions stated in this 1 document do not necessarily represent ....A11.IN. 2 II official OERI position or policy. BEST COPY AVAILABLE Redesigning Low-Performing Schools: Ifs Union Work I. AFT Convention Resolution / Page 3 II. Questions &Answers / Page 9 III. Background Information / Page 13 IV. Background Reading / Page 21 3 Design: Bornstein Associates / Illustration: Dan Sherbo I. Redesigning Low Performing Schools AFT Convention Resolution Adopted July 19, 1998 It is as much the duty of the union to preserve public education as it is to negotiate a good contract. ALBERT SHANKER dent achievement, professional develop- I. Why We Are ment, curricula and assessments aligned to the standards, and promotion policies and Concerned other incentives that reward students for America's public school system has always working hard and meeting the standards been one of its most important institu- our schools can match or surpass the tionscharged with preparing all students accomplishments of the highest-achieving for responsible citizenship and productive nations. We also recognize, however, that adult lives. To fulfill this mission and some schools and some students will need defend universal public education, the more attention than others. Urgent action AFT has dedicated itself to raising the must be taken to improve the nation's low- standards of academic achievement and est-performing schools, and we believe that student conduct in all schools. We believe it is the union's responsibility to participate that our students and teachers are as capa- in the development of workable solutions ble as any in the world. Given the stan- including, where necessary, starting all over dards-based reforms we advocateinclud- again. ing clear grade-by-grade standards for stii- All children need and deserve good Redesigning Low-Performing Schools: It's Union Work / 3 5 schoolsespecially those children who are plans to improve teachingor learningis most vulnerable and who, without a good being implementedor advocated by some education, are doomed to a continuous andcourts and some federal, state, and district vicious cycle of poverty and failure. While officials. The new faculty in "reconstituted" this is not an easy undertaking, the price ofschools, however, are likely to have the continued inaction is intolerablefor the same inadequate resources, poor profes- students, many of whom emerge from highsional development, and lack ofaccess to school unprepared for further educationor research-tested programs that their prede- a skilled trade; for parents, who want the cessors had, while having even less class- best for their children; for the school staff, room experience to fall back upon. many of whom struggle heroically to com- We cannot afford any more political pensate for the larger failures of the school quick-fixes that will inflict additional injury system; and for the nation, which must on students, as well as staff We need edu- bear the burden of lower economic produc-cationally sound solutions to the problems tivity, increased social service funding, of failing schools, and we need themnow. higher crime rates, and a less informed citi- zenry In recent years, the very existence of II. What Should low-performing schools has served to bring the entire system of public education into Be Done question. News stories feature schools As the union representing teachers, where few students graduate, and toomanyclassroom paraprofessionals, and other of those who do are barely literateschoolsschool-related personnel in many of the with chronically low testscores and condi- areas plagued by chronic school failure, it is tions that are so dirty and dangerous that incumbent upon us to advocate and, where staff and students alikeare afraid to walk possible, negotiate, for improvement the halls. In this context, school vouchers always insisting that the actions takenare and other privatization schemes have educationally sound and effective. We must begun to gain favor, despite the fact that take an active role, from the outset, to the abandonment of common public ensure that teachers and other school staff schools would leave the nationmore divid- are treated professionally, are involved in ed, and unequal, than ever. The politically decision making, and are part of the solu- expedient, but educationally bankrupt, pol-tion. While social and economic inequities icy of "school reconstitution"stigmatizingcan be obstacles to the delivery of equal and replacing staff, regardless ofcompe- educational opportunity, thereare schools tence or quality, and without any specific around the country where "at-risk" students 4 / Redesigning Low-Performing Schools: It's Union Work 6 meet high academic standards. We can anddemand that students get the extra help must learn from these schools. The chal- they might need, and hold students Poor children lenge before us is to take the research on accountable. Pending the implementation programs and pedagogical approaches that of serious standards-based reform at the and middle have been proven to work, and use it to district, state, and national level, schools class children ensure that children and schools succeed. should select improvement programs in As educators, we are eager to embrace which clear and challenging student go to very this challenge