Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document. Northwest Education, 1999-2000

DOCUMENT RESUME

ED 441 654 RC 022 461

AUTHOR Sherman, Lee, Ed. TITLE Northwest Education, 1999-2000. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 2000-00-00 NOTE 194p.; Published quarterly. Photographs and a few colored pages may not reproduce adequately. For volume 4, see ED 431 574 CONTRACT RJ96006501 AVAILABLE FROM Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-9515. For full text: http://www.nwrel.org/nwedu. PUB TYPE Collected Works Serials (022) JOURNAL CIT Northwest Education; v5 n1-4 Fall-Sum 1999-2000 EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Change Strategies; Educational Change; *Educational Practices; Elementary Secondary Education; Instructional Leadership; *Principals; *Professional Development; Teacher Education; *Urban Education IDENTIFIERS Comprehensive School Reform Demonstration Program; *United States (Northwest)

ABSTRACT This document contains the four issues of Northwest Education published from fall 1999 through summer 2000. Issue themes are: (1) "Sea Change: Meeting the Challenge of Schoolwide Reform" (Fall 1999); (2) "City Kids: What Helps Them Thrive" (Winter 1999); (3) "The New Principal" (Spring 2000); and (4)"Growing Great Teachers: Professional Development that Works" (Summer 2000). Each issue contains a lead article summarizing current research and issues related to the theme followed by articles describing outstanding schools, practices, and educators in the Northwest. Issues also include information on related resources, book reviews, commentary by practitioners, and letters from readers. (SV)

Reproductions supplied by EDRS are the best that can be made from the original document. Northwest Education, 1999-2000

Lee Sherman, Ed.

Institution: Northwest Regional Educational Laboratory 101 S.W. Main Street, Suite 500 Portland, OR 97204

Sponsor: Department of Education, Washington, DC Contract Number: RJ96006501

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED CATIONALil RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

C-Zr (-)S. C.) F A L L 1 9 9 9

Meeting the Challenge of Schoolwide Reform

NORTHWEST REGIONAL EDUCATIONAL LABORATORY ( At. ./ Sea Changa Meeting the Challenge of Schoolwide Reform

VOLUME 5 NUMBER 1 FALL 1999 ARTICLES

Putting It All Together Pooling resources for the good of the whole requires able leadership and ample esprit de corps.

The School That Said, 10"We Think We Can" A Spokane school that was bumping the bottom undergoes a renaissance.

No More Revolving Door O Literacy blocks solve the problem of disruptive pullouts for this Portland school.

Comprehensive ON THE COVER 22Means Everything "Ship of Dreams" is the title of this whimsical mural recently unveiled at Bridlemile Elementary School in Oregon's Education Department leads low- Portland, Oregon. "It was so exciting watching the performing schools through the schoolwide excitement and enthusiasm of the kids as they worked planning process to tap a new pot of federal on this amazing project," says parent Victoria Vining money. Gillman who, with parent Nan Waller, co-chaired the mural's development. With funding from the Regional Arts Council, Run for the Arts, and the Multnomah County Commission on Children and Families, the RStepping Up the Rigor school's 500 students spent a year designing and `=)}A rural Oregon school embraces Success for All. creating the mosaic under the direction of Artist-in-Residence Lynn Takata.

PHOTOGRAPH BY GARY WILSON Small Planet 3 A student body from all over the world is viewed as an asset at this cutting-edge Vancouver school.

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Onvitation diGinne TN@ 500sehoolehlOaralmho createdtb2 mud on ©UV' cow c6I0 P Omage °WOp off Ommt.°) lidirvessel students pall, gamar td0 PHOTOS BY JUDY BLANKENSHIP, JAY REITER, AND SUZIE BOSS SCHOO S REONVENT TINSELVES SO EVERY CHU CAN SUCCEED o w a E L Q a IFIDLJM here's a paradox right at the heart of schoolwide reform, and it's this: Serving all students well really means serving each student better. In broadening the scope of reform to include all children, schools must in fact narrow their focus to the individual child. Only when every student succeeds do all students succeed. 'hm's what one school in Vancouver, Wash-

11 ington, discovered on its way to becoming a Distinguished Title I School. With a balloon- ing population of Russian kids, a sizable group of Hispanic children, and a broad sprinkling of other nationalities and languages, Eleanor Roosevelt Elementary School was struggling. And diversity was only one issue. The other was poverty, affecting 80 percent of Roosevelt's students. Kids facing conflict, crisis, or chaos at home were acting out their troubles at school. Language problems, cultural problems, behavioral problemsit was, in the words of Principal Marianne Thompson, "the whole ball of wax." nth so much need, it only made sense to abandon targeted assistance and embrace a schoolwide approach. The guiding question for Roosevelt's staff as they began planning a schoolwide program was, "How do we bring this really diverse group of kids together holistically?" Thompson reports.

) Ube staff spent the next year scrutinizing every last detail of their schoolfrom learning opportunities to behavior management to

,or facilities issues. They pored over research findings. They did a formal needs assessment. They met in small groups that periodically 4 reported back to the whole staff. The plan thatdren, takes away from the individual child," said emerged centered on three central goals: (1) improv-LeTendre, who oversees educational programs for dis- ing instruction in reading, writing, and math, with aadvantaged kids. "You have said that with a school- SCHOOL focus on better alignment of support staff with instruc- wide program, you can't focus on individual needs." REFORM tional goals; (2) fully integrating technology into the Her answer? "Yes, you can, and yes, you should." MODELS curriculum; (3) developing a schoolwide management She explains the change mechanism this way: "The FIRST EDITION system that helps students make better choices. Noth-schoolwide focus expands the resource base for each ing went untouched. Even the lunchroom waschild, reaching the most educationally disadvantaged redesigned to boost behavior and encourage conver-children by immersing them in more advanced cur- Me Catalog of School Reform Models (1st edition) sation among diverse groups of kids. riculum and providing them with better instruction and Addendum to the Cata- "It was a real mix of educational kinds of goals and with more support." log of School Reform Mod- els, both published in 1998 with really concrete operational kinds of goals," by the Northwest Regional Thompson says. TES THA Bg D Educational Laboratory, together provide descriptions Miraculously, in this rainbow of 700 poor andTwo themestethering learners to broader goals, of 48 models of two types: immigrant children, every kid now counts. Any childand tying discrete programs togetherare central to entire-school models, which struggling with schoolwork or school rules eventuallyschoolwide reform. Both themes are about making give schools a framework for change affecting most or all winds up on a list for assistance from the school's connections: connecting disadvantaged kids to the big aspects of school operations; "screening team"a committee of key school per-picture of high standards and lofty learning goals; and and skill- and content-based models (focusing on an sonnel who discuss the child's school and family his- connecting the myriad programs for needy kids to areas such as reading or tory and devise a plan to help. That help mighteach other and to the mainstream. This emphasis on math) that can be used as building blocks for compre- include referral to a human services agency, match-connections is a radical shiftrevolutionary, some hensive school reform. When up with a middle school mentor, one-to-one tutoringsayin the delivery of services to disadvantaged choosing a model, the catalog counsels, "the key is with a staff assistant, in-class translation of lessons schoolchildren. The old approach to Title I (known to thoroughly assess local into a native language, or some other strategy tailored as Chapter 1 until 1994) and the other compensatory needs and develop comprehensive plans that may to the child's unique needs. (For more on Roosevelt education programs was "categorical"that is, kids incorporate one or more Elementary's schoolwide program, see Page 32.) were assigned to a category of disadvantage (poor, external, research-based Therein lies the big challenge for Rooseveltand for migrant, language minority, American Indian) and models that provide maximum local leverage for other schools seeking comprehensive change. It's what were served in a separate setting, often cut off from sustained improvement Thompson calls the "fulcrum of balance" between the the rest of their classmates. in student results." individual student and the school as a whole. This approach, however, has been judged a failure. "The thing that we have continued to grapple with,"A national study of Title I released in 1994 painted a she says, "is making sure we're accommodating the dismal picture. Poor children still lagged woefully far learner, but also having continuity in approach andbehind their more affluent peers. Describing the tra- educational goals across grade levels and programs." ditional practice of pulling kids out for drill and prac- In an impassioned speech to educators in 1994, tice in basic skills as "flawed" and "working on the Mary Jean LeTendre of the U.S. Department of Educa-margins," the Office of Elementary and Secondary tion addressed this dilemma. "Some of you haveEducation (OESE) called for a shift toward the whole- expressed concern, both privately and publicly, that school approach. Congress complied. the schoolwide program approach, in serving all chil- Before 1994, only schools with at least 75 percent a NW Education / Fall 1999 nblished in collaboration poor students could blend money and resources to Encourage innovation and new ideas 5 with the Education Commis- serve all kids. After the 1994 reauthorization of the "A new world has opened up for high-poverty sion of the States at the request of the U.S. Depart- Elementary and Secondary Education Act, schoolsschools" since 1994, Olatokunbo Fashola and Robert ment of Education, the cata- with 50 percent poor students were allowed to merge Slavin of Johns Hopkins University wrote in Phi Delta log is part of the department's effort to provide information funds and programs schoolwide. Although the Kappan magazine last year. "There is no turning back to schools, districts, states, schoolwide approach has been around since 1978, itto the policies of the past." and others as they plan and implement comprehensive wasn't until the 1994 law took effect that huge num- Mingling pots of money once reserved for narrow school reform programs bers of schools began to grab the option. From justpopulations or choppy programs greatly enhances under the Comprehensive School Reform Demonstra- over 3,000 schoolwides in 1993-94, the numberschools' options and opportunities. In a 1996 issue of tion program. It is available swelled more than fivefold in only four yearstoImproving America's Schools: A Newsletter on online at www.nwrel.org/ 17,000, according to Education Week. That's a siz- Issues of School Reform published online, the OESE scpd/natspec/catalog. able chunk of the 22,000 eligible schools nationwide. explains that the 1994 reauthorization "enables Already, kids appear to be benefitting from theschoolwide programs to use all available funding shift. The latest national study of Title I, released this sourcesfederal, state, and localto reorganize a year, shows an upswing in reading and math scores inschool's education program to meet the needs of its the highest-poverty schools. And more low-incomeentire student body." At Eleanor Roosevelt, for students are meeting district or state standards in ainstance, the well-stocked Title I Reading Room is number of large, urban districts. open to everyone. Regular teachers and language- Schools are able to make these gains, experts say,minority assistants have access, along with Title I because whole-school reform replaces rigidity and frag- assistants, to hundreds of titles that are conveniently mentation with flexibility and coordination. The OESE cataloged online by the themes (such as "imagina- spells out the ways schoolwide approaches can helption," "senses," "environment," "community") that high-poverty schools become high-achieving schools: frame the school's curriculum. Accelerate the curriculum so it moves all students In reinventing itself, Roosevelt School reformed toward achieving high standards and realigned the half-dozen vital organs of the edu- Encourage collaboration and planning among regu- cational organism: instruction, curriculum, class- lar classroom teachers, administrators, specialists,room management, assessment, professional and support staff development, and governance. Slavin, the developer Integrate and streamline pupil services, includingof the schoolwide reform model Success for All, diagnostic, counseling, and health services emphasized the drastic nature of the schoolwide pro- Increase the intensity and flexibility of instruction cess by likening it to a "heart-lung transplant" in an Coordinate budgets from multiple sources interview with Education Week last year. Roosevelt's Consolidate and tailor staff development to a staff took on the huge task willingly. With strong leadschool's needs ership and a spirit of unity, they were prepared to stay Create options for extending students' learning timethe course. The result perfectly mirrors the profile of by lengthening the school day or year and expanding a good schoolwide project laid out by the Education early childhood programs Department, with its: Involve parents more centrally in planning, deci- Inclusive planning process, with an academic focus sionmaking, and instructional support roles at the core of the plan

SEA CHANGE 6 Comprehensive, sustained professional development the start-up costs, warns Elizabeth Herding in an ERIC An Educators' Cultural inclusiveness Digest, Implementing Whole-School Reform, pub- Guide to Schootwide Reform High value placed on parent and communitylished in July. First-year expenses, she reports, can involvement range from a low of about $100,000 to a high hover- Use of a variety of assessment tools to focus on stu- ing around the half-million dollar mark. dents' progress It's not cheap. Nor is it easy. Even with an off -the- Not all school staffs, however, are ready for theshelf model, schoolwide reform is no quick fix. long-term planning and deep-seated changes school- "What is a mistake," says Stringfield, "is to think you

wide reform requires. "Strategies cannot be put incan buy one of them and plug it in." An Educators' Guide to place when school administrators and/or faculty are A 1998 study by the RAND Corporation found that Schoolwide Reform, a 1999 study by the American Insti- reluctant to change, have no or little expectations that two years after adopting a whole-school model, only tutes for Research, examines anything will happen, or are poorly managed either at about half the schools studied were fully implement- the research backing up 24 popular reform models cur- the school or classroom level," notes Samuel String- ing the core elements of the program. Noting that rently on the market. Only field of Johns Hopkins University in a federal study ofbrand-name packages have bagged big academic three modelsDirect Instruction, High Schools Title I programs. gains for some schools, Herding sounds a note of That Work, and Success for Recognizing the administrative, pedagogical, andcaution. The "catch" in using external models, she Allgot top scores for hav- staffing obstacles schools face when confronted withsays, is using them well. "The designs must be well ing "strong evidence of positive effects on student the awesome task of remaking themselves, the Educa- implemented," she stresses. "That is where many achievement." Other models' tion Department recently gave them a new avenue for schools and districts have run into problems." research support was rated as "promising," "marginal," going schoolwide. The Comprehensive School Reform or "mixed/weak." Copies Demonstration programknown in reform circlesRECD R REFORW can be ordered for $12.95 for members or $15.95 for as CSRDis a more prescriptive approach to school-So what do schools need to successfully transform nonmembers from the pub- wide reform. That is, it spells out more precisely thethemselves? In April, Education Week listed the "key lisher, Educational Research Service, 1-800-791-9308, components of a good program (see sidebar), andingredients in the reform recipe," based on inter- or from any of the sponsor- makes schools compete for the $150 million it's views with researchers: ing organizations (AASA, AFT, NAESP, NASSP, or parceling out. And, while not required, prepackaged, The school makes a free, informed choice to select NEA). The full text or a link research-based models are encouraged. These the design, based on a decision by its faculty, often to the full text is available "brand-name" models like Success for All are through a secret ballot on the Web sites of spon- soring organizations. designed, evaluated, and marketed by universities, Faculty members who do not support the design nonprofit R&D groups, or for-profit businesses. can 'transfer with dignity' The big plus of CSRD is that schools aren't faced The principal and other administrators provide with designing a program from scratch. strong leadership at the school site "The advantages of adopting these 'off-the-shelf' The design is clear and specific, and the developers instructional models are clear," write Fashola and Slavin clearly explain how it's supposed to work in Kappan. "School staffs need not reinvent the wheel." Money and time are available for everyone in the Typically, when a school commits to using a com-school to participate in professional development, prehensive model, it buys materials and training from planning, and collaboration the developer, and gets access to networks of other The design team provides structured materials and users. The $50,000 CSRD grants cover only some oflong-term, targeted technical assistance

NW Education / Fall 1999 The Nine Components of Comprehensive Reform

The U.S. Department of Education's Comprehensive School Reform Demonstra- tion (CSRD) program requires schools to write a reform plan containing nine specific components. A reform plan is not the same as a reform model, though a model may address some of the components. The plan as a whole forms an umbrella for the model and the other components.

it 1. Effective research-based, replicable methods and strategies"models"are at the core of the CSRD program. Reform models should rest on research. For example, Success for All has an intense, schoolwide focus on early literacy. The Ai I I rationale? Research shows that third-graders lagging in basic skills are more likely I' than others to drop out later. But a research foundation is not enough. Schools should look for models that can show results. For instance, studies have found

Io. I . 1 that compared to students in control-group schools, those in Success for All I.I I I "' schools improved significantly on certain measures of reading performance. Finally, 1 1 11 a model should exist in more than theory or an experimental setting; it should be 1 I I .1 1 operating in schools like the one writing the plan. 111 . .1. .1 2. The plan must have a comprehensive design with aligned components, not a 1 '1111 ...1 grab bag of programs and strategies. Models and programs should be consistent 1' . 1 " with state- and district-level standards and objectives. The plan should show how I . 1 ' instruction, assessment, classroom management, parent involvement, and other I 11 . factors all fit together to support each other. 3. The plan, or the models in it, should provide high-quality professional develop- :// I 1 1 menttrainings, workshops, and classroom observations that will help teachers " 11. 1 - 1 1 1. 1 improve and enlarge their repertoire of instructional practices. 11 1'111. 4. The plan needs checkpointsmeasurable goals and benchmarks. For instance, by a certain time a certain percentage of students will meet a specific I II level of achievement or show a specific degree of improvement in certain skills. 11 5. A plan is unlikely to succeed without support within the school. Does the staff 1 1 1 .'1 I 1 support the plan? Does the principal have the necessary leadership qualities to 1 1 1 1 implement it? Some developers of models require a particular level of staff 11 1 1 approval before they will agree to work with a school. 11 1' 1 11. ": , I% :Of 6. Parent and community involvement contribute to children's success in school. The plan should contain strategies for explaining the reform effort to parents and I . I 11 1 I

1. . 1 I . involving them in their child's academic efforts. 7. Comprehensive school reform is a major undertaking. The school will need external technical support and assistance from outside entities such as the school district, the state department of education, regional educational laboratories, regional assistance centers, universities, or developers of reform models. 8. Is reform occurring as intended? Evaluation strategies will differ depending on which component of the plan is under scrutiny. Methods could include teacher and parent surveys and interviews, classroom observations, focus groups, data from the measurable goals and benchmarks component, review of documents, and rubrics for gauging the quality and degree of implementation. 9. CSRD funds are not enough to pay for school reform and are not intended to do so. The plan must demonstrate coordination of resourcesfederal, state, and district funds, and private contributionsin support of the CSRD program.