and willing to shoulder a full achievement standards are embedded. different school share of the work that meeting it will Enforce high standards ofbehavior systems in require. We have also, however, lived Without clear standards of conduct, a through too many educational fads and ill- America, and small number of unruly students can dis- conceived improvement ideas to accept all rupt an entire school and impede the learn-changing this reform proposals on faith. We cannot sup- ing of all students. The consequences for port yet another round of quick-fix gim- is part of our misbehavior must be fairly and consistently micks or ask our members and students to enforced. Students who cannot or will not unfinished suffer the consequences of painful remedies abide by these guidelines should be placed that have little chance of improving mat- agenda. It is a in an appropriate alternative setting until ters. Instead, we seek to help shape and fight we intend they demonstrate that they can meet the implement effective intervention policies expected standards of behavior. to make more that: Use criteria for the identification oflow-per- strongly than Are grounded in high academic standards forming schools that are clear and under- The first essential step in improving ever, with your low-performing schoolsand the U.S. stood by all stakeholders help and education system as a wholeis to estab- Just as academic standards help students lish clear standards for what students are understandand meetacademic expec- involvement tations, schools with clear performance expected to know and be able to do. This standards have
Load more

Recommended publications
  • Teachingatrisk: Progress & Potholes
    Teachingat Risk: Progress & Potholes FINAL REPORT SPRING 2006 The Teaching Commission LOUIS V. GERSTNER, JR. VARTAN GREGORIAN Chairman President The Teaching Commission The Carnegie Corporation of New York Former Chairman and CEO BEVERLY L. HALL IBM Superintendent Atlanta Public Schools ARLENE ACKERMAN Superintendent JAMES B. HUNT, JR. San Francisco Unified School District Former Governor North Carolina ROY E. BARNES Former Governor FRANK KEATING Georgia Former Governor Oklahoma RICHARD I. BEATTIE Chairman RICHARD KRASNO Simpson Thacher & Bartlett LLP Executive Director The William R. Kenan, Jr., Charitable Trust BARBARA BUSH ELLEN CONDLIFFE LAGEMANN KENNETH I. CHENAULT Charles Warren Professor of the History of Chairman and CEO American Education American Express Company Harvard University PHILIP M. CONDIT W. JAMES MCNERNEY, JR. Former Chairman and CEO Chairman, President, and CEO The Boeing Company The Boeing Company JOHN DOERR SCOTT E. PAINTER Partner AP Coordinator and Teacher Kleiner Perkins Caufield & Byers Project GRAD Atlanta and South Atlanta High School MATTHEW GOLDSTEIN Chancellor RICHARD W. RILEY The City University of New York Former U.S. Secretary of Education Former Governor South Carolina THE FINAL REPORT Teaching at Risk: Progress and Potholes THE TEACHING COMMISSION Infographics by Nigel Holmes © 2006 THE TEACHING COMMISSION All Rights Reserved 2 FINAL REPORT Dedicated to R. GAYNOR MCCOWN 1960-2005 AND SANDRA FELDMAN 1939-2005 Teachers, Reformers, and Leaders 3 THE TEACHING COMMISSION 4 About The Teaching Commission stablished and chaired by Louis V.Gerstner, Jr., the former chair- man of IBM, the Teaching Commission has sought to improve Estudent performance and close the nation’s dangerous achievement gap by transforming the way in which America’s public school teachers are prepared, recruited, retained, and rewarded.
    [Show full text]
  • Six Off and Running in Community Schools Pilot Page 1 of 2
    Six off and running in community schools pilot Page 1 of 2 United Federation of Teachers A Union of Professionals From UFT.org (http://www.uft.org) Feature stories Six off and running in community schools pilot by Maisie McAdoo | published September 27, 2012 Physical education teacher Adam Cohen puts students through the paces in the new Sandra Feldman Gymnasium at PS 188 in Coney Island. In the medical clinic at PS 30 in East Harlem, children are tended to by physician assistants such as Ivor Bharat and teachers like Brenda Shufeit. UFT President Michael Mulgrew greets Sunset Park HS Paraprofessionals Representative Melody Summers Diouf on opening day at the Brooklyn school. Six city schools will reach out to their communities this year to bring neighborhood resources, medical programs and social services to their buildings, thanks to a combined grant from the UFT, the City Council and the Partnership for New York City. Borrowing from a successful community schools model in Cincinnati, the grants are intended to help transform schools into community "hubs" where children and parents have ready access to health, tutoring, counseling and social services — the "wraparound" services that support learning and strengthen families. "These types of supports are the missing piece for students who are struggling," said UFT President Michael Mulgrew. "Putting these services into schools ensures that all kids can learn and excel." The six were selected, from a much larger applicant pool, for their collaborative cultures and existing relationships with community partners, said UFT Vice President Karen Alford, who is heading up the project for the union.
    [Show full text]
  • Democracy's Champion: Albert Shanker and The
    DEMOCRACY’S CHAMPION ALBERT SHANKER and the International Impact of the American Federation of Teachers By Eric Chenoweth BOARD OF DIRECTORS Paul E. Almeida Anthony Bryk Barbara Byrd-Bennett Landon Butler David K. Cohen Thomas R. Donahue Han Dongfang Bob Edwards Carl Gershman The Albert Shanker Institute is a nonprofit organization established in 1998 to honor the life and legacy of the late president of the Milton Goldberg American Federation of Teachers. The organization’s by-laws Ernest G. Green commit it to four fundamental principles—vibrant democracy, Linda Darling Hammond quality public education, a voice for working people in decisions E. D. Hirsch, Jr. affecting their jobs and their lives, and free and open debate about Sol Hurwitz all of these issues. John Jackson Clifford B. Janey The institute brings together influential leaders and thinkers from Lorretta Johnson business, labor, government, and education from across the political Susan Moore Johnson spectrum. It sponsors research, promotes discussions, and seeks new Ted Kirsch and workable approaches to the issues that will shape the future of Francine Lawrence democracy, education, and unionism. Many of these conversations Stanley S. Litow are off-the-record, encouraging lively, honest debate and new Michael Maccoby understandings. Herb Magidson Harold Meyerson These efforts are directed by and accountable to a diverse and Mary Cathryn Ricker distinguished board of directors representing the richness of Al Richard Riley Shanker’s commitments and concerns. William Schmidt Randi Weingarten ____________________________________________ Deborah L. Wince-Smith This document was written for the Albert Shanker Institute and does not necessarily represent the views of the institute or the members of its Board EMERITUS BOARD of Directors.
    [Show full text]
  • Teachers Union Scandals: Closing the Gaps in Union Member Protection
    S. HRG. 108–313 TEACHERS UNION SCANDALS: CLOSING THE GAPS IN UNION MEMBER PROTECTION HEARING BEFORE THE COMMITTEE ON HEALTH, EDUCATION, LABOR, AND PENSIONS UNITED STATES SENATE ONE HUNDRED EIGHTH CONGRESS FIRST SESSION ON EXAMINING TEACHER UNION SCANDALS, FOCUSING ON CLOSING THE GAPS IN UNION MEMBER PROTECTIONS, THE DEPARTMENT OF LA- BOR’S ADMINISTRATION AND ENFORCEMENT OF THE LABOR-MAN- AGEMENT REPORTING AND DISCLOSURE ACT (LANDRUM-GRIFFIN ACT), AND CERTAIN INVESTIGATIVE MATTERS INVOLVING THE WASH- INGTON TEACHERS UNION AND THE UNITED TEACHERS OF DADE JUNE 19, 2003 Printed for the use of the Committee on Health, Education, Labor, and Pensions ( U.S. GOVERNMENT PRINTING OFFICE 88–090 PDF WASHINGTON : 2004 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 COMMITTEE ON HEALTH, EDUCATION, LABOR, AND PENSIONS JUDD GREGG, New Hampshire, Chairman BILL FRIST, Tennessee EDWARD M. KENNEDY, Massachusetts MICHAEL B. ENZI, Wyoming CHRISTOPHER J. DODD, Connecticut LAMAR ALEXANDER, Tennessee TOM HARKIN, Iowa CHRISTOPHER S. BOND, Missouri BARBARA A. MIKULSKI, Maryland MIKE DEWINE, Ohio JAMES M. JEFFORDS (I), Vermont PAT ROBERTS, Kansas JEFF BINGAMAN, New Mexico JEFF SESSIONS, Alabama PATTY MURRAY, Washington JOHN ENSIGN, Nevada JACK REED, Rhode Island LINDSEY O. GRAHAM, South Carolina JOHN EDWARDS, North Carolina JOHN W. WARNER, Virginia HILLARY RODHAM CLINTON, New York SHARON R. SODERSTROM, Staff Director J. MICHAEL MYERS, Minority Staff Director and Chief Counsel (II) CONTENTS STATEMENTS THURSDAY, JUNE 19, 2003 Page Gregg, Hon. Judd, a U.S.