CATHERINE PAGLIN 8 A designated person in the school is responsible for onto a popular model without undertaking a careful managing the reform process assessment of the school's unique makeup. Confusing The school participates in a network of like-minded the issue further, a recent study by American Insti- schools and colleagues tutes for Research (AIR) found that only three or four The district has stable leadership that supports the of the most widely used models have solid research to design, has a culture of trust between schools and theback up their effectiveness (see Page 6, center margin). central office, provides schools with some autonomy Once a school settles on an external model, over budgets and hiring, and commits resources forresearchers caution that it can't be swallowed whole.

professional development and planning It must be thoughtfully adapted to meet the school's Ooteworthy Perspectives Change of this depth and degree doesn't pop upspecial requirementswhile retaining the essence on Comprehensive School Reform, a new offering from overnight like mushrooms in a sodden lawn. Rather,and intent of its designers. It's a precarious tightrope the Mid-continent Research it happens only after a long and laborious planningthat has left many schools dangling without a net. for Education and Learning, provides guidance to district period. Experts recommend a full year of study, dis- "The problem is that (model) designers are trying and school staff in eight cussion, and training before launching a schoolwideto balance two competing demands," Education areas: selecting and implementing research-based program. Planning starts with self-study: The schoolWeek writes in an April article titled "Following the instruction; invigorating must know where it is before it can decide where it Plan." Quoting Rebecca Herman, who oversaw AIR's education by reinventing staff development; using wants to go. A thorough needs assessment is the "true model-rating project, the journal notes: "On the one standards to set clear stu- beginning" of a school's transition to a schoolwidehand, they want teachers to feel ownership of a dent goals; visionary leadership and support within program, according to the Education Department.design and to be able to shape what it looks like in the school; bringing the Where to start? Checking the school's achievement their school. On the other hand, they want to main- public back to public schools; evaluating com- against state and district standards, the departmenttain enough integrity for the design to remain intact." prehensive school reform counsels, should be Step One. Among the "indica- That balancing act causes many schools to stumble. initiatives; innovative tors" of school performance that planning teams "There's no program that you can just take and approaches to maximizing resources; and aligning the might look at are: performance on standardized andstick in a school and make it happen the way it is on components of comprehen- school-designed tests; course enrollments and ratespaper," Herman told Education Week. "And some- sive school reform. Copies are $5 from McREL, (303) of completing honors classes; student and teachertimes, when you adapt it to the situation, you lose 632-5506. attendance; grading patterns; participation by stu- sight of what's critical to make the program work." dents and parents in out-of-school activities; teacher Unfortunately, schools looking for guidance won't participation in professional development; studentfind much of a research base on whole-school mobility rates; school completion (in elementary andreform. But that is about to change. A slew of studies middle schools) and graduation rates; and meaning-is in the works, according to Education Week. And ful breakouts of the information by English proficien- the Office of Educational Research and Improvement cy, migrant status, and family poverty. is funding several new initiatives designed to expand With a good handle on its assets and deficits, athe knowledge base on schoolwide reform, including: school is better positioned to select a model (or A comprehensive school reform clearinghouse to design a custom approach) that meets its needs, make information readily available, including new point for point. But choosing among the dozens ofresearch reports and information on specific models reform models on the market can be a dizzying Development (including extensive evaluation) of six proposition. Too often, observers say, schools latch to perhaps 10 new comprehensive reform models for

NW Education /Fall 1999 12 the middle school and high school levels and context influence learning. Members of the com- 9 Increasing the capacity of several existing models to munity also help to establish and sustain the high 11/1AKING provide training, technical assistance, and materialsstandards that grant disadvantaged youth meaningful GOOD to meet demands of increasing numbers of schools opportunities for achievement." "Experts hope such research will begin to fill in the What's happening is a flip-flop of the old "risk" gaps on what is considered one of the most promisingmodel. Traditionally, schools viewed differences in innovations in education in yearsbut an innovationlanguage and culture as disadvantagesas "risk fac- that remains unproven on a large scale," writestors" threatening children's chances for success. The

Oomprehensive School reporter Lynn Olson. She quotes Professor H. Jerome more progressive view sees them as advan- Reform: Making Good Choic- Freiberg of the University of Houston, who admits: "It's tagesstrong points that can give kids a leg up in the es from the North Central Regional Educational Labora- kind of like we're in an experimental phase with whole- global marketplace and an appreciation for diversity. tory guides schools toward school reform. We don't always have all the answers." In Vancouver, for instance, Roosevelt's open-arms selecting the right whole- school strategies using a One thing the experts do know is that strong leader-attitude toward its many immigrant families gives the four-step process: ship at the building and district levels is necessary to school a colorful, international flairlike a little Laying the groundwork Evaluating your current successnecessary, but not sufficient. Only when teach- United Nations or an air hub for world travelers. situation ersall or at least most of themembrace change and "Successful schoolwide projects," says LeTendre of Profiling your compre- steer its course will reform take hold and flourish. the Education Department, "view cultural inclusive- hensive reform approach Making a decision "By leading and managing schoolwides," the Edu-ness as a means of enhancing learning and participa- For ordering information, cation Department said in its 1996 newsletter, "teach-tion for all students. Successful schoolwide projects call NCREL at 1- 800 -356- 2735. ers deepen their ownership of the schoolwide'sembrace the diversity of their students as a resource mission and the effectiveness of the overall program.that enriches learning. Teacher involvement is critical to starting and sustain- "Such schools," she adds, "become the cultural ing the reform effort, especially through shifts inhubs of their communities." school or district leadership." Another mark of the schoolwide program is theWORKS PROGRESS central role played by parents and the community inTalk to any staff member at Vancouver's Roosevelt which the children not only learn, but also eat, sleep, School, and you'll hear one word pop up over and play, worship, and grow. To draw upon the enduringover: flexibility. Their schoolwide plan is like a giant strengths and traditions of the neighborhood, schools slab of wet clay that they constantly shape as new must throw open their doors to welcome not only ideas and information come in. parents, but also businesses, community organiza- This is the vision schoolwide advocates hold for the tions, and social services. Students find more mean-movement. These "works in progress," as the depart- ing in schoolwork when it's linked to the people andment calls them, must "shift and change" to remain places that are important to their lives. And residents viable in the dynamic world of teaching and learning. are more likely to become steadfast advocates for the "Schoolwide projects are never fully implemented, school's program when they feel involved and valued. but are constantly evolving," LeTendre says. "Schools "The emphasis on community involvement inwith successful projects foster a sense that the project schoolwide projects," the OESE notes, "demonstrates continually evolves toward ever-higher goals." a new level of respect for the way children's heritage 3

SEA CHANGE THE SCHOOL 66 THAT SAID,

By SUZIE BOSS

10 POKANE, Washington If you asked around town about Bemiss Elementary School a few years ago, you might have heard: "Bern ss? Isn't that the one up by the junkyard?" Or maybe: "Isn't Bemiss the one that's been in the news because it's so bad?" Or worse: "Isn't Bemiss the one with the lazy teachers?" In 1992 achievement tests, Bemiss students ranked rock bottom in the Spokane Public School District. The local newspaper ran a story, singling out Bemiss Elementary as "a school from the poor part of town, where kids couldn't learn and teachers couldn't teach," recalls current Prin- cipal Lorna Spear, who was teaching a multiage classroom at another Spokane school back then. Televi- sion stations picked up the story, leaving the Bemiss community feeling attacked. "It got personal," says Bonnie Smesrud, a primary teacher with a kind face and a big heart who grew up not far from the school where she's been teaching since 1974. Without question, the Hillyard District where Bemiss is located has seen better times. The money that has poured into Spokane's downtown in recent yearsbringing new buildings and cultural attrac- tions to the scenic riverfront dis-

NW EDUCATION / Fall 1999 Y GRADES, ASSESSES AKIlLiARTNER'SREADING SKI 1°' 99 A PASSIONATE STAFF TAKES A STRUGGLING SCHOOL FROM RIDICULE TO RESPECT

tricthasn't flowed uphill to this to school. 11 neighborhood, northeast of the city Staff members at Bemiss have center. never used poverty as an excuse for Earlier this century Hi Ilyard was poor academic performance, even home to blue-collar workers who though more than 80 percent of walked to jobs at the nearby rail- their students qualify for free or road yards and roundhouse. Those reduced-price lunches. No one glory days still provide some local doubts that children from higher- color. There's a bold mural on the income neighborhoods, with better- side of a building dedicated to rail- educated parents, enjoy advantages road builder James Hill (the neigh- that help them succeed in school. borhood's namesake), and a popular But Bemiss children are the ones café housed in an old train car. But these educators feel compelled to the steady, solid jobs that railroad- teach. Says Smesrud, "This is ing once provided have faded into where my heart is." history like the noontime lunch Instead of fleeing from criticism, whistle. Bemiss staff members have united Poverty has grown more visible behind the goal of remaking their in recent years. Many of the small, school from the inside out, to give wood-sided homes bordering Bemiss every child a chance to thrive. They Elementary are peeling paint. Asphalt weren't sure, when they began this gives way to gravel at back alleys. journey, which path would take Front yards are more likely to sport them where they needed to go. But chain-link fences than flower gar- like the hero of that classic chil- dens. Two housing projects provide dren's tale, The Little Engine That subsidized shelter. Immigrants from Could, they've drawn strength from Russia and Ukraine have recently the motto, "We think we can." And found homes in the neighborhood, they've been chugging steadily bringing an influx of schoolchildren uphill ever since. for whom English is a new language

and Spokane a new world. Many WHERE RIESIE,\ CH RIEIIGNS Oa, families are in transition, packing Principal Loma Spear's office bul- up children and possessions when letin board is papered with charts relationships fray or bill collectors and graphstangible, measurable close in. Every year, one-third of proof of the academic gains Bemiss the Bemiss enrollment turns over. students have been making since And children who feel unsettled at the school began instituting reforms. home pack their worries with them The 620 students enrolled here in 15 SEA CHANGE 12 grades K-6 have made such remark- would be beneficial. "We looked active learning," Smesrud says, Because of her fluency with statis- able improvements in achievement at the structure of the school, our "and that's pretty different from tics, Spear's teachers jokingly call since 1993 that Bemiss has been teaching strengths, the community's the way most of us learned to her the "Data Queen." It's a title honored by the U.S. Department needs, everything," recalls Smesrud, teach. We were used to being the she wears with pride. Barely five- of Education as a Title I Distin- who served on the original leader- sage on the stage. Suddenly, we feet tall, with tight curls swept back guished School. A big green ban- ship team. wanted teachers to become part from her face, 42-year-old Spear is ner in the front hallway, proclaim- Every month, the leadership team of the action with their kids." a dynamo. She walks fast, talks fast, ing the honor, reflects the school's from Bemiss met with teams from To keep the community and speaks forcefully when the successful track record of educat- the three other Spokane schools that informed about school reforms, welfare of her students is at stake. ing students in a high-poverty were also planning for schoolwide McDonald recruited parents to "Bemiss kids are smart," she says neighborhood. reform. "They talked about the chal- serve on a site council. When he often, and with pride. "They just When Spear arrived at Bemiss lenges of organizational change, retired in 1998 after 13 years as need a chance to show it." as an assistant principal in 1994, how they were involving parents, principal, Spear was his logical This principal also knows that reform was already underway. After and other issues they were all fac- successor. By then, she was already passion alone won't guarantee the the low point of 1992, then-Principal ing," says Olsen, who brought more committed to the process. extra help her students need to reach Dale McDonald and Carol Olsen, support for their cause from the The most recent evidence of suc- their potential. Drawing on local Title I Coordinator for the Spokane district level. The four schools "all cessso new it's not even on Spear's and federal funding and additional district, helped rally the teaching agreed to go through this process wall yetis the third-graders' 1999 support from grants, Bemiss has staff behind the goal of whole-school together, and they were ready for performance on the Iowa Tests of been able to invest in the compo- improvement. Instead of targeting the yearlong planning process," Basic Skills. Although the "Iowan" nents that research proves are low-performing, economically dis- Olsen says, remembering what had not been used as an assess- effective at raising student achieve- advantaged students for special help, helped make change possible. The ment tool by Spokane schools ment: smaller classes, onsite pro- as the Title I program had tradition- four schools "all ended up a little before this spring, Bemiss third- fessional development, academic ally done, the new concept was to different," she adds, "but they all graders ranked at the 53rd per- training for parents, counseling, improve results in every classroom. went through a similar process." centile among their peers across extended-day programs, mentoring Three other schools in the district, Rather than investing in a pack- the country on a composite score programs, summer classes, access all serving high-poverty students, aged reform model, the Bemiss of reading and math. "Any time a to computers, reading specialists, started on schoolwide reform at the community elected to chart its Title I school can reach out and conflict-resolution training, and same time. own course. "We looked for the touch 50," Spear says, "you're more. But every extra means lob- As an early step toward reform, abest available methods to help doing great." In specific areas, stu-bying for dollars in a community focus group of Bemiss teachers and children learn," Smesrud recalls. dents scored well above average. where other schools also serve low- administrators started investing time In their quest for research-backed Their scores for math problem solv- income, high-need students. and energy in figuring out how to strategies to boost math and reading and data interpretation, for Each new service that Bemiss make change happen. They visited ing skills, members of the leader- instance, put them at the 68th per- adds also requires more time and other schools, attended conferences, ship team became convinced that centile. On a different standardized energy from teachers who already dug into the research literature, and teaching methods needed to test back in 1992, Spear offers by stay at school long after the last developed consensus throughout change. "We knew we wanted to comparison, "We were seeing bell rings. "We're trying to provide the school community that change provide kid-centered, hands-on, results down in the teens." at school all the extras that other 16 NW EDUCATION / Fall 1999 13 children (from less impoverished ferences and stay current on aca- families) have at home," says Spear. demic research, the classroom has While she's working late, her hus- become the primary site for mak- band is often transporting their 14- ing change happen. year -old son to after-school sports and other activities. HELPING TEACIHIERS LEARN To prove that all the energy and Once upon a time, there was a lit- investments are paying off at Bemiss, tle girl named Terrie who loved Spear relies on numbers. "We do numbers. All through elementary tons with data," she says. "We track school, math was her favorite sub- results right to the classroom level. ject. But when she was about 10 When our fourth-graders do well years old, the fun went out of math on achievement tests, we go back lessons. That's when she stopped to every teacher they've ever had getting the right answers. Her teacher and let them know they are part of said it was because she just wasn't that success." In Washington, where good with numbers. So Terrie stayed students take achievement tests away from math classes for a long, nearly every year between second long time. and 10th grades, there are plenty Fortunately, that's not where this "What's best for kids?is the driving question behind reform. of opportunities to crunch num- story ends. Terrie Geaudreau fell bers. "We call it spreading the back in love with numbers when she stress," Spear says with a weary- was in college and took a math class sounding laugh. for future teachers. "It made sense One question has helped to keep to me. I understood it. And I realized the reform efforts on track over the that I know from experience what long run: "What are all the things students who are struggling may that have to do with good instruction need to gain understanding," she for kids? That has been our concern says, her eyes glinting with enthu- since we started," says Smesrud, who siasm behind wire-rimmed glasses. is now a member of the Bemiss Geaudreau, 44, has devoted much Implementation Team, charged of her career to teaching those for with putting the reform plan into whom math is a challenge. Before action. coming to Bemiss four years ago as Every decision about how to a math facilitator for the primary improve teaching, adds Spear, has grades, Geaudreau was a Title I been supported by research about math teacher at other schools in "what's best for kids." While staff Spokane. She worked with students members continue to attend con- targeted for special help because of 17

SEA CHANGE II I poverty and low achievement. While she saw some of her students make II short-term gains, she concluded that pull-out assistance wasn't the 11 11 1 Is best way to help them succeed over the long term. "I tracked my own 1I students and found out that they 1 ..1 1 'al weren't retaining what they learned 1 11'1 1 1 11 1 (from special assistance), unless 1 .1 1 11 they were in a classroom where 11.' 1 1 1 111. 1 1 teachers could continue to make a 1 111. .1 . :' 1 / '11 1.1"11 difference." She became convinced, I I A "You can't make significant changes without changing classroom teaching strategies." I1 1 ..: Convincing teachers to change "happens slowly and takes patience," 11 I. 1 I. says Geaudreau. Her position is one I.I. 1 1 1' 11 of four peer coaching slots created 1 1. ' 11 by the Bemiss reform plan; two 11. 1 1 II 1 facilitators focus on math, two on 11 1 11 literacy. Like her fellow facilitators, Geaudreau has had to win the trust of teachers. At their invitation, she'll S S 11 I. 11 eagerly model strategies designed I . I to make math concepts more . A .o I understandable through active discovery. But first, she has to con- 1 1; vince teachers to let her in the door. 11e. I e "Some teachers were scared at first," . .I I Geaudreau admits. "They thought I was an administrator there to 11 1 observe or criticize them." 1 1 .1 When the first facilitator came 1 :a to Bemiss through a district pilot program, many teachers felt defen- 1 1 11 1 1 .1 1 1 - sive. Recalls Smesrud, "At first I worried, 'Is she here to judge my

18 NW EDUCkTION / Fall 1999 teaching? Does she think I can't me the answer," Geaudreau chal- Bemiss building, she's been known 15 do my job?" But those fears faded lenges the class. "You've gotta prove to bribe her way with chocolate. quickly. "I admired her knowledge. your answer, or I won't believe you. Deb Portner, a facilitator for lit- I started wanting to model myself Tell me why." eracy in the primary grades, says after her. But then I worried, 'Can It's a noisy process. Some students part of her job "is to say to teachers, I change myself enough?" act out the handshake exchange. `You're doing good work.' Teachers Geaudreau and the other facili- Others make charts. Still others are people who need praise but sel- tators don't criticize or impose a draw schematics on the chalkboard. dom get it." Recently, for instance, "right way" of teaching. Rather, When Peck studied to become a kindergarten teacher Bobbi Wake ly they try to build on each teacher's teacher more than 20 years ago, asked Portner for an opinion about individual strengths. After a few classrooms were more orderly and a little girl's reading progress. Port- Immigrants from Russia and Ukraine are classroom sessions with a literacy learning less noisy. But to her cred- ner spent half of a class period with part of the Bemiss community. facilitator, for instance, Smesrud it, Peck now jumps right into the the child, listening to her read aloud started branching out from the messy learning process, testing out and posing questions to test her basals and controlled vocabulary problem-solving strategies along- comprehension. Her assessment? lists she had always used to teach side her students. "This child was reading at the sec- reading. "I realized my kids could Watching this active classroom ond-grade levelin kindergarten. check out library books, even if they scene unfold, Geaudreau explains, Bobbi's obviously doing a wonder- didn't know all the vocabulary. I "I try not to give too much direction ful job. She just needed another didn't feel so stifled or limited as to the teacher or her students. I want set of eyes to confirm what she a teacher," she says. "I was more to keep her learning, too. And she was seeing." willing to try new things." Most of is. She's changing the way she's Relationships are key to making all, facilitators encourage teachers teaching." Peck's third-graders the onsite professional development to continue to be learners them- were among those who shined on approach work, says Barb Miller, a selves. As Geaudreau adds with the the Iowa tests this spring. "I had literacy facilitator for the interme- hint of a grin, "I like to inject some butterflies the whole time they were diate grades. "Some teachers want disequilibrium." taking the test," Peck admits, "but me to model a concept. Others are On a late spring morning, for they were so well prepared. They more interested in collaborating. instance, Geaudreau pops in the did beautifully." They don't always tell me what door of Carren Peck's third-grade To convince teachers to change they want, so I try to lead with ques- class. Right away, she turns students their classroom practices, the Bemiss tions. What is a teacher ready to try? loose to work in pairs or small facilitators rely on their interper- What are her goals? If we have a groups, using whatever strategies sonal skills and intuition, along good relationship, I can feel com- they prefer to crack the question: with their solid understanding of fortable making suggestions." If five presidents are in a room how to teach concepts. Geaudreau, What the facilitators and class- together and each shakes the oth- for instance, has been honored by room teachers share, Miller adds, ers' hands, how many handshakes the district with the title of Distin- "is a belief that these kids badly are exchanged? "And don't just give guished Teacher. But within the need the best from us. So many 19 SEA CHANGE 16 areas of their lives are a challenge. her worried. Her children had to This is one place where we can help." walk to school on streets that were She remembers one boy wearing unpaved and dusty. The property only a T-shirt and jeans on a day next to the school was literally a when it was 25 degrees outside. junkyard, overflowing with an accu- During a first-period writing les- mulation of debris. She and her kids son, his fingers were too numb to would walk their dog around the hold a pencil. Another boy, prepar- junk-strewn hillside, looking at the ing to write an essay about a mem- vista beyond their immediate sur- er orable day, jotted down these prompt roundings. Stewart found herself words to organize his thoughts: imagining something betterfor Mom. Dad. House. Jobs. Money. her neighborhood, her children, Principal Lorna Spear pays a classroom visit. Fight. Hurt. Hospital. Sad. and herself. "But even when they come to As soon as her youngest child school with incredible challenges started kindergarten, Stewart in their lives," Miller says, "these enrolled at Spokane Falls Commu- kids can learn. We believe that in nity College. She also accepted then- our bones." And because of the com- Principal McDonald's invitation to munity of support that reform has get involved as a school volunteer. helped to build at Bemiss, "There "The first job they gave me was are others here to remind you that doing cut-outs," she says, "but my they believe it, too, for those days involvement has grown from there." when you get frustrated." That's a bit of an understate- ment. Stewart is completing a term PULLING PARENTS IIN as chairperson of the Bemiss Site When Marlene Stewart became a Council and has become a power- Bemiss parent back in 1993, she ful force for change in the commu- wouldn't have dreamed of voicing nity. She helped push for a cleanup her opinion about how to make the of the junkyard and has been active- school or community a better place. ly pursuing a plan to convert the "I'd had mostly bad experiences 25-acre site to recreational use. She with schools," she says. "I was not has also advocated for an extended- confident of any social system." day program at Bemiss School. While Raising three children as a sin- her children have been receiving gle parent, Stewart says: "My first extra help with academics, Stewart goal was to keep my kids safe. You has had time to continue her stud- can't do anything until you're sure ies in urban and regional planning of that." And the neighborhood had at Eastern Washington University. 20 NW EDUCATION / Fall 1999 Her experience as a Bemiss parent school trains parents in the same get struggle makes us more deter- 17 has played no small part in her strategies used to teach reading and mined to succeed." personal growth. "I've matured math in their children's classes, then Success at Bemiss has come as a person as I've gotten more pays them a small stipend for vol- about not only because of financial involved in this school," she says. unteering time in the classroom. In investments but also through "cre- Since the reform effort began at addition, a Family Learning Center ation of a complex system," says Bemiss, the school has worked hard equipped with computers and books Olsen. "It takes individual teachers to reach out to parents like Stewart. is open to families throughout the in their classrooms, a principal with "When parents are offered resources, day and after school. Parents can a vision, support from downtown they feel less alone and isolated," attend adult-education classes at [at the district level], and support says Melissa Kopczynski, a Bemiss the school in the evenings. from the community." A unified counselor. She often refers families For some parents, access to these vision is what ties all these pieces to social services and agencies out- resources provides a turning point. together, Olsen adds "At Bemiss, side the school. "We can't fix fami- "We see parents gaining confidence they share a vision of what kids ly dynamics at school," Kopczynski and developing good work habits," can do." says, "but we can play a facilitator says Smesrud. "Then we have to Spear describes that vision force- role. Parents can get involved here struggle to hold onto them as vol- fully: "How do we help the children and feel like they're part of a larger unteers. Once we have them trained," of poverty? Are they children who family." she adds, "they often wind up get- can learn? We believe they are. And Despite the open door, parents as ting new jobs." But as her smile we believe we know how to help actively involved as Stewart remain indicates, that's cause for celebra- them: And we'll just keep pushing," the exception. Recruiting volunteerstion, not complaint. she says, "until all children are in a high-poverty neighborhood The Bemiss community has making it." is an ongoing challenge, Spear learned that success often brings Here in the Hillyard District, that acknowledges. Some parents have new challenges. Now that this school road ahead can look awfully steep had bad experiences with schools has become a shining example of sometimes. But almost every day, in the past. Many are working two reform, other schoolspoor, but says counselor Kopczynski, "We see jobs already and can't find time to not as poor as Bemissare asking glimmers of wonderful." Recently, volunteer. Some are not confident to share the district's Title I funds. a mother from the neighborhood about their own skills. And when The Spokane district currently has spoke these quiet words at a site budget cuts loom, Bemiss parents five Title I Schoolwide programs in council meeting, reminding every- are not likely to write letters or call place and soon will add a sixth, one at Bemiss why they do what the school board. "Our parents don'tsays Olsen. For the 1999-2000 they do: "When my daughter was tend to speak up," says Spear. "We school year, Bemiss Elementary is born in 1992, I thought to myself, have to advocate for them." projected to lose nearly $50,000, poor thingshe has to go to Bemiss. Bemiss has gradually expanded forcing cuts in staffing. Says Spear, But now that she's a first-grader its base of volunteers by providing "We're going to fight to keep the and thriving here, I feel like, Wow! academic training to parents. The integrity of our program. The bud- She gets to go to Bemiss!" 21 SEA CHANGE I li A1 1 a II 1

PORTLAND, Oregon The staff, too, has a story to and outs and pullouts." climbing, and more kids are As Principal Paula McCullough tell. And tell it they dowith The pullouts didn't work well meeting state benchmarks. strides through her school, littlezest. It's the story of how they for the special-programs staff On a typical morning, first- footsteps pursue her down a built a unified literacy program either. "I felt I was really being grade teacher Marion Lei leads quiet hallway. "Our teacher saidthat sparked change across the a bother and I should apologize a Junior Great Books discussion if you have time for it, we can school. Of countless meetings every time I came to the door togroup during literacy block. read you a story," a small voice sweetened with chocolate and get kids," says ESL teacher Cyn- "Why did the miller's daugh- says. fueled with caffeine. Of anxiousthia Bauer. And by the time she ter promise to give her first "Well, come, let's sit down discussions voicing fears that spent five minutes gathering child to Rumpelstiltskm? Why here right now," says McCulloughalways come with profound kids from different classrooms do you suppose she did that?" as she nods toward a bench. change. Of their pride and plea-and five minutes sending them Lei asks. Hands shoot up furi- Charaknigh, a tiny Cambodian- sure in work well done. And back, there wasn't much left of ously. "Cassidy?" American first-grader, sits while the story will have no end-the half-hour allotted for lan- "She had no other valuables beside her and reads from the ing as long as there are childrenguage instruction. to give him," answers Cassidy. story he has carefully penciled to teach, students' personal The Grout staff tried loading Like the miller's daughter, on blue-lined newsprint. His stories are sure to turn out bet-certain classrooms with ESL or Grout's classroom teachers are tale, "The Alien UFO," is about ter for the efforts being made special ed students and then giving away their kids. But they're a boy who wants to buy a flying at Grout. teaming classroom teachers happy to do it. Of Lei's 26 stu- saucer, but his aunt tells him it Five years ago when the storywith special-programs staff. Theydents, five are attending an ESL costs too much. begins, Grout's classroom teach-tried common pullout times for literacy group, two are at a drama Students at Daniel A. Grout ers shared a deepening dissat- each grade level. Neither optionworkshop, and three are with a School in Southeast Portland isfaction with the school's low worked well. special-ed instructor. Because have lots of stories to tell reading scores. Yet they were all staff teach during the litera- stories from the worn apart- upset by the remedy then in Spinning Straw into Gold cy blocks, student-teacher ratios ments and cramped, postwar place for those low scores: pull- drop dramatically. Many special- houses of their working-class out sessions for kids in Title I, The tug-of-war for students' ized groups contain only five to neighborhood. Often less fanci- special ed, and ESL programs. time was resolved three years eight students. Classroom teach- ful than Charaknigh's, these With 20 percent of Grout's 400 ago by intensifying and consoli- ers' class loads dip to an envi- stories have titles like "How I students in ESL and 60 percent dating literacy instruction. Four able 16 or 18. Came from Russia to Portland." on free and reduced-price lunch,days a week, every teacher and Depending on grade level, They tell about beloved people the pullouts created constant staff assistant is enlisted to workother literacy options include (a Blackfeet Indian grandfather, disruptions in the classroom. with kids on reading and writingone-to-one tutoring with volun- an absent father) and events "We had a revolving door," during two 90-minute literacy teers, small-group instruction both memorable and painful (a says fifth-grade teacher Carolynblocks (one for lower grades with the Title I coordinator, visit to Romania, parents fight- Neal. "You rarely had your wholeand one for third through fifth Young Authors groups for ing and divorcing, moving too class for any longer than 30 grade). The plan has paid off advanced writers, and Internet many times). minutes a day with all the ins handsomely. Reading scores areexploration with the librarian. -2.3 NO MORE IEV:LVNG

There's even a group for chronic ESL teacher Bauer initially at that grade level," says fifth- programlike the Title I School- classroom disrupters. opposed the plan. "To me it felt grade teacher Ginger Leffal- wide program, but more rigorous. The multiple groupings also like jumping off into black space," Husak. "I feel that I can send CSRD requires schools to develop allow classroom teachers to she says. "For years and years, my children off and I won't be a detailed, comprehensive plan send kids across grade levels to I'd been sort of a supplemental getting back a child who's study- for reform, including specific better meet their needs. "I can program and never the one sign-ing Brazil when we're studying goals for student achievement. send some of my lower [ fifth- ing the bottom line for this learn-the United States." Because Grout was more ready grade] readers to third grade, ing. I was out of practice, and it The literacy-program kickoff than most to move ahead with and it doesn't have a stigma was frightening to think I was in fall 1996 coincided with McCul-school reform, Oregon's Depart- it's a literacy group," says Neal. really the person responsible lough's arrival at Grout. It also ment of Education approved a While no bargains with for this." This early doubter is marked the school's conversion $25,000 "early bird" grant (out of Rumpelstiltskin were necessary now "a real convert" and a mem-to a Title I Schoolwide program. other federal funds) before actu- to achieve the highly prized small-ber of the school's literacy com-The "schoolwide" designation al CSRD money was available. er class sizes, changes in staff mittee. "I am a part of a team, lets schools use funds to improveOnly three other Oregon schools roles and relationships were and I feel valued," she says. instruction for all kids, not just were awarded these funds. essential. "The teachers really The literacy program is a targeted students. "Being school- Most CSRD schools are adopt- had to trust that another staff watershed for increased profes-wide gives you so much more ing existing whole-school reform person could actually teach theirsionalism and collegiality, the flexibility," says McCullough. "It'smodels, such as Success for All kids," says Title I Coordinator teachers agree. The literacy- an ideal way to start reform." or Coalition of Essential Schools. Sharon Himes. resource room is an example. The literacy program takes Not Grout. "It would have been That's because literacy-group "Instead of everyone hoarding advantage of this flexibility. If, weird for them to go out and find instructors are not treated as their own materials, we have put for example, a high-achieving a new (whole-school) model," add-ons. In all but first grade them together and we are shar- student runs into a writing prob-says Moilanen, who helped the (where the literacy block is ing them," says Bauer. "Building lem and needs extra help, a teach-staff develop their CSRD pro- shorter), if a student has a spe- this together really has made a er can place that student in a posal. "For this school, it would cial instructor for reading and wonderful atmosphere in the small group or tutoring programhave been nuts because they writing, that instructornot thestaff." A similar room for sharingrun by the Title I coordinator. already had an underlying struc- classroom teachergives all math materials is in the works. Under McCullough's leader- ture to push reform. They knew instruction and assigns the grades All staff take part in twice- ship, school reform has contin- where the holes were in literacy." in those subjects. yearly student testing and quar- ued to evolve beyond the literacy Those "holes" are what the "Before I came," says McCul- terly discussions to assign block. "She kind of empowered staff found when they took a crit- lough, who teaches a literacy students to literacy groups. All them to keep going," says Car- ical look at their program and group herself one day a week, staff attend important trainings. olyn Moilanen, a Portland Public achievement data. They saw two "there were several staff mem- Because they share such experi-Schools Title I specialist. "She glaring needs: to intervene early bersvery qualified teachers ences, staff also share students doesn't ever take credit." with failing readers and to devel- who really did not want to let with confidence. "I can trust that In 1998, the Grout staff heard op higher-order thinking skills. go of owning their own kids. Theythey will be looking at a whole about the Comprehensive School To fill these holes, the staff chose to go to another school." student, knowing what they needReform Demonstration (CSRD) selected two research-based