    [Show full text]
  • Decentralization and the City Schools; Looking Forward, No. 12 in a Series of Occasional Papers
    DOCUMENT RESUME ED 041 071 UD 010 305 AUTHOR Feldman, Sandra TITLE Decentralization and the City Schools; Looking Forward, No. 12 in a Series of Occasional Papers. INSTITUTION Lee gue for Industrial Democracy, New York, N.Y. PUB DATE (68] NOTE 16p. AVAILABLE FROM League for Industrial Democracy, 112 E. 19th St., New York, N.Y. 10003 (250 per copy for one or more; 200 per copy for 10 or more...) EDRS PRICE EDRS Price MF-$0.25 HC-$0.90 DESCRIPTORS Boards of Education, *Community Control, *Decentralization, Educational Opportunities, Educational Quality, *Individual Power, Neighborhood School Policy, Parent Participation, Public School Systems, *School Integration, School Responsibility, *Urban Schools IDENTIFIERS Bundy Report, Coleman Report, More Effective Schools Program, New York ABSTRACT Although the break-up of the unresponsive school bureaucracy in New York will be a move toward greater accountability, the basic question is: will this raise achievement levels? Its possible advantagees include: the increase in both the operating efficiency of the schools and the responsiveness of schools to the lay public; increased student fate control following from increased parent control; and, the release of creative energies following the synthesis of community and school. The possible dangers include the establishment of a number of small, inefficient bureaucracies, and the abandonment of school integration as a paramount goal.. The latter may decrease fate control by emphasizing the child's dependence on his social origins for his educational opportunities. An alternative to both the extreme neighborhood schools policy and the complete integration policy which would preserve and enhance educational quality is typified by the More Effective Schools program.
    [Show full text]
  • Letter from Sandra Feldman, Executive Director of the United Federation of Teachers, to Geraldine Ferraro Sandra Feldman United Federation of Teachers
    Fordham Law School FLASH: The Fordham Law Archive of Scholarship and History New York Correspondence 7-12-1984 Letter from Sandra Feldman, Executive Director of the United Federation of Teachers, to Geraldine Ferraro Sandra Feldman United Federation of Teachers Geraldine Ferraro Follow this and additional works at: https://ir.lawnet.fordham.edu/ vice_presidential_campaign_correspondence_1984_new_york Part of the Law Commons Recommended Citation Feldman, Sandra and Ferraro, Geraldine, "Letter from Sandra Feldman, Executive Director of the United Federation of Teachers, to Geraldine Ferraro" (1984). New York. 225. https://ir.lawnet.fordham.edu/vice_presidential_campaign_correspondence_1984_new_york/225 This Book is brought to you for free and open access by the Correspondence at FLASH: The orF dham Law Archive of Scholarship and History. It has been accepted for inclusion in New York by an authorized administrator of FLASH: The orF dham Law Archive of Scholarship and History. For more information, please contact [email protected]. United Federation ol Teachers Local 2, American Federation of Teachers, AFL-CIO 260 Park Avenue S"uth ' New York, N.Y. 1°°'0 (212) 777-7500 July 12t~, 1984 D\S{R\Cl off'CE. Queens Forest Hills, I just wanted to take a moment of your time to congratulate you on the thrilling, precedent setting step you've taken for our country. We're very, very proud! Sandra Feldm Executive Di -~ Afflllated with the New York State AFL-C/O, New York City Central Labor Council and the New York State United Teachers .UL .< Title: • · t!\S !.. _ _ _ _ _ . Pint"-= J~h -- -----------_ Middle a-:•_ _ ________ ----- ____ _ i..t w.
    [Show full text]
  • Teachers Union Scandals: Closing the Gaps in Union Member Protections
    Full Committee Hearing Notice - “Teachers Union Scandals: Closing the Gaps in Union Member Protections” Bill Number: Oversight Hearing Date: June 19, 2003 - 10:15 AM Witness: Sandra Feldman President, American Federation of Teachers Washington, DC Testimony: Thank you, Chairman Gregg and the members of this committee, for the opportunity to testify about the apparent – and appalling misuse of funds and abuse of trust we have experienced in our union. I want to talk, as clearly and concisely as I can, about the steps the American Federation of Teachers has taken to correct this problem, and to do our very best to ensure that nothing like what happened ever happens again. I am sickened and infuriated by this apparent massive misuse of union funds, of the betrayal of members’ trust; even more so, if that’s possible, because of what public education and teacher unionism mean to me. I grew up in a Coney Island slum and then in a public housing project in Brooklyn, NY. It was public education – from kindergarten through college – that made a successful life possible for me. After becoming the first in my family to earn a college degree, I became a public school teacher. I worked in a school on Manhattan’s Lower East Side where the students came from a housing project, and had problems similar to what I and the kids I grew up with had experienced. While in college, I had been active in the civil rights movement and worked with leaders like A. Philip Randolph and Bayard Rustin, who took the time to mentor me and so many other young idealists.