NW EDUCATION / Fall 1999 skill-and-content models: Read- piece in the literacy puzzle if moresays McCullough of her staff. students would do the home- ing Recovery for struggling first- students are to meet third-grade"They're willing to give up a per- work. "They really are returning graders and Junior Great Books benchmarks. After-school tutor- sonal interest if that helps the it every day." to promote reading comprehen-ing in reading and math for stu- school as a whole." Admittedly, schoolwide poli- sion, speaking skills, and critical dents within 10 points of meeting Other schoolwide initiatives cies and practices may detract thinking. McCullough hopes that benchmarks is another emerg- have sprung from the staff's abil-to some degree from teacher indepth discussions of literature ing piece of the school-reform ity to reach consensus. They've autonomy. But at this school, con- will help fill in gaps for kids whosepicture at Grout. agreed, for instance, on a struc- sistency fo'r kids comes first. home lives lack family outings or tured system of infraction slips "There are many combination dinner-table conversations. The Mail lamb all Inarinraftung and detentions for rule break- families, and many of our parents Junior Great Books "shared ers. Well-behaved students get work shift jobs," says McCullough. inquiry method" is an approach The CSRD funding and planning rewards. A teacher on special "You want to support them teachers can use in all content process supports Grout's school-assignment runs an alternative because you want them to sup- areas with kids of all ability lev- improvement efforts. But it's theclassroom where severely dis- port their kids. You can't do it if els and English-language skills. staff, under McCullough's lead- ruptive students are placed tem-you keep changing the expecta- While continuing to hone ership, that really drives change. porarily or permanently. "Our tions and rules." their skills with the Junior Great"It's an extremely cohesive staff,instruction time was getting eaten Grout's staff pursue school Books questioning strategies, extremely accustomed to work- up," says David Snyder, coordi- improvement with dedication, the Grout staff are gearing up ing in small groups," says G.M. nator of the Motivation Station. not dogma. Everything is up for to match their literacy achieve- Garcia, an Oregon Department "So we decided as a staff to cre- discussion. "You don't make an ments in the area of math. The of Education Distinguished Edu- ate this program. If the teachersassumption that this is good or school will create a math block cator who supported Grout in have problems with a student, this is bad," says McCullough. and adopt the Wood lawn Math the CSRD application process. they send them to me and I work"You talk about it and you really Model, a very successful teaching"The notion of planning, to them,on solving those problems." look at it. It's from everybody's approach developed at another was not a new thing," agrees From year to year, teacher to best thinking that we have the Title I school, Portland's Wood- Moilanen. teacher, homework at Grout is program that we do." lawn School. Like Grout's litera- Every Grout teacher belongs due in the same format and on cy program, Wood lawn Math to at least one committeelit- the same day of the week. All focuses on early intervention eracy, math, or discipline. "We students have the same note- and higher-order thinking skills.talk about the concerns and book and system for organizing Money from more than 10 dif- issues the whole staff has, we'll their work. Students who have ferent potsincluding Goals come to some consensus in thosenot finished homework on time 2000, Portland Public Schools committees, and then go back must do it at "the opportunity Foundation, and gifted-educationand talk about it again with the table" during lunch hour. fundsis paying for the ongoingstaff," says McCullough. Once a "I was not gung-ho on it, but transformation at Grout. The program is put in place, it is con-once again I was proven wrong," school is moving toward full-day tinually re-examined and refined.says second-grade teacher Kris kindergartenan essential "They work together for kids,"Am ling, who initially doubted

SEA CHANGE CONPREMERISOVE MEANS EVERMIONG a,VERYTHING

DEEP MANGERE0'ORES A MAVERICK GRDHCFAL AND p EDAM

7HATS WRUNG 70 PU7 AM RESOURCES ON 7H[ TABLE

hen the U.S. Department of Education launched the Comprehensive School Reform Demonstration (CSRD) program last year, Oregon's 130 lowestperforming schools were eligible for funds. Many, but not all, were Title I schools. Fewer than 40 completed the application developed by Title I Specialist Chris Rhines and her colleagues at the state Education Department. After a year of screening and winnowing, 20 schools made the final cut. Rhines, who oversees CSRD statewide and coordinated the search for suitable schools, talked with Northwest Education magazine Editor Lee Sherman about the challenge of making change on a schoolwide scale. 11124.r-4.44.iizt.,; , - NW EDUCATION MAGAZINE: WHATRhines: Yes, it was somewhat When we met with the entire

TRAITS WERE YOU LOOKING FOR subjective. Our preapplications staff, we insisted that it be the entire

IN SCHOOLS AS YOU NARROWED were sent to districts (rather than staff, including classified staff and

DOWN THE FIELD OF APPLICANTS schools). Most district people will parents who were in leadership roles, FOR CSI), I, tell you, in a closed room, "Oh, yes, too. Then we asked staff to do a sur- Chris Rhines: We looked for that school, that principal, that vey that asked very pointed ques- things such as district support, leadership team, they have the tions, like, "Does your principal have leadership capacity in the building,capacity to do it." But the thing we the leadership capacity?" "What are and some kind of experience with have to keep in mind is that if they the strengths of your staff?" And changesome kind of evidence had all those pieces in place, they then we scored them and made that they have even thought about probably wouldn't be consistently decisions about what constituted a making changes in the way they low-performing schools. So some- positive survey and what was a neg- do things in their school. thing was missing. ative. We had to feel that at least 80 NW: So THEY NEEDED TO HAVE When we crafted the questions percent of the staff were onboard and BREVENE TX A CERTAIN LEVEL OF READINESS we only had five questionswe felt this was something they really CC SCHOOLREFORM FOR CHANGE IN PLACETO BE hoped district people would answer wanted to doand they were will- PART OF THE WAY ALONG THE them. That's not what happened. I ing to work hard. If we didn't have

HAPPENANDE'S'PECIALLY JOURNEY, IN A SENSE. think it's because districts got the 80 percent, they were eliminated. cn Rhines: Yes. Some were eliminat- application, and it said: "Please talk There's one school that comes to [ti LOWESTPERFORMING ed because they had no evidence of about the leadership qualities of thismind that, when we read the appli- that at all. We felt that they needed principal. What are some examples cation, the principal received a SCHOOLS WO ID to have such a strong foundation of leadership that principal has really high score. When we talked

INSTRUCTIONAL to be able to make CSRD work, and exhibited?" Most district people gave with the principal, we felt really we couldn't spend the year getting it to the principal and said, "Here, good about it. But then we talked NANKS-31PRINCIPALS people ready for that. you write this." And they read like with teachers individually, asking NW: THE PROCESS OF DETERMINresumes, really. very pointed questions, such as, MAOFOCUSCti o ING WHICH SCHOOLS CAN REALLY That's why we did the site visit. "Do you think your principal has

MAKE DEEP CHANGES IN THE WAYWe spent a half-day in each school the leadership qualities to be able INSTRUCTIONALLEADERS. THEY DO THINGS IS KIND OF SUBwe visited, interviewing the princi- to make this happen?" And that's JECTIVE, ISN'T IT? YOU'RE NOT pal, talking about things like, "Whatwhen things started coming out. C-3 JUST LOOKING AT SCORES AND would you see as the most pressing Some people said, "No, the princi-

OBJECTIVE MEASURES. YOU'RE need for change in your school?" pal's way too negative and doesn't

LOOKING AT READINESS AND WILL and, "How would you envision get- know how to bring us together"

INGNESS TO CHANGE. How DO ting your staff there?" and "What and "There's a lot of infighting on

YOU REALLY GET A HANDLE ON do you think are the important the staff, and the principal doesn't

THAT? things?" Really, we were just talk- Want to battle the thing." ing about all the things that we know from research are necessary. 2 NW EDUCATION / Fall 1999 In many schools, it was a new won't come because the principal's NW: HOW WOULD YOU DISTIN- that now they don't have target 2§ concept to have their instructional too busy doing other things. So the GUISH THE MOST IMPORTANT lists of kids. assistants involved in that level of principal doesn't know what's goingDIFFERENCE BETWEEN TITLE II What we've discovered is that in discussion and planning. Yet those on in the classroom. We believe SCHOOLWIDE AND CS 11) IN some schools, they still really don't are the very people who are working that for true school reform to hap- TERMS OF THE EMPHASIS? THE understand just what schoolwide with some of the neediest children. penand especially in the lowest EMPHASIS OF TITLE II SCHOOL- and CSRD meanthat you're tak-

And those are the people who may performing schools that need to WIDE SEEMS TO BE ON SERVING ing everything that you do and have no idea what's going on in make instructional changesthe ALL KIDS IN LESS SEGREGATED you're putting it on the table. school reform, and they need it principals need to focus on being SETTINGS. IF THAT'S RIGHT, WHAT'S NW: How DOES OREGON COM- the most. instructional leaders. THE MAIN FOCUS FOR CS PARE TO THE OTHER NORTHWEST NW: IET SOUNDS LIKE YOU SEE And then, of course, there's that Rhines: With CSRD, the empha- STATES IN THE PROCESS OF THE PRINCIPAL'S ROLE AS BEING leadership capacity of being able sis is on the word "comprehensive." SELECTING CS r% III SCHOOLS?

REALLY CRITICAL IN ALL OF THIS. to move people off the dime. If you You're trying to take every single Rhines: I don't think that any- 'WHAT ARE THE MOST IMPORTANThave a staff of people who are quitething you do in your building and body else is giving the same level of QUALITIES OF A PRINCIPAL, TO happy with the way they're teach- integrate it. You focus on a plan, technical assistance. We have the BE ABLE TO LEAD THIS KIND OF ing now, yet the principal knows and everybody in the building is luxury of only having 20 schools,

CHANGE? that isn't moving kids, they need aware of that plan. I believe that's but we only have five Distinguished Rhines: A principal has to be to be able to do more than just say, the intent of schoolwides, but I Educators, who have been the pri- many things today. They have to be"Well, I'll have to wait until that don't think that's what has hap- mary technical-assistance providers an instructional leader to be able person retires." pened with most schoolwides. I to the CSRD schools. The primary to do this process. But principals So I guess it's being someone think there are several reasons for role of DEs is working with school- also have to spend a lot of time as who's a bit of a maverick. And thesethat. Schools that have been target-wides. Their Number One role is to managers of the building, dealing 20 principals arethey are all veryed-assistance schools and want to help schools that are going through with discipline, dealing with parentstrong instructional leaders. The become eligible for Title I School- their planning year, and CSRD has concerns, dealing with staffs and research says the most successful wide, sometimes go after it for the also been a main focus for them unions and districts and all those schoolwides have strong leader- wrong reasons. They go after it this year. things. Some principals who are ship, a strong principal. Another because they think it means, "NowNW: HOW DO YOU SEE CS wonderful instructional leaders really critical piece is that the prin-we don't have to identify a certain AND TITLE II SCHOOLWIDE FIT- may not be very good managers cipal has to be able to build a team group of kids; we can use our Title I TING INTO THE LARGER PICTURE but they're really good at figuring of peoplewhether it's a site coun- resources for any kid, for any pro- OF STATEWIDE SCHOOL REFORM? out how to get other people to do cil or a leadership teamwhere gram." And that's fine, that's good, THAT'S A LOT OF STUFF FOR that stuff. And then there are other they're not totally responsible for but if that's where it stops, it's a PEOPLE TO TRY TO WEAVE principals who are wonderful man-everything that happens in the schoolwide in name only. I've been TOGETHER AND KEEP IN MIND agers, but they're not good at being building. in many schoolwides where they're AS THEY DO THEIR PLANNING. instructional leaders. They count doing business exactly the same on their teachers to do that. There way (as they were before). It's just will be professional development for the school, but the principal 29

SEA CHANGE I I Rhines: Well, it's one of the resources, all the money resources? NW: How DO YOU OVERCOME you going to feel about that?" And things we try to emphasize every and "What needs do our kids have?"THAT? some of them said, "I think that's time we're out there. We need to and "What is the most effective, Rhines: Again, that's all just partjust fine, because I care most about make sure people understand that efficient way for us to meet those of the whole change process. It's a what's good for these kids and not when they do CSRD, it's not just needs?" Sometimes, they may say, paradigm shift. It's getting people what's good for me." You can usu- Title I, it's everything. When they "We still believeand we can backto put all the resources on the table. ally tell when you're talking one- do schoolwide, it's everything. this up with our needs assessment It's very hard sometimes in places on-one with a person if they really That's the hardest hurdle for them.that the best thing is to identify where Title I has been a separate feel that way. It's the first message that people the kids who are at greatest risk of entitywhere they are able to buy You need to have those conver- need to hear: that this is all just a not meeting the state standards andtheir own books in their own room.sations. It goes back to the leader- part of their consolidated school orpulling those kids out for addition-In some cases, that might be just ship at the district level, and with district improvement plan. It all al instruction." fine. But it's that slow discussion, I the principal not being afraid to needs to be woven like a braid. In some cases, it's a philosophi- guess, of bringing people around. fight that battle and to make those They need to still be able to take cal thing; in some cases it's habit. One of the things that we try to changes. the braid apart and see the individ-Sometimes a pullout is very appro- always do is go back to the needs NW: DOES IT WORRY YOU THAT ual strands, but they need to put it priate. But in many cases, I think assessment, go back to make it A RECENT STUDY FOUND ONLY together. And it's one of the most it's because of that "quick-fix" ideadata driven, and say: "Is that work- FOUR OR FIVE EXTERNAL MODELS difficult things to do. or mentality that has been preva- ing? Do you have evidence that that THAT HAD SOLID DATA SUPPORT- NW: WHEN YOU TALK ABOUT lent in our schools for many, manyis working?" If not, maybe it's time ING THEIR EFFECTIVENESS? WHAT TITLE II SCHOOLWIDE SCHOOLS years. to really go back and examine whatIF SCHOOLS PICK MODELS THAT THAT ARE STILL DOING BUSINESS So I guess to answer your ques- isn't working and what it is that HAVEN'T REALLY BEEN PROVEN AS USUAL EXCEPT THEY'RE NOT tion, you're right, that is a big prob-you need to change. EFFECTIVE? IDENTIFYING INDIVIDUAL KIDS lem. In some schoolwides where But yes, the turf battles are big. Rhines: This is what we're telling OR POPULATIONS, THE DANGER they have totally abandoned pull- Going back to the CSRD process, schools: That study by the American IS THAT SOME KIDS JUST DON'T outs and they just bring an instruc-that was a big question we asked Institutes for Research was based GET SERVICES. HOW DO YOU tional assistant in the classroom orpeople in those schools when we on 24 external models. It wasn't KEEP TRACK OF ALL THE NEEDS the Title I teacher in the classroom,visited. We first asked the principals,a study of every single model out OF ALL THESE DIVERSE GROUPS it isn't accomplishing anything, Do you have turf battles between there. We're asking schools to also OF KIDS AND YET SERVE THEM either. They need to really take a your Title I staff, your special ed use the Continuum of Effectiveness ALL IN ONE PLACE? look at their needs and identify staff, your ESL program? We tried in the Northwest Regional Lab's Rhines: What we tell people is thatwhat's the best way to meet the to get some background about thatCatalog of School Reform Models. when you really are looking at inte-needs of all these individual kids. and then very pointedly asked That report has a table that shows grating things, you're coming to NW: I1D0 YOU SEE TURF BATTLES? Title I teachers: "What if you went what the model is good at and the table and you're saying, "WhatRhines: Oh, yes. through this process of identifying what it isn't. If there's an area that, are all the resources that we have NW: ESPECIALLY WHERE PEOPLE needs, and your staff as a whole according to that study or the North- in this buildingall the people ARE USED TO HAVING THEIR OWN made some tough decisions that west Lab's catalog, is not strong, AREA AND MANAGING THEIR OWNwould really impact you? How are schools need to address how they're FUNDS? going to get around that. Rhines: Oh, yes. Definitely. 30 NW EDUCATION / Fall 1999 The research base is big for us. disaggregate this." But they don't Rhines: I was just interviewed byand it's very hard to change that. I The model has to have a research know how to write a prescription someone who's doing a national think that's what they mean by it base that they can document. One for what they see in the needs. Manystudy of states that have begun being the salvationthat if it works, of the most important things is thattimes I've seen people who write implementation of CSRD. He askedthen they can come in and say, it has been replicated in a school up this elaborate needs assessment:that very question. He said that most"This is more effective than what that is very similar to theirs, and "We analyzed our math data, and of the states focus almost totally onyou've been doing." Our concern that that school has had some suc-we were able to see that it was our the model, not on the comprehen- is, we don't have the capacity to cess for more than three years. The fourth-grade boys who were hav- sive plan. He said I was the 26th get everybody ready like that. How 20 schools have really worked harding a hard time with math." And state he had called, and he said, are we going to do that? That's our at that as they develop their reformthen you see their program design, "You're the only ones I've talked tostumbling block at the moment. plans. Their phone bills must be and they have three Title I instruc-so far who are not focusing just on NW: ONE OF THE NINE CS really high! I've talked to principalstional assistants pulling kids out the model." CRITERIA CALLS FOR MEANINGFUL who've been on the phone to otherfor reading. The way I interpret that statementPARENT INVOLVEMENT. WHAT schools that have adopted a model,NW: No CORRELATION. "perhaps this will be the salva- DOES THAT MEAN AND HOW DO and they've learned a lot. And whatRhines: There's no correlation. tion"is that maybe the person YOU GET THAT? I said was: Keep calling until you So that match is a problem. And I who made that statement thinks Rhines: That's a good question. find somebody who says, "We tried guess the other thing I see as a big that what Title I schools need to do In our application, we've defined that and it didn't work at all for stumbling block is lack of time. instead of putting their money into"meaningful involvement" as us." And that's the one you really There's no time for people to do staffing and hiring a Title I teacheractivities that will somehow, even- want to talk to and find out why. the things they need to be able to or a Title I instructional assistant, tually, lead to improved student Several schools who've done that do. Every bit of research about good is to put that money into a model. achievement. In the old days when have discarded models that they professional development says it I'm not so sure that's a bad thing, I was a Title I teacher, we based thought would meet their needs. shouldn't just be a one-shot deal, because I think in many cases you our successful parent involvement NW: WHEN YOU SEE SCHOOLS it should be continuous. They don'tget a lot more bang for your buck. on how many parents came to the GETTING STUCK IN THE PROCESS, have the time to do that. I think I get calls from a lot of people whocarnival. But did that carnival help WHAT'S THE BIGGEST THING THEY time is probably the Number One say "We'd love to do Success For All,improve anybody's student achieve- GET STUCK ON, WHERE THEY barrier for everybody. I don't know but we don't have $100,000." And ment? No. Was it a good thing for CAN'T SEEM TO MOVE AHEAD what the answer is. I wish I did. I say, "Yes, you do have $100,000. a school? Yeah, because it got our AND MAKE PROGRESS? NW: AN ARTICLE IN EDUCATIONYou're using it right now to pay forparents in, and people were happy, Rhines: Well, I think one of the WEEK RECENTLY TALKED ABOUT a Title I teacher and three instruc- and you have to be happy! It can't biggest things is that many people "THE INTENSE INTEREST IN tional assistants. You could make aall be just about academics. But in schools don't seem to know how CS IC II)," DESCRIBING IT AS THE change and use that money" for this plan, the only parent to do a needs assessment. They POSSIBLE SALVATION OF TITLE But that's where the conversationinvolvement activities we want don't seem to know how to analyzeDO YOU SEE THAT? lIT SEEMS stops. It's because there are real them to write about are those that data so that it means something. THAT THIS PROCESS IS SO COM- faces and real people attached to are tied back to their goals. They're all smart, and so they can PLEX AND REQUIRES SO MUCH those jobs, and because education look at test information and say, BUY IN THAT IT ISN'T GOING TO is based on tradition in many cases, "Oh, look at this, and yeah, let's WORK IN EVERY SCHOOL THAT

COULD USE IT.

SEA CHANGE 28

SALEM, Oregon Talk to the students at Lake Labish Elementary, and one thing becomes clear: This year, school has been different. It's different in a lot of ways, say the kids, but nowhere is the change more noticeable thah in reading class. "Last year it was just read on your own," explains a fifth-grader named J.C. "It was funner, but we didn't learn as much. Now they are asking us more questions about the stories, so we understand better." "We answer questions and do summaries," adds classmate Eder. "The way we understand more is that we do them on our own, so we have to think more. We think about the main idea and stuff," Zelina chimes in. "Yeah," Eder nods in agreement. "We learn about the books." These savvy students are right. At this tiny school tucked into the rolling fields and farms on the out- skirts of Salem, reading class is different. As one of 20 Oregon schools selected to participate in the federal Comprehensive School

OVA Reform Demonstration program 29 (CSRD), Lake Labish is rethinkingWorking froma staff roles, revamping programs, Can-Do Attitude and recharging classrooms one subject at a time. Reading is only For Biffle, who spends half her the beginning. days as principal at Lake Labish A longtime Title I school with and half coordinating Title I pro- subpar student performance, dismalgrams for the Salem-Keizer dis- test scores, and 70 percent high- trict, "cutting bait" is never an poverty students, Lake Labish is option. This energetic, optimistic no stranger to school improve- leader refuses to give up on the ment efforts. Multiage, blended 112 K-5 students in her charge. classrooms, mandatory uniforms, Her staff draws strength from her and a modified schedule testify to confidence. a school that is continually striv- "Ana, she's a mover and a ing to meet its students' needs. But shaker," says teacher Jim Griffin. the CSRD program's additional "Instead of saying, 'No, there are funds and its comprehensive too many obstacles, too many approachwhich revitalizes the problems, we can't do that,' she entire school instead of prescrib- looks at the possibilities and says, ing piecemeal changesare giv- `Well, what would we have to do ing Lake Labish a much-needed in order to make this work?" jolt of adrenaline to power it down The school's new reading pro- the improvement path. gram is a case in point. This year, "To me, that's the difference," reading ability dictated placement says Principal Ana Biffle. "CSRD for all classrooms, and 90-minute steps up the rigor. Before, we mightreading blocks replaced tradition- have been headed down this path, al reading classes. Every morning, but it was at a more self-proclaimed in every classroom, the same scene pace and really with the direction unfolds. Students in mixed-age of the district. Now I think the stakesability groups split into smaller 1 are higher. If you look at human groups and rotate among four /1 nature, there is a certain sense of reading stations. At one, students direction and focus that some- read with the teacher and take times doesn't come until we get part in a discussion. Pwo stations put in a situation where it's fish are skill centers where kids work or cut bait." independently on targeted reading skills (such as phonics or vocabulary) and writing activities (like 30 sentences and summaries). Stu- as small as possible, staff roles dents work with an instructional blurred as well. Every staff member VW= FM GU CUMPRE:8*FilPTIVE.II CM assistant at the fourth station, either who is certified to teachthe Title I TORE CV DT, AMTHAT'SMUNE WAY OT OUT

reading aloud as a group, or read- team leader, the librarian, the Learn- 01FSTUDENTSGPIELEARNOE TOREADTHAT'SWHAT ing silently as the assistant works ing Resource Center teacher, even WANT.WANTWHATEVER &DINGM GRP MIA one-on-one with kids who need Biffleworks with a reading group. M1EMOST extra help. This kind of effort and attitude Students who are a grade or moreare just what CSRD requires. Com- behind in reading are also tutored prehensive reform streamlines every for 20 minutes each day. Instruc- aspect of the schoolleadership, from the department visited the classroom for the best books and tional assistants or other free staff curriculum, instruction, attitudes, school to meet with Biffle, interviewmaterials, and met as a group to members work with two or three resources, parent support, commu-the staff, and talk with community ask questions, voice concerns, and students at once, which means nity involvement, and facilities members to make sure the school build enthusiasm. about 45 students get focused read-to create a climate where students was a good candidate for reform. "It forced us to take a look at ing assistance daily. After six weeks flourish, teachers stay, and families Once that was determined, at ourselves in lots of different cate- of tutoring, kids are tested on oral feel welcome. Schools must take a least $50,000the minimum for gories," Biffle explains. "Our instruc- reading and comprehension for twogood, hard look at themselves, andCSRD grantswas reserved for tional practices, our school climate, weeks. The school's "fluid ability then be willing to do whatever it Lake Labish, as long as the school our divergent populations, how we groups" allow students to move outtakes to cure what's ailing them. completed the second part of its were serving students, what we felt of tutoring and into progressively Because the process schools must application and followed the our shortcomings were, and what higher reading groups as they go through to receive CSRD fund- required steps. were our strengths. And out of that become stronger readers. Because ing is so stringent, those that aren't we came up with the key areas the rotation structure is the same truly committed to change need Fnding that we needed to focus on in our in every classroom, kids can move not apply. Answe_s thin school." into another reading group with- In Oregon, the 130 lowest- Areas like reading surfaced, out feeling lost. performing Title I schools were heifiseves of course, but so did poor writing For the reading blocks to work, eligible to apply for CSRD funding;Staff spent the second half of the skills, weak math performance, Biffle had to adjust the schedule toof those, 66 submitted letters of school year immersed in an exten-widely varying teaching method- allow for the large chunk of unin- intent. By early September, Lake sive needs assessmentthe most ologies, and negligible parent terrupted time. She also tightened Labish had submitted the first part critical and challenging part of theinvolvementall things the staff school rules: During reading class of its application, the prequalifica- application process. Using the ninehad long suspected but now, as a there are no announcements, no tion portion, to the state Depart- key components of CSRD (see team, had confirmed. assemblies, no pull-out programs, ment of Education. This was a sidebar, Page 7) as a guide, they So how is Lake Labish tackling no field trips, and no visitors. Instruc- series of indepth questions designedexamined their current school these problems? The staff began tional assistants were pulled off other to gauge the school's level of readi- improvement plan to identify by asking if they had the answer duties and assigned to a reading ness. How committed was the prin- where it was working and where without a reform model, but they class so that kids could get ongo- cipal? Could the staff handle such it was falling short. They combed agreed that they needed some help. ing attention and support from at an undertaking? Was the district through test data and pored over The CSRD program encourages least two adults. To keep the groupssupportive? From there, a team performance detail, mined every schools to consider adopting well- 34 NW EDUCATION / Fall 1999 researched reform models with solid Success for All is a good match for readers, welcomes Success for All's ly, and boost student performance. 31 evidence of success in turning low- the school and is invested in the brass-tacks approach. He believes By improving the reading program performing schools around. These program. the school's old reading program on their own as they went through external reform models generally Designed for prekindergarten was too general to move students the application process, the staff reorganize the entire school, often through sixth-grade students, Suc-along and significantly improve proved that they were strong enough providing a new structure, materi- cess for All focuses on preventing their reading. Says Griffin: to change. als, and extensive training and staffreading problems before they have "Success for All is quite prescrip- "CSRD is a really good, sound development. Implementing school- a chance to take root, and inter- tive. I can tire of it, and that's just practice for taking a look at how wide models isn't cheap. But by vening swiftly when problems do the way it goes. But if students are you do business and how you uti- blending CSRD funds and all cate- arise. The model groups students learning to read, that's what I want.lize resources, against the backdrop gorical dollars Title I, bilingual,by reading ability, assesses them I want whatever is going to help of accountability and performance," migrant, and so forthinto one every eight weeks, provides daily them the most." Biffle stresses. "And, to me, there is funding stream that feeds the entiretutoring for first graders, and no other discussion to have. I mean, school, schools can afford to sign on.emphasizes cooperative learning essons I think that is why we wake up every The school's CSRD core teamall complements to Lake Labish's 'cc the day and come to work." Biffle, Griffin, and kindergarten new reading program. It has a The extra help and funding that teacher Cindy Fettersattended a proven record of success with Title Itong Hau will come over the next three years district-sponsored showcase where students, and includes a program Although several b'g hurdles had should take Lake Labish to new different model developers explainedfor English-language learners. It been cleared by summer break levels of achievement. But the school their programs. Each team mem- provides a schoolwide reading cur-application done, funding approvedhas already learned its most valu- ber was assigned a model or two to riculum complete with aligned much work remains. The core able lessons from the CSRD pro- research, and then they presented materials for every level, and a team spent much of the summer gram: That lasting change takes their findings to the rest of the staff.Family Support Team to increase in training for Success for All. And time and commitment. And that "Everybody, including both cer- parent involvement. while the school's grant may be Lake Labish has plenty of both. tified and classified staff, was there Critics of the model say it's too renewed for two more years, this for the meeting," notes Fetters. prescriptive and takes away teach- won't happen unless student "Because our staff is so small, we ers' freedom. But staff at Lake Labish achievement improves dramatical- felt that everybody needed to be aren't daunted. Fetters admits that ly. At some point, the money and there to make the decision." she's not too excited about "being the outside support will go away, Getting 20 people to agree is told how to say things and when and Lake Labish will be 100 per- not an easy task, but the staff votedto say them," but as a fairly new cent responsible for maintaining unanimously to adopt a reform teacher, she feels she can use the its improvements. model called Success for All. No oneguidance. And if Success For All But Biffle, inspired by the way was too surprised by the vote. The helps her kids in reading, she her staff came together this year, CSRD process takes time and tenac- believes it will help them in other believes that what the school learned ity. But by sticking with it, Lake subjects as wellsubjects where from the CSRD process will keep it Labish finally arrived at the answer. she'll have more teaching freedom.going. The staff learned that they Because everyone participated and Even Griffin, a veteran teacher whocould restructure programs, use contributed, the entire staff believesworks with the school's strongest time and resources more efficient ti

SEA CHANGE 11-35 Kids from around the world get a warm welcome at an award-winning school

By LEE SHERMAN

Distinguished Tide I School (40

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ELEANOR ROOSEVELT ELEMENTARY SCHOOL SCREENING TEAM MOW Vain non America, Ukraine, Bosnia, Vietnam, the principal's post that same year, guages backs up and supports the 33 The visitor hadn't been in the build-Cambodia, India, Romania, China, says parents come for a simple rea- school's 36 certified teachers. Paid ing more than five minutes when sheLaos, and the Philippines. son: "We call them." for by two large federal grants declared delightedly, "This is an Coming from countries where School-community liaison Eve- $250,000 yearly for Title VII (English- international school!" schools often are off-limits to parents, lyne Ilimanoff, a native of France language learners) and $200,000 To this first-time visitora well- and principals are stern authority who speaks Russian as well as French yearly for Title I Schoolwidethe traveled photographer who's fluent figures, these newcomers are astound- and English, helps smooth the way paraprofessionals work both inside in Spanishthe school's colorful ed by Roosevelt's open arms. Trans- for newcomersnot just at school and outside the classroom. In the mix of languages and cultures couldlators guide parents through the but also in this neighborhood whereclassroom, they give native-language only be a good thing. That's the wayschool registration process in their modest apartments and tract homes assistance to keep kids on target in Principal Marianne Thompson sees native tongueand invite them to have sprouted among small farms content areas. Outside the classroom, it, too. Sure, serving kids from all overvisit their child's classroom any time. and open fields. One family lost they work with small groups, often the planet in one place is tough. But, Teachers ask them to parent-teachertheir medical coupons, so Thmanoffpreviewing upcoming lessons and she says, think of the plusses: sharing conferencesand call back to "made a few phone calls." A motherreading stories in English, going over cultures, learning languages, build- remind them. Thompson wears a needed a program for her four-year- spelling, pronunciation, meaning, ing bridges of understanding. Just T-shirt and shorts to the back-to- old, so Thmanoff put her in touch and concepts. the other day, she says, the school school hotdog feedand lets kids with Head Start. She leads family "The staff assistants," says Thomp- admitted the trilingual children of a toss a cream pie in her face. field trips to museums and parks in son, "function sort of like a staff Japanese father and a French mother. "In Russia, you cannot throw pie nearby Portland. She smoothes over within a staff." "In a global economy," Thomp- at the direktor!" she observes with a cultural misunderstandings ("From She identifies two keys to getting son says, "where the whole world is wry smile. a little incident, you can have a maximum benefit from paraprofes- just a keystroke away from anyplace, Signs and banners reading mountain," she notes). And some- sionals: One, they get lots of training being bilingual or trilingual is a big "Welcome" in four languages hang times, she just holds the hands of in instructional strategies, and two, advantage." everywhereoutward symbols of a anxious parents. they work closely and cooperatively Remarkably, this six-year-old schoolwide attitude that embraces The personal touch is what the with the classroom teacher. "If a school with nearly 40 percent English-kids and families from throughout immigrant families like most about teacher and a Title I paraprofession- language learners, boasts rising test the world community. Because of Roosevelt. A recent survey of non- al and a Title VII paraprofessional scores and dwindling discipline prob-this welcome mat, parents turn out native parents brought in 80 respons-are planning together and coordi- lems. By turning the conventional for school events in numbers that es in every languageall positive. nating materials and working in wisdom about risk factors on its head, would make even some affluent "The main thing they liked was the close proximity to the classroom," Thompson and her staff at Eleanor suburban schools envious. Fully 93 attention and respect from the teach-she says, "there's not a more power- Roosevelt Elementary have earned percent of immigrant parents show ers for their children, and the patience ful way to personalize instruction the Distinguished Title I School awardup for parent-teacher conferences, they have," says Thmanoff. and lower that adult-to-child ratio." from the U.S. Department of Educa- accompanied by staff translators. PTA That personal attention and fla;_ tion. Better yet, they've won the trustparticipation has quadrupledfrompatience is possible because of the of a veritable UN of parents, whose 30 to 120in the four years since school's huge pool of paraprofes- At 7:30 on a drizzly Friday morning, passports originate in places as far- Roosevelt became a Title I School- sionals. An army of 25 staff assistantsthe school is quiet. The gleaming flung as Russia, Central and South wide program. Thompson, who tookspeaking at least four foreign lan- hallways, brightly hung with kids'