    [Show full text]
  • Education for Democracy
    Education for Democracy ALBERT SHANKER INSTITUTE ALBERT SHANKER INSTITUTE Sandra Feldman President Edward J. McElroy Secretary-Treasurer Board of Directors Paul E. Almeida Anthony J. Alvarado Barbara Byrd Bennett David K. Cohen Thomas R. Donahue Milton Goldberg Ernest Green E.D. Hirsch, Jr. Sol Hurwitz Nat LaCour Seymour Martin Lipset Stanley S. Litow Herb Magidson Tom Mooney Diane Ravitch Donna E. Shalala Eugenia Kemble Executive Director Burnie Bond Director of Programs Randall Garton Director of Research Education for Democracy Albert Shanker Institute 555 New Jersey Avenue, NW Washington, DC 20001 www.ashankerinst.org ALBERT SHANKER INSTITUTE he Albert Shanker Institute, endowed by the American Federation of Teachers and named in honor of its late president, is a nonprof- it, nonpartisan organization dedicated to three themes—children’s education, unions as advocates for quality, and both civic education and freedom of association in the public life of democracies. TIts mission is to generate ideas, foster candid exchanges, and promote construc- tive policy proposals related to these issues. The institute commissions original analyses, organizes seminars, sponsors publications and subsidizes selected projects. Its independent Board of Directors is composed of educators, business representatives, labor leaders, academics, and public policy analysts. Acknowledgements The Institute is gratefully appreciative of the exhaustive work done by the principal author of this document, Elizabeth McPike, former editor of the American Educator.Sections of the document are drawn from the original Education for Democracy: A Statement of Principles (1987), whose principal author was the historian Paul Gagnon, now senior research associate at Boston University’s Center for School Improvement.
    [Show full text]
  • Congressional Record—House H5944
    H5944 CONGRESSIONAL RECORD — HOUSE July 19, 2004 nearly 20 years, and little growth is ex- try in the form of royalty rate reduc- estimate for H.R. 4625, the Soda Ash Royalty pected in the foreseeable future to tion. This reduction is intended not to Reduction Act of 2004. meet the demand for glass or glass increase the bottom line on soda ash If you wish further details on this esti- packaging. companies; it is intended entirely to mate, we will be pleased to provide them. Add to all of this the rising energy grow the market and increase the num- The CBO staff contact is Megan Carroll. costs, including a 150 percent increase ber of jobs. Sincerely, in natural gas prices over the past 4 H.R. 4625 reduces the royalty rate ELIZABETH M. ROBINSON (For Douglas Holtz-Eakin, Director). years, that have only made matters from 6 percent to 2 percent in order to worse. The much-needed growth will help the industry achieve increased ex- Enclosure. have to be found in places like Asia and port growth and competitiveness in the H.R. 4625—Soda Ash Royalty Reduction Act of Australia, and that means we must emerging world market. 2004 take the Chinese head on and with The hard-working men and women in the soda ash industry have my commit- Summary: H.R. 4625 would provide royalty every boost our government can give relief to producers of sodium compounds and the soda ash industry. ment to continue working to help open new markets and create the good-pay- related products on federal land.