SEA IN11-1EIR OVAI WORDS. a Dggng n 34 We have an extreme y hard- creations, are empty. The 700 stu- Anton, the youngest of a big when her mother's out, often late working staff. They have a dents won't begin filling the build- extended family from rural Russia, into the night. Frequently tardy ("She positive we-can-do-it attitude. ing with sound and motion for has fallen far behind his fourth- said she was up all night when the They don't wallow in Woe is another hour. But even at this early grade classmates in spite of the baby had an ear infection," a team me, we've got all these high- hour, the murmur of voices can be intensive, small-group help he gets member reports), Juanita struggles risk kids, what do we do?' but rather, 'OK, let's roll up our heard in the administrative offices in reading and math daily. Even his with math and literacy. Letter rever- shirtsleeves and work.' There's where a small band of bleary-eyed native-language skills are weaka sals continue to crop up in her writ- this feeling of collaboration, staff members, clutching mugs of red flag that could suggest a learn- ingunusual for a child about to of working together, that just hot coffee, is already hard at work. ing difficulty unrelated to second- enter fifth grade. "She often writes permeates the school. They This team of teachers and language acquisition. During a test the words completely backwards," don't say, 'Oh, it's your prob- administrators is doing what they of Russian language development, someone observes. Already, she talks lem.' They say, 'It's ourstu- do every Friday morning (and otherhe piled books around his desk to about dropping out of school. dent, and it's a difficulty for all of us. We need to work days, too, if there's a backlog): seek-hide his answer sheet, and zipped Poised on the threshold of middle together on this."' ing solutions for kids who aren't through the 40-minute test in 15 school, Leo is, like Anton, very small Marilyn Wycoff succeeding. In a school where 80 minutes, marking the bubbles ran- for his age and grade ("He's about School Psychologist percent of kids live in poverty and domly. He's small for his age ("He's as big as a peanut," the staff assis- close to half speak a first language tiny, so tiny," says one staff member) tant observes). Examining the boy's other than English, there's never and immature for his grade level. cumulative file, the team discovers a shortage of struggling students. One day, when he was tripping on a that a bureaucratic glitch bumped Last year, the team shared informa- shoelace, his teacher discovered he him from third to fifth grade when tion and devised strategies for about didn't know how to tie it. His family he entered Roosevelt last fall. The 110 kids who weren't making it is loving and caring; the entire clan son of a medical interpreter who was academically, behaviorally, or both. shows up for conferences. "He's our a pediatrician in Russia, Anton is Today, they have three names hope," Anton's mom once told a described by a team member as a before them (changed here for pri- team member. But his home offers "very sweet boy" who has encyclo- vacy): Anton, Juanita, and Leo. As few opportunities for reading or pedic retention of information but the team membersprincipal, writing practice. poor literacy and organizational psychologist, counselor, classroom Like Anton, Juanita is mired in skills ("He forgets his notebook and teacher, Title VII specialist, Title I learning problems, both in English pencil, he forgets his coat," says a specialist, and staff assistant and in Spanish, her native language.team member). He's the oldest of trade bits of information, each child Born in an agrarian community eight children, and his mother often comes into focus as a whole person. in northern California, the fourth- keeps him home to help out. grader is the unofficial translator for After a spirited discussion that her single-parent household, using touches on every aspect of the chil- "Spanglish" sprinkled heavily with dren's home life and school experi- slang. She's also the fill-in mom ence, psychologist Marilyn Wycoff cooking, cleaning, and changing diapers for her younger siblings 38 NW EDUCATION / Fall 1999 writes up the team's findings and 35 a plan of action for each student. Among all English-language learners, she says, language difficulties can mask learning disorders. Sorting one from the other is dicey. Schools have to walk a delicate balance between overlooking learning disabilities and over-identifying language- minority students for special ed. Anton and Juanita fall into that hazy place where language and learning troubles are jumbled. The team agrees that "there's something different about the way Anton's learning." They recommend tests to help pinpoint the problem: Is it a learning problem or overall immaturity? Depending on the results, they may recommend a special-education PHOTO BY JUDY BLANKENSHIP referral, retention, or some other intervention such as intensive, one- As for Leo, the group agrees he's extra. Maybe it's family counseling. on-one instruction. In Juanita, the "a slam-dunk" for retention. In Rus- Or more time with a staff assistant. team also sees signs of a global sia, students move up only when Or tutoring from a volunteer. learning problem. Without interven-they've mastered the material, a "We look at every possibility," tion, the girl will likely leave school team member notes. They think says Title VII Coordinator Katrina at a young age. They agree to arrangeLeo's folks will agree to hold him Walla, a native of Moscow who has for thorough native-language test- back to catch up. teaching endorsements in ESL, ing to help clarify her needs. This early-morning group, offi- Russian, and bilingual education. cially called the "Screening Team," "Sometimes extra time, individually, has a critical mission: To keep kids makes all the difference." from slipping through the cracks of

the system. At Roosevelt, no child goes unnoticed. Most students the team discusses don't qualify for special-ed referral. But they need something

SEA CHANGE 36 joined relatives in Vancouver, where a fast-growing Russian

L community has taken hold.

;7,7111tt-"..gotertitt The Russian-speaking staff at Eleanor Roosevelt Elemen- tarythe school attended by three of Yelena's cousins welcomed the family warmly. Still, her parents worried as they sent their only child off to school in a new land. "For a week, I couldn't do my work at home," Yekaterina confesses in Russian. But her Second-grader Yelena Kovlen- "Squid," the assistant reads. nerves quieted down quickly. ka perches on a tall stool in "Squid," Yelena continues, "Yelena has liked school one corner of the classroom, "and bottom-dwelling ...." since the first day," her moth- her smooth forehead furrowed Stuck again on a prickly word, er reports. "She cried when in concentration. "Beluga, she looks at the assistant. she got sick and couldn't go beluga," she says aloud to "Crustaceans," she says. to school." herself, flipping through the "Those are shellfish like Like all the language- pages of a hefty library book, shrimps and crabs." minority kids at Roosevelt, Whales: The Nomads of the Watching the little girl with Yelena was a part of the main- Sea. "I can't find beluga red woolen leggings and a stream classroom "from the whales." blond ponytail soak up facts very first day," says Title VII Teacher Anita Chase, wear- from the reference book, Coordinator Katrina Walla. ing the crisp captain's hat she you'd never guess English The native-language support sports during the ocean unit, is her second language. She from staff assistants, both in leans over the little girl. "Let's didn't know a word, in fact, the classroom and in small look in the index," Chase sug- just three years ago when pullout groups, is what Yele- gests. The teacher guides Yele- she and her parents Yekate- na's mother likes best about na to the chapter she needs. rina and Andrey arrived in the school. "Sometimes the "Ahh!" Yelena says. She the U.S. from the Black Sea Russian children don't under- reads eagerly. "Beluga. No resort town of Gelendzhik stand the content in English," dorsal fin. Lives in the icy a popular vacation spot where she says. "But they don't get Arctic. Eats fish andwhat her dad worked construction behind because it is being is this word?" she asks a staff and her mom grew and tend- explained to them in their assistant who's cruising the ed the flowers that festoon native language." room, helping out where the city in summer. Afraid for needed. their child's future in a country rocked by economic and political unrest, the couple decided to emigrate. They

NW EDUCATION / Fall 1999 After three years at Roose- For one antsy little boy on a aliCraeldifi,V74 Splitting into groups with names 37 velt, Yelena is bilingual. She soggy spring day, a middle school like Tiger Sharks and Killer Whales, When Anita Chase's second-graders shifts easily from language mentor is just what's needed. When students team up for ocean-related to language: One moment arrive on that wet morning in May, the lanky eighth-grader strides into activities as they travel the world on she's reading scientific terms their classroom is no longer just the second-grade classroom, a cho- imaginary ships. Some kids use in English. The next, she's plain-old Room 10. A colorful sign rus of little voices calls out, "Cory! rubber stamps of starfish and sea whispering to her less-fluent on the door tells them they're enter- Cory! Cory!" and a half-dozen pairs horses to create an underwater friend Anna, translating an ing Anita's Adventure Tours, offer- assignment (or the day's of little feet hurry toward the long- scene, and then write a story to go ing "scientific excursions" to exotic lunch menu) into Russian. legged teenager. The teacher steers with it. Other kids research incredi- places around the globe. Every kid's Ask Yelena what subject the young tutor to Javier, an ener- ble creatures like puffer fish and she likes best, and she'll hem a scientist, equipped with a "duffel getic, talkative boy who's been off bandit pipefish, then try to stump and haw, knitting her brow bag" (a khaki-colored paper folder task all morning. Clearly wowed by their classmates with riddles ("I'm as she thinks it over. for storing stories and reports) and getting this celebrity all to himself, spiky; I blow up; what am I?" or "I like math." Pause. "I like a travel journal (to log the day's Javier (a pseudonym) settles right "I'm skinny; I'm red, black, and yel- reading, too." Pause. "I like activities). The room bursts with research. And science!" down to work with Cory, composing low; I'm poisonous; what am I?") ocean imagery: Cut-out sea crea- As for her aspirations, she a verse for a traditional song called Still others write original verses to tures swim across the wallssquid says "maybe a doctor, maybe "Down by the Bay," where you might "Down by the Bay," and then type a teacherI don't know." and eels, sharks and turtles, puffins see "a goose kissing a moose," "a them into the computer. As they There are so many choices and murres. Books and magazines bear combing his hair," or "a whale work, they move through the classic and that's just the point on sea life spill out of shelves and with a polka-dot tail." divisions of the curriculumsci- of coming to America. binseverything from lighthearted ence, geography, reading, writing, "Here, if she studies well picture books like Humphrey, the and works hard," her mother music, art, technologylike a Wrong-Way Whale to serious refer- says, "she can achieve any- dolphin slices through saltwater. ence books like Whales: The Nomads thing she wants to achieve. Chase, in a white captain's hat, of the Sea. Oceanic vocabulary words In Russia, doctors and teach- circulates among the groups, keep- ers are almost starving. I didn't are chalked on the board: Atlantic, ing kids on task, moderating dis- see any opportunities for my Pacific, Arctic, Indian. There's a putes, pulling in wayward students. child over there." poem about a seashell. A Japanese The groups flow out of the class- Lee Sherman print of a breaking wave. Real sand room, spreading their art supplies dollars and chunks of coral. You and reference books into the com- can almost feel the ocean swells mon area that adjoins the six class- under your feet. rooms of the Blue Wing. Everyone's engrossed.

SEA CHANGE 38

Grade Configuration materials and test instruments Single-grade groupings are into Russian "looped" for two years (students Language-minority kids are stay with one teacher for gradespart of the classroom from the two and three, and for grades first day under the school's four and five) inclusive approach Curriculum Newcomers get literacy Vancouver School District instruction in their native adopted the Silver Burdett language, as well as in English; Ginn (SBG) reading curricu- staff assistants who speak lum two years ago Vietnamese and Bosnian, as The school supplements SBGwell as Russian and Spanish, with Reading Recovery are among the 25 aides It recently adopted Compass All correspondence for par- Curriculum Manager softwareents is translated from Jostens Learning Many teachers are working Corporation toward ESL endorsements Title I through the Center for Profes- Staff assistants get daily sional Development at Wash- training in instructional strate-ington State University gies from Title I Coordinator Extended Hours Cheryl Huerena Staff are at school 10 hours The Title I Reading Room, weekly beyond the regular stocked with supplementary school day to give kids extra materials at all levels, is open chances for learning to all staff; many materials are An after-school Homework organized by theme in a com- Club in the Title I Reading puter database Room is open to all students The Title I coordinator over- A Saturday morning Learning sees a number of volunteer Center offers English-language activities for needy kids, includ-instruction for families ing the Kids Care and Heros Magnet School projects, which bring middle The school pulls in gifted school and high school kids students through its Challenge in as mentors and tutors magnet program Language Support It serves students with spe- To help the Russian studentscial needs in its Special Edu- the school's largest language-cation Kindergarten magnet minority groupmeet state program standards, Title VII Coordinator Katrina Walla is translating

(f))

NW EDUCATION / Fall 1999 1(111-1EIR IDS: Gflig 39 Outs de the 3rs,x So no one notices when a staff S aft members credit Princi- assistant gently taps two Russian girls pal Marianne Thompson for When Eleanor Roosevelt Elementary expertly guiding the school on the shoulder and leads them to opened in 1993, 50 non-English toward excellence. Thompson a nearby cubbyhole for a half -hour speakers enrolled. Six years later, led another Distinguished preview of an upcoming lesson. Or with immigrants pouring in from Title ISchool before coming when another aide motions to a His- Bosnia, Russia, and Ukraine, that to Roosevelt. Here are some panic boy, who gets some one-on-one staff comments: number had swollen sixfold. reading practice at a table just out- "She's an excellent "There was this huge shift," says side the classroom. When the students listener." Thompson. "So people were hungry "She has this problem- finish their separate lessons, they to find a process to make it work solving ability that is a gift glide back into the group activity to bring really diverse groups of kids the ability to see novel with scarcely a ripple. together in a cohesive whole that ways of solving problems, Wrapping the curriculum around made sense." not being afraid to go a broad theme (in this case, Environ- outside the box." They're still ironing out the mental Wonders) and splitting kids "She's on top of every- kinks. But that's one of the school's into groups for projects creates a fluid thing." strengths: flexibility. The flexibility "She knows where teachers setting, full of motion and flexibility. to adapt and adjust. To rethink deci- are coming from. She's real Students can come and go without sions, tweak the system, constantly respectful of everybody's indi- missing other important lessons or push for improvement. vidual style of teaching." disrupting other studentstwo of "Every year in the spring," says "She's open to ideas, the big criticisms of the traditional to everyone's input." Thompson, "we look at what's pullout. And with lots of nooks and It's nice knowing that no working, what's not working, what niches within feet of the classroom, matter what happens, she's we need to focus on. Then we set going to be there to back kids remain closely tied to main- goals for the next year. We didn't me up." stream activities even while they're just fix it and go with it. Every year "She's there for us." getting individual help. Since staff we revisit it." assistants stroll around the room, helping any child who needs a boost, there's no stigma to being singled out.

SEA CHANGE DIALOGUE

40 AN INVITATION TO OUR READERS

With the publication of the follow- zine are just a jumping-off place. send them by traditional mail to: ing letter from one of our readers, We'd also like to hear about other The Editors we hope to initiate a regular col- issues you confront in your day- Northwest Education Magazine umn devoted to your thoughts and to-day working lives. The letter Northwest Regional ideas on the world of education. below grew out of our Spring 1999 Educational Laboratory Our wish is to open a spirited dia- magazine on school safety, but 101 S.W. Main Street, Suite 500 logue on these pages, where you takes a unique turn into a novel Portland, Oregon 97204 can trade opinions and share aspect of the subjectone we promising practices with your didn't touch on in the publication. We hope to hear from you. colleagues around the Northwest Write to us! You may send and beyond. your letters by e-mail to sher- Lee Sherman, Editor Topics we feature in the maga- [email protected]. Or you may Suzie Boss, Associate Editor

Camouflage Day: A Hidden Agenda?

Dear Readers: but also the suggested themes issue. What are other schools An interesting and challenging for dress up have created some doing? Have any of you designed part of our middle school's year- disagreement. such a week around promoting ly planning involves the Associ- For example, a day when stu- positive, peaceful themes? What ated Student Body's promotion dents could dress in camouflage do you see as the pitfalls and of "Spirit Week," where each day, was variously seen as honoring advantages of special dress Students dress according to a relatives who had served in the days? theme. armed forces or as promoting an Not only does the whole idea underlying theme of aggression Marilyn Firth, Counselor create some controversy within and violence. Other themes Jefferson Middle'School the staff (with some maintaining might result in more noise than Jefferson, Oregon 97352 that the ensuing excitement usual or in the use of clothes and detracts from the learning pro- body decorations (such as glitter Send your, responses by e-mail cess, and others claiming that it spray) which could be toxic. to [email protected] or by promotes a shared identification I would be interested in get- traditional mail to The Editors with and loyalty to the school), ting a dialogue going about this (address above).

Running Out of Ink

Dear Editor: ink! I have found the magazine as forwarding your Web address to I discovered your magazine by a whole to be both educational my colleagues. Thank you for a chance. I feel so fortunate to and useful. Your words echo fantastic, informative publication. have done so. I have printed so many of my thoughts and con- many articles my printer may cerns as an educator, art thera- Sally Brannon, Counselor blow up or certainly run out of pist, artist, and writer. I am Mayo, South Carolina

4 4

NW Education / Fall 1999 NWREL BOARD OF DIRECTORS

Dr. Donald Robson Henry Beauchamp (Chairperson) (Vice Chairperson) Dean, School of Education Executive Director/CEO tIODUCGSWOORS University of Montana Yakima Valley Opportunities Industrialization Center (WA)

NORTHWEST EDUCATION Olga L. Acuna Nancy Keenan Teacher Montana State Superintendent Hillsboro School District (OR) of Public Instruction Quarterly magazine of the Northwest Regional Educational Laboratory Dr. Trudy Anderson Henry Kilmer (Secretary-Treasurer) Superintendent Executive Director/CEO: Director, Center of Educational Excellence Gooding Joint School District (ID) JA and Kathryn Albertson Foundation (ID) Dr. Ethel Simon-McWilliams Rachel Lyon Dr. Joyce Benjamin Teacher Editor: Representative of Oregon Superintendent Lewiston Independent School District (ID) Lee Sherman of Public Instruction Rey A. Mayoral Dr. Teresa Bergeson Principal Associate Editor: Washington State Superintendent Salem-Keizer School District (OR) Suzie Boss of Public Instruction John Robert Pugh Issue Editor: Mike Bernazzani Chancellor Businessman University of Alaska Southeast Lee Sherman Vancouver (WA) Christopher Read Contributing Writers: Sally A. Brownfield Principal Samantha Moores, Catherine Paglin Teacher Billings Catholic Schools (MT) Hood Canal School District (WA) Harry Rogers Graphic Production: Mr. Richard S. Cross Superintendent Denise Crabtree Alaska Commissioner of Education and Valdez School District (AK) Early Development Graphic Design: Barry Rotrock Diana Gonion Superintendent Dan Stephens Businesswoman Oregon City School District (OR) Quinault Lake (WA) Proofreading: Joan Schmidt Catherine Paglin Dr. Marilyn Howard Director Idaho State Superintendent of Public National School Boards Association (MT) Instruction Dr. Michael Schwinden Steven Jacquier Principal Teacher Great Falls School District (MT) Southwest Region School District (AK) Warren T. Smith, Sr. Ed Press Dr. Michael Jaeger School Board Member w-11 NTNEE, Dean, School of Education Bethel School District (WA) 1997 GOLDEN LAMP AWARD Eastern Oregon University

NORTHWIEST ]EDUCATION can be accessed on NWREL's Web site on the Internet: http://www.nwrel.org From our home page, select Resources

This publication is based on work sponsored wholly or in pan by the U.S. Department of Education under contract number RJ96006501. The content of this publication does not necessarily reflect the views of the department or any other agency of the U.S. government. This publication was not printed with government funds. Articles and information in this publication are in the public domain and may be reproduced and disseminated without permission. Please acknowledge NWREL as the source.

PRINTEDON RECYCLED PAPER 4 5 Watch for upcoming issues

Winter issue 'WNW Urban Education, Northwest-Style [r)) ucATOO It Spring issue The Principal's Role in School Reform Summer issue Professional Development: Making Good Teachers Better

You are invited to send us article ideas, identify places where good things are happening, provide descriptions of effective techniques being used, suggest useful resources, and submit letters to the editor.

NORTI IWEST EDUCATIONION Quarterly magazine of the

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WHAT HELPS THEM THRIVE NORTHWEST REGIONAL EDUCATIONAL LABORATORY ti

J Dly K:ds What Helps Them Thrive

VOLUME 5 NUMBER 2 WINTER 1999 ARTICLES

Lessons from the Cities Even in the livable Northwest, urban school districts are no strangers to challenges.

9 The Superintendent CITY KIDS ' Who Listens Ben Canada works 'round the clock to bring Portland Public Schools back to health.

The Education 20of an Angel In a poor neighborhood of Seattle, an extraordinary gift gives children a chance at success.

ON THE COVER A City Fit for Kids Welcome to Anchorage, a Northwest city that attracts new residents from all over the world. Yagga Touray, pictured Boise invites its youngest citizens here, relocated with her family from West Africa two years to shape the city of the future. ago and is now an eighth-grader at Clark Middle School. PHOTOGRAPH BY DENISE JARRETT Teachers Wanted: 34Must Like Snow Recruiters invite adventurous teachers to consider Anchorage, where students speak 85 languages and wilderness is a mountaintop away. A Hero's Welcome 39Tony Hopson gives children what they need to thrive in a community where hope has been in short supply.

DEPARTMENTS 44 What Works 45 In the Library 46 Voices 48 Dialogue

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URBAN SCHOOLS FIND WAYS TO BUILD ON THE STRENGTHS OF CITY KIDS

II ZIE ROSS

oon after he was elected mayor of Chicago in 1989, Richard M. Daley started hearing a disturbing rumor. "Nobody cares about our schools." He didn't have to look far to find supporting evidence The Chicago district had been rocked by strikes, budget crises, fiscal mismanage- ment. School bond issues had failed. Al- though a major school reform effort was already underway, the high school dropout rate was approaching 50 percent. "People had lost faith. If we didn't change the schools, nobody would be here," the mayor told a conference of the Education Writers of America (EWA) in Chicago earlier this year. "There would be no one left to teach. The young families were moving out. If this was going to be a city for all, we had to do something." In 1995, the state legislature agreed to give Daley control of the 427,000-student district. His hand-picked reformers introduced changes intended to boost achievement, improve AIME. accountability, encourage teachers to try tr- new ideas to help students learn, and increase parent involvement at the local 41, school level. Chicago children have responded positively. Standardized test scores have been rising steadily. The pool of students performing at the bottom continues to shrink. More families are moving back to the c4 4 The ambitious approach to school reform has earned in the region are making steady progress on academic widespread attention as the "Chicago Model." measurements, and some individual schools regularly Similar stories are starting to play out in other big produce exceptional results. The challenges facing a cities. In Boston, Newark, Cleveland, Detroit, Balti- mega-district like New York, with a million students, more, and elsewhere, failing urban school districts or Detroit, where last year there were 1,000 vacancies have been wrested from local boards by state legisla- on the teaching staff, seem a world removed from the tures, courts, and mayors. Although specifics varyclassrooms of Anchorage, Boise, or Portland. from one city to the next, the goals everywhere are Even though the Northwest's largest urban districts similar: Help children achieve higher academic stan-operate on a smaller scale, they are no strangers to dards. Restore public confidence in schools. Preventchallenges. Portland has struggled to maintain quality flight to the suburbs. As Boston Mayor Thomas Benino in the face of a long-term funding crisis. Anchorage told the EWA gathering, "We're finally dealing with an must attract teachers able to work with diverse stu- issue that people have walked away from for years." In dents who speak an estimated 85 languages. Seattle April, when Detroit Mayor Dennis Archer took overbattles persistent achievement gaps between White his city's troubled schools, he told Time, "The No. 1and minority, rich and poor students. "Any city over issue facing cities isn't crime or jobs anymore, it's 100,000 needs to pay attention to its schools," cau- public education." tions Chicago's Mayor Daley. Today's city kids, for bet- Suddenly,it seems, everybody cares about cityter or worse, will shape the future of America's cities. schools and city kids. "The heat is on" in urban dis- Ideas about urban education are often transplanted tricts, acknowledges Paul T. Hill of the University offrom one city to another when leadership changes. Washington and author of Fixing Urban Schools, pub- Before Rudy Crew took over as chancellor of New lished in 1998. The recent upheavals in urban schoolYork schools in 1995, for example, he was superin- districts, he writes, "are intended to break political tendent in Tacoma, Washington, where he put the gridlock, lessen the iron grip of bureaucratic routine, 31,939-student district on the path to reform. and make room for people who might have new ideas." Two years ago, Arlene Ackerman left Seattle to take A national invitational conference on urban educa- on the challenge of turning around schools in Wash- tion last year underscored the importance of these re- ington, D.C. Friends and colleagues from her 30-year cent effortsto improve city schools. Althoughcareer in education tried to warn her away from the participants engaged in spirited debates about the besttask. In Seattle, after all, she was second-in-command solutions, "There was a consensual sense of urgencyto then-superintendent John Stanford. The retired for advancing the current momentum to achieve re- army general was making progress on his promise to form success," report Margaret C. Wang and Herbertcreate a system of "world-class schools" on Puget J. Walbert in their conference summary, Education Sound. In the D.C. district, Ackerman found all the ills in Cities: What Works and What Doesn't. of urban schools, only greatly exaggerated: physically From the vantage point of the Northwest, it's tempt- unsafe facilities, schools that had failed to open on ing to view these takeovers and makeovers as dramastime for three years running, students performing well that play out only in bigger cities with bigger prob-below grade level, a shortage of qualified teachers, lems. The Northwest, after all, regularly earns praiseand a burdensome central office bureaucracy. for its livable, progressive cities. Many urban districts But as Ackerman has settled into her new job, she

NW Education / Winter 1999 has remembered John Stanford's sage advice. Al-dents' limited English skills can look like one more 5 though the popular Seattle superintendent died lastburden for urban districts to bear. Taken as a talent, year, the lessons that he taught about how to educate however, children's "multilingual abilities may one day city kids continue to ring truefrom the Northwest give them a distinct advantage in the global market- all the way to the nation's capital. "Start witha vision place," points out R. Craig Sautter in C1TYSCHOOLS, a that anyone can embrace. Articulate a plan for change.publication of the North Central Regional Educational And you must not make excuses." City kids can't af-Laboratory. Urban schools, concludes Sautter, "need ford to wait. to develop strategies that build aggressively on the real capacities, experiences, culture, and linguistic attributes of city kids." Such strategies start by thinking When the recess bell rings at Maple Elementary in of urban children as "of value" rather than "at risk," Seattle, 400 children spill onto the playground. Prin- suggests former Philadelphia superintendent Con- cipal Eleanor Weisenbach watches her students navi- stance Clayton in City Kids, City Teachers: Reports gate the tight space. On a single ball field, they managefrom the Front Row. to squeeze in three games by sharing bases. The same For decades, researchers have been documenting thing happens over on the blacktop, where what looksthe deficits of urban students and the social ills of the like room for one foursquare game is plenty big forinner cities. Across the country, including the largest several. Sharing is a way of life that many of these chil- cities of the Northwest, achievement gaps remain es- dren learned first in places like China, the Philippines, pecially glaring for low-income minority youth. Com- or Somalia before their families settled on the southplex social and economic reasons have left many of side of Seattle. After recess, when Weisenbachpeersthese children increasingly isolated from middle-class into classrooms, she sees more good qualities: Stu-students and from successful schools, according to dents on task, self-directed, self-disciplined. "Isee Trends and Issues in Urban Education, 1998 a this as a real strength," she says. There are struggles, report from the ERIC Clearinghouse on Urban Educa- to be sure, in teaching students whose families aretion. City kids attending high-poverty schools, accord- largely poor and may speak little English. Yet for ing to the ERIC report, tend to have limited exposure Weisenbach and her teachers, "It's a joy to be hereto rigorous coursework and experienced teachers every day." two key factors for boosting achievement. Building on the strengths of city kids, rather than According to Urban Schools: The Challenge of Lo- tallying up their weaknesses, takes a fundamental shiftcation and Fovea); a 1996 report from the National in thinking about urban education. But it's a shift that Center for Education Statistics (NCFS), students and makes sense to researchers, classroom teachers. and teachers in urban schools have "greater challenges to administrators who already know plenty about the overcome in a number of areas compared to their sub- challenges facing the children of America's cities. urban and rural counterparts, even when the higher More than 150 languages are now spoken in Amer- concentration of poverty in urban schools is consid- ica's public schools, a reflection of recent immigration ered." Education Week's Quality Counts, 1998. re- trends. City schools enroll the lion's share of theseports that academic performance is worst in urban newest Americans. Is this diversity a strength or an ob-schools where the majority of students are poor. stacle to learning? If seen as a deficit, immigrant stu- At home, in their neighborhoods, and in school,

City Kids: What Helps Them Thrive many city kids do face obstacles that can interfere withtional resilience as a key to helping urban students suc- learning. It's a long list, according to NCES, and in- ceedeven if they live in neighborhoods beset by so- cludes health, family, economic, and social factorscial and economic woes. "Although not forgetting for a that extend well beyond the classroom. Comparedmoment the details, complexity, and history of the with rural and suburban children, urban students are problems cities face," relates the CEIC impact report, more likely to be exposed to safety and health risksNext Steps in Inner -City Education, "researchers , and less likely to receive regular medical care. They're focus on the 'positives' of inner-city life, the vastre- more likely to be victims of crime. They're more apt tosource of the cities, and, most important, the resilience engage in risk-taking behaviors outside of school and and potential of inner-city children and youth." more likely to be disruptive while in class. They're less Bonnie Benard, who has written widely on the topic likely to attend schools with talented and gifted pro-of resiliency, reports that "new rigorous research" grams and more likely to be identified as having learn- supports nurturing the strengths of urban youth rather ing or emotional disabilities. Despite their academicthan targeting services to overcome their deficits. needs, city kids are more likely to be taught by inex-Teachers have the power "to tip the scale from risk to perienced teachers. They're more likely to live with resilience," she writes in Turning It Around for All only4one parent, and their parents tend to be less ed- Youth, a 1997 ERIC Digest. Benard cites three school- ucated than the parents of children in the suburbs. related factors that have the power to transform city City kids have less access to computers and the Inter- kids' lives: net but watch television more than children in subur- Caring relationships with teachers who demonstrate ban or rural places. kindness, respect, and understanding Although America's cities are "the strongest they Positive and high expectations, which can challenge have been in a decade," according to a 1998 State ofstudents beyond what they believe they can dO and _ - - the'Cities report from the U.S. Department of Housing help them not see setbacks as pervasive and Urban Development, poverty remains more con- Opportunities to participate and contribute, which centrated in distressed urban areas and affects a dis- allow students to express their opinions, solve prob- ., proportionate share of minority families. "Whenlems, and help others asked why people are leaving cities," the report re- From a mental health perspective, too, it makes lates, "two answers most commonly cited are the poor sense "to promote strategies of resilience to overcome quality of urban schools and the relatively high rates ofthe challenge of urban life for children, their families, urban crime." and communities," conclude Maureen M. Black and Without ignoring these challenges, however, moreAmbika Krishnakumar in the June 1998 American and more educators are asking a question intended toPsychologist. Affluent families, the authors point out, help all city kids, whether they go to school in Detroithave the financial clout "to enjoy the benefits and or Portland, New York or Anchorage: What canavoid the negative aspects of cities." Parents with schools do to help students thrive in the urban neigh- means can foot the bill for private tuition or pay for borhoods where they live and learn? extras to supplement public school offerings. In Researchers at the Center for Education in the Innerwealthy north Seattle, for instance, only 65 percent of Cities (CEIC), a project of the Laboratory for Studentschool-aged children attend public schools compared Success at Temple University, are focusing on educa-with 90 percent on the less affluent south side of the cr NW Education / Winter 1999 city, according to the Post- Intelligencer. Middle- income families have sheltered their children from Iv ' perceived city ills by moving to the suburbs, where

public schools typically enjoy higher parental involve- By looking closely at high-poverty schools ment, serve a more homogeneous population, and can where children are successful, researchers often afford to offer higher salaries to attract more ex- _ are identifying the characteristics that can perienced teachers and principals. _ build educational resilience and support For the families left behind, the daily stress of life in student success. Joseph F. Johnson, Jr., of an urban neighborhood where poverty is widespread the Charles A. Dana Center at the University "can be likened to the effects of toxic chemicals on of Texas (www.starcenter.org), outlines seven physical health," report Abraham Wandersman and factors that he finds consistently in high- Maury Nation in American Psychologist (June 1998). poverty, high-achievement schools, including And yet, Wandersman and Nation add, "urban neigh- those in urban areas: borhoods can have positive and life-enhancing ef- Focus on academic achievement. Goals are fects." Within their schools and communities, city kids clear, measurable, rigorous, and challenging can find "key factors that contribute to resilience." for staff, as well as for students. Deborah Meier, the gifted educator who founded No excuses. Staff members share a core Central Park East schools in Harlem and wrote about assumption: Given the population we have, her experience in The Power of-Their Ideas, has seen given the resources we have, we can find a firsthand the transformation that can happen when way to make a powerful difference in the urban schools work well, "inspiring students with the lives of children. desire to know more." Teachers who launched the Experimentation. Teachers are encouraged Central Park East experiment were motivated by ques- to ask: What will make a difference here? tions of equity, Meier relates. How could the children Local control over how to provide instruction at the bottom of America's social ladder use their is coupled with accountability for results. schools to develop rather than stunt their intellectual Inclusivity. Everyone who comes into con- potential? How could public schools provide for the tact with a child is part of the solution. least advantaged what the most advantaged bought pri- Sense of family. People feel valued and vately for their own children? respected. v Collaboration. Teachers are given time and opportunities to learn from one another. America's clues have been evolving for decades to Passion for improvement. The entire school produce the conditions that noIN affect the lives of so community shares it. many children Paul Rill, in Fixing Urban Schools. suggests that multiple approaches are needed to bring about lasting change. Similarly, Michael Casserly. who directs the Council of the Great City Schools, articu- lates a "growing national consensus about what it will BEST COPY take to improve urban schools: set high standards, AVAILABLE

City Kids: Rbat Helps Them Thrive RESOLRCES FOR TEACHERS, PRINCIPALS a huge gathering of urban school adminis- Two recent publications from the Northwest Regional Educational laboratory (NWREL) trators, "about the offer help to school leaders and classroom teachers working with diverse learners, including those in urban schools. Improving Education for Immigrant Students: A Guide for K-12 Educators in the

Northwest and Alaska (July 1998), developed by NWREL's Equity Center, opens with a s historical look at immigration in the United States then shifts to the present to challenge myths about current population patterns and trends. The book offers a detailed look at 11 the largest immigrant groups in the Northwest 1 1 . Educators will find a thorough discussion of adjustment issues that can affect immi- 1. 1 1 . grant children and their families. "Adjusting to a new culture is an involved process,"

1 1 the authors relate, "and the length of time in the United States has been shown to have an effect on school success." The book examines issues related to culture, language, generational and gender differences, and explores a variety of family and cultural sup- 4 1 I . 1 1 ports that may help immigrants adjust to living in a new country. Classroom strategies are offered for better serving the needs of immigrant students, I I as well as helping all students gain an understanding and appreciation of cultures other . than their own. The book also includes extensive resources, including listings of community organizations located in the Northwest region. leading America's Schools.. The Critical Role of the Principal (April 1999) summa- rizes work developed by NWREL and the National Association for Schools of Excellence (NASE), an organization of nationally recognized school administrators whose accomplishments have dispelled the myth that poor and minority students cannot succeed. The book draws on a decade of research to identify effective school practices and begins with a list of essential elements for achieving success. "All children can learn. Period," the authors assert. "It is our duty to make sure that new and practicing building administrators adhere to this credo." The book stresses the critical role of the principal, pointing out that the job "has changed from that of manager to leader." Many urban districts struggle to recruit and retain school leaders. A detailed section of the booklet addresses how to identify, develop, and retain top-quality principals. Strategies are offered for developing leaders from within, as well as recruiting new staff leaders from other districts. For information about ordering either publication, write to NWREL, Document Reproduction Service, 101 S.W. Main Street, Suite 500, Portland, OR 97204, or call (503) 275-9519. strengthen teaching, improve discipline,instill ac- gang leaders and had him arrested. Ever since, gangs 9 countability, involve the community, spend wisely, andhave steered clear of this schoolyard. And Durkin has do what works." been free to devote his energies to building the atmo- What are some of the ways urban schools are work-sphere most likely to foster success for all students. ing to turn obstacles into opportunities for city kids? City schools where students thrive tend to rely on The answers are still in development, but here arelocal decisionmaking rather than a centralized bu- four trends that promise to make a differencein thereaucracy to get things done, according to urban Northwest and all across the country. researchers. That means principals, faculty, and local Recruiting strong leaders site councils have more responsibility and greater The year before Patrick Durkin took over as principalflexibility, and parents have ready access to school at Goudy Elementary in a high-poverty neighborhoodstaff and a voice in how their children are being edu- of Chicago, reporters had lambasted the school as cated. The entire building shares in the responsibility "the worst in America." The scathing Chicago Tri-for student success. Such a formula demands good bune series began: "Welcome to Goudy, where the fu-leadership at the building level. ture dies early." The litany of woes ranged from street Effective school leaders also know how to tap local gangs to broken plumbing to classrooms where learn- resources to meet children's needs. In urban areas, ing didn't happen. social services may be plentiful but fragmented. The Eleven years later, Durkin regularly escorts visitors school can be an important resource to pull together through the halls of his yellow-brick schoolhouse to services to meet the needs of the "whole child." show off an urban school that works, and works well. A recent conference for principals from high-poverty Achievement is up. Enrollment is booming. Turnover schools in the Northwest stressed the importance of is down. Durkin has changed staffing patterns so that strong school leadership. Dr. Steve Nelson, who directs there's a lower student-teacher ratio in the primary Planning and Program Development for the Northwest grades, when children are mastering reading skills. Regional Educational Laboratory (NWREL), told the Reading specialists intervene early for children whogathering that the national push for school improve- are struggling. He has recruited teachers from local ment will continue to call for "building-level, research- neighborhoods to work with children and families in based practices that make a difference." the languages they speak at home and smooth the Nationwide, urban districts struggle to recruit qual- transition to learning in English. When they leave this ified candidates for principal slots, according to the school at eighth grade, many of Durkin's students rou-Council of the Great City Schools. A survey conducted tinely pass entrance exams to the most selective mag-last year found that 47 percent of urban districts re- net high schools in Chicago. ported a shortage of qualified candidates. Principals It takes a strong leader to work such a transforma- cite long hours, high stress, and better pay in the sub- tion. Durkin, father of eight and a former captain for urbs as reasons for staying away from city schools. the Chicago Fire Department, is not one to back down Some urban districts are developing new programs in the face of challenges. The first day on the job atto fill the leadership gap. Chicago, for instance, pro- Goudy, he was waiting outside to greet his studentsvides a leadership institute for new principals. Toledo, when a fight erupted between rival gangs from neigh- Ohio, is one of several cities where the city school dis- boring housing projects. Durkin grabbed one of the trict and a university collaborate to train and mentor

City Kids: What Helps Them Thrive o, 10 URBAN NORTHWEST: BY THE NUMBERS

Who are the nation's city kids? They are the estimated 11 million students attending urban school districts, slightly more than a quarter of all public school students. More than a million are New Yorkers. About a third live in Florida, Texas, or California. And only a relative handfulabout 275,000live and learn in the largest cities of the Northwest region. In this corner of the country, only three districtsAnchorage, Port- land, and Seattlebelong to the Council of the Great City Schools, which represents 58 of the nation's largest urban school districts. Even those familiar with the geography of the Northwest might be surprised by what else the numbers reveal about urban education, Northwest-style. Seattle, for instance, is clearly the largest city in the region, with a population of 516,000 in a greater metropolitan region of 2.2 million, according to Census figures. Last year the Seattle district enrolled an estimated 47,457 students, the highest number in 18 years but still fewer than Portland's 55,831 students or Anchorage's 48,309. In Portland (pop. 437,319) and Anchorage (pop. 226,338), urban students are more likely to attend public schools than their Seattle peers. After these three largest districts, how do other Northwest urban areas compare in size? Here's the breakdown, based on 1998-99 enrollment estimates: Salem-Keizer, Oregon, 33,086; Spokane, Washington, 32,553; Tacoma, Washington, 31,939; Boise, Idaho, 26,913. Although Northwest cities tend to be relatively smaller in scale than urban centers elsewhere in the country, they have been fast growing during recent years. From 1990 to 1995, the Northwest region grew by 11.4 percent, twice the national rate. Most of this growth has been concentrated in the cities. Boise, for instance, can't compare in size to the Los Angeles District, serving more than 680,000 students. But Idaho's largest city reported 26 percent growth from 1990 to 1996, according to Census figures. Dur- ing the same period, the Portland area grew by 16 percent; Salem, 15 percent; Spokane, 12 percent; Tacoma, 12 percent; Anchorage, 11 percent; Seattle, 10 percent. Nationally, urban students are more likely to be minorities than students in suburbs and rural areas. The nation's 100 largest districts, according to the National Center for Education Statistics (NCES), have a 66 percent minority enrollment, compared with 38 percent nationwide. Minority and racial composition, however, varies from city to city. Enrollment in Los Angeles is 89 percent non-White, with Hispanic students accounting for 68.5 percent of the total; Black, 13.8 percent; Asian/Pacific Islander, 6.5 percent; American Indian/Alaska Native, 0.3 percent. New York's city schools are 84 percent non-White, with the largest minority populations being Hispanic, at 37.5 percent, and Black, 35.8 percent. Continued on Page 41 aspiring principals. University of Washington Presi-City Teachers, involves such teacher-directed acts as 11 dent Richard L. McCormick, citing "the critical role ofdispensing information, giving directions, settling dis- strong principals and superintendents in buildingputes, punishing noncompliance. Good urban teach- good schools," recently announced plans for a train-ing, he counters, involves another set of acts that ing institute for K-12 leaders on the Seattle campus. fosters a student-centered learning environment. What In the coining months, Nelson reports, NWREL does good urban teaching look like? Haberman sug- hopes to be collaborating with researchers at Temple gests looking to students for answers. Good teaching University and the LAB at Brown to build regional net- is going on, he asserts, whenever students are:- works of peer support for school leaders. Involved with issues they regarl as vital concerns Teaching well Being helped to see Major concepts, big ideas, and Teaching city kids well takes attitude and aptitude.general principles, not merely the pursuit of isolated Teachers serving an inner-city population "must have facts the conviction that students of diverse backgrounds Involved in planning what they will be doing, actively and educational histories have an actual chance to involved in learning, directly involved in real-life expe- succeed," according to researchers from the Centerrience, and actively involved in heterogeneous groups for Education in the Inner Cities. Involved in applying ideas such as fairness., equity, The Urban Network to Improve Teacher Educationor justice to their world. (UNITE), a collaboration of nine universities in the Asked to think about an idea in a way that questions United States and Canada, reports that teachers them- common sense or widely accepted assumptions, that ....- selves tend to see urban schools as challenging duty. relates new ideas to ones learned previously, or ap- Ina recent UNITE survey, teachers said working a city plies an idea to the problems of living school means dealing with cultural diversity, low so- Involved in redoing, polishing, perfecting their work cioeconomic status, high immigrant and refugee pop- Involved in reflecting on their own lives and how ulations, high poverty, a variety of social problems, they have come to believe and feel as they do and a high student turnover rate. Teachers also expect To build a stable source of capable teacherses- to play multiple roles in urban classrooms, including pecially those who have the skills and temperament to social worker, nurturer, appeaser, and counselor, ashelp city kids thrivesome communities are pursu- well as academic teacher. ing "grow your own" teacher programs. Portland Successful urban teachers, according to UNITE re-Teachers Project, now a decade old, recruits and search, possess or practice specific traits: empathy, trains new urban teachers by drawing on the re- respect for students, flexibility, self-care, patience, sources of the city's own neighborhoods. Teacher's sense of humor, collegiality, high energy level. These aides who have worked in city schools, urban parents traits have the double advantage of building on thewho have volunteered in their children's classrooms, strengths of city teachers and their students. and young adults who have grown up in the city are Martin Haberman, Professor of Education at theamong the participants typically recruited for this University of Wisconsin at Milwaukee, has docu- scholarship and support program. A partnership of mented what he calls the "pedagogy of poverty" oper- Portland Community College, Portland State University, ating in many urban classrooms. This misguided set ofand Portland Public Schools, the program aims to teacher behaviors, which he criticizes in City Kids, Continued on Page 42

City Kids: What Helps Them 'Thrive 59 "I never would have expected the note of optimism is creeping into as far in miles as he has in stature. word healing to come out at a job school discussions. Maybe, people The little boy who learned to sew a interview for superintendent," Sax- are beginning to say, Portland can cuff, stitch a shoe, and milk a cow ton admits. hold on to its claim as one of the to help make ends meet in Tallulah But that word arguably embodiesnation's best urban school systems. grew up to be the man recently jet- the most important mission of Port-When they hired Dr. Benjamin 0. ting to Africa with some of the Ali land's top administrator today. And Canada, they hired, above all, a world's top educators. He went to it's something that the 55-year-old healer. share ideas (and, with luck, meet a Canada seems to have a natural with Nelson Mandela) on a study bent for. The Deep 5© 11-li tour sponsored by the American As- "The truth is," says Saxton, The South doesn't get much deeper sociation of School Administrators, "Ben told me one time that if he than Tallulah, Louisiana, a little over which he presides. His growing III I- had another career, it would be as cotton-growing town just across the reputation as a talented administra- a minister." Big Muddy from Mississippi. That's tor has earned him a spot on the Battered by a 10-year cash where Canada grew up under the advisory panel of the prestigious crunch, bruised by critics, and protective wing of his devout grand- Urban Superintendents Program of plagued by a persistent achievementmother. And that's where he returnedHarvard's Graduate School of Edu-

1 I ! gap between middle-class White kidsin 1967 with a college degree in his cation. When Senator Howard Met- and poor Black kids, the district was suitcase to take his first teaching job. zenbaum presented him with a in danger of becoming another But Tallulah, it seemed, hadn't national award in 1994, these were urban casualty. The pattern is all moved much faster than that muddy the congressman's words: "Dr. Can- too familiar: When city schools startold river in righting the injustices ofada is one who stayed true to his to falter, families flee for private or a dual system. Excitedly comparing principles. Dr. Canada is one who suburban alternatives. Scores first paychecks with another new would not shirk his responsibility as plunge, resources wither, buildings teachera White teacher Can- an educator to protect every student's decay. It's a death knell Portland ada felt his stomach lurch. Hers wasrights. Dr. Canada is one man who doesn't want to hear. $100 more than his. Indignant, he would not cave in." Yet two prior superintendents, confronted the superintendent. On that eye-opening payday in both widely viewed as "aloof," had "That's what all the Negroes Tallulah, Canada didn't cave in to failed to knit the district together. make," the man told him. bigotry. He quit his job. In the Amer- In Canada, who had led the Atlanta Even now when Canada tells thatican tradition, he lit out for the West. school system for four years, the story, his voice falters, his eyes sad- "Best decision I ever made," he says. board thought they saw a man with den. Thirty years of steady climbing But from Tallulah he took away the right blend of warmth and dog- from that small-town teaching post more than just painful memories. gedness to lead the ailing district to his current status as a national He learned about hard work and back to health. leader in urban education haven't sacrifice every afternoon when he Canada's first year on the job is dulled those searing words. hoed the family vegetable garden or barely behind him, but already, a In three decades, he has traveled herded the two family cows to pas- 60

NW EDUCATION / Winter 1999 ture. His friends would wave and 13 call out, "Hey, Farmer Ben!" as they trotted off to the baseball field without him. He learned about self- sufficiency from a poor but proud grandmother who passed on to him her skills as a baker, a cook, a carpenter, a gardener, a cobbler, and a seamstress ("I can sew anything, from putting in cuffs to zippers and buttons," he notes with pride). He learned about faith when he sang Once a month, Superin- tendent Ben Canada hymns every Sunday in the African devotes a day to teaching At Stephenson Elementary American Episcopal church he at- (below) in October, he tended at his grandmother's side. cheers on third-graders learning to use library call And he learned about reaching high numbers, coaches a child on keyboarding skills, and from the teachers who challenged listens to a girl read aloud. and inspired him. There was Mil- dred Crockett, who taught her vocal students to sing all kinds of music at a time when African Americans were expected to stick to Gospel. And Otis Nichols, the biology teacher who wouldn't let up. "I always wanted to be like Mr. Nichols," Canada says. "He could challenge you, really press youhe would almost irritate you with his pressingbut you would feel so good when you'd achieved it." Community expectations for the segregated schools he attended were low. In the Tallulah of his youth, "education" was for White folks. Black kids got "training." But inside the walls of Madison Parish Training School and Ruben McCall High School, the staff was unswerv-

City Kids: What Helps Them Thrive Top: "When I'm talking to a child, I'm really trying to give that child my full attention," says Canada.

Bottom: A student writes about the visit of "Dr. Canada" in her journal.

14 ing on excellence. cities. Unwilling to watch their top- them. They act. "We had people who really pushed notch schoolslong a big point of "We have an incredible base of you and demanded that you achieve pride for Portlandersgo the way parental and community support at a certain level," Canada recalls. of St. Louis or Detroit, the commu- that's missing in a lot of places," "Mediocrity was not accepted. You nity has stepped up. says Board Chair Saxton, an attor- were pushed higher than you The city council has kicked in ney and father of a son attending thought you could go." funds ($40 million over six years) Lincoln. "I think we see a commu- to keep the Portland Public Schools nity saying, 'We refuse to accept the A Tarnished S<<.u' and four smaller urban districts loss of our schools. We're not going Portland Public Schools bills itself floating. Parents are ponying up to accept failure. as "the urban district that works." thousands of dollars in donations to In Portland, Canada sees a rare The big question hanging over the classroom. So far, 450 teaching slotskeep class sizes from bloating. Some"sense of pride in the urban core," district these days is, Can it hold on have been axed. affluent families donate as much hand-in-hand with a get-involved to that distinction? Can Ben Canada Today, most Portland schools are as $200 a month to 25 individual ethic. "In the Pacific Northwest, and his team put the 55,000-studentrunning bare-bones programs bereftschool foundations so that schools people want to be engaged in the district back on track for the new of art, music, and drama, with deep like top-performing Lincoln High decisionmaking process," he says. century? cutbacks in PE and world languages.can buy art history textbooks to re- "They're not going to just sit back The district's longstanding