    [Show full text]
  • The Crisis in AIDS Care
    If you have issues viewing or accessing this file contact us at NCJRS.gov. The Crisis in AIDS Care A Call To Action 127701 u.s. Department of Justice Nationallnstltute of Justice . document has been reproduced exactly as recei~e? from the ;~~~on or organization originating it. Points of view or opinions stat~d in this document are those of the authors and do. not nec~ssan y represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material in mi­ crofiche only has been granted by Citizens Commission on AIDS for New York City & Northern New Jersey to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis­ sion of the copyright owner. CITIZENS COMMISSION ON AIDS for New York City and Northern New Jersey 121 Avenue of the Americas, 6th Floor New York, NY 10013 (212) 925-5290; FAX: (212) 925-5675 first printing, March 1989 second printing, May 1990 . " Citizens Commission on AIDS for New York aty and Northern New Jersey Work Group on Care and Service Commissioners: Needs Co-Cbairs: . Co-Cbairs: John E. Jacob . Peter Arno President & CEO Montefiore Medical Center National Urban League Albert Einstein College of Medicine John E. Zuccotti Jesse Green Partner, Brown & Wood New York University Medical Center Members: Members: Sandra Feldman Ernest Drucker President, United Federation of Teachers Montefiore Medical Center Carole A. Graves John Griggs President, Newark Teacher's Union United Hospital Fund Bernard Jacobs John Jacobi President, The Shubert Organization, Inc. Office of the Public Advocate State of New Jersey judith Jamison ; The Jamison Project Margaret Nichols CBO consultant J.
    [Show full text]
  • Quality Teaching: Individual and Social Approaches
    Quality Teaching: Individual and Social Approaches Dec. 7, 2015 11:00 a.m. to 2:30 p.m. PANEL I JOSHUA STARR Joshua P. Starr, Ed.D., is a lifelong educator with 22 years of service in public schools. He became chief executive officer of PDK on June 29, 2015. Dr. Starr began his career teaching special education in Brooklyn, N.Y. After attending graduate school, he served in various administrative capacities in urban/suburban districts in the New York metropolitan area, including as director of accountability, interim director of instructional technology and executive director for operations. Dr. Starr served in the New York City Department of Education under Chancellor Joel Klein, first as deputy senior instructional manager in the Office of Programs, overseeing services for English language learners, special education, gifted and talented, instructional technology and early childhood. He then became director of school performance and accountability in the New York City Department of Education. Dr. Starr was superintendent of schools in Stamford, Conn., for six years, and in Montgomery County, Md., for nearly four years. Dr. Starr is a graduate of the University of Wisconsin–Madison, Brooklyn College, and the Harvard Graduate School of Education. He has always sought to lead teams in applying innovation solutions to longstanding challenges in public education. Through a focus on equity, collaboration, community engagement and teaching and learning, Dr. Starr has been able to help school districts increase student achievement by improving systems that support all students. RANDI WEINGARTEN Randi Weingarten is president of the 1.6 million-member American Federation of Teachers, AFL-CIO, which represents teachers; paraprofessionals and school-related personnel; higher education faculty and staff; nurses and other healthcare professionals; local, state and federal government employees; and early childhood educators.
    [Show full text]
  • Tenth Anniversary Program
    NEGP/IEL program NEWl/o 12/3/1999 12:31 PM Page c1 TENTH ANNIVERSARY PROGRAM NATIONAL EDUCATION GOALS PANEL Building on the Momentum... NEGP/IEL program NEWl/o 12/3/1999 12:31 PM Page c2 GOALS GOAL 1 READY TO LEARN GOAL 2 SCHOOL COMPLETION GOAL 3 STUDENT ACHIEVEMENT AND CITIZENSHIP GOAL 4 TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT GOAL 5 MATHEMATICS AND SCIENCE GOAL 6 ADULT LITERACY AND LIFELONG LEARNING GOAL 7 SAFE, DISCIPLINED, AND ALCOHOL- & DRUG-FREE SCHOOLS GOAL 8 PARENTAL PARTICIPATION NEGP/IEL program NEWl/o 12/3/1999 12:26 PM Page 1 December 1999 Dear Colleague, Welcome to the 10th Anniversary Celebration of the National Education Goals, hosted by the National Education Goals Panel (NEGP) and the Institute for Educational Leadership. I believe that this confer- ence, “Building on the Momentum…,” the reception and the dinner will S be exciting and informative. The NEGP thanks the corporations and businesses that have sup- ported these events, along with the distinguished individuals and organi- zations that will share their ideas about emerging education issues and how the National Education Goals and the NEGP can best address them. This will be a wonderful day of discussion and celebration. States and communities have sustained an unprecedented level of effort over the last decade to improve education. Their hard work has been helped immeasur- ably by the dedicated leadership of current and former members of the National Education Goals Panel and its partner organizations. Please join us in honoring these efforts and celebrating the progress they have made. Sincerely, Paul E.
    [Show full text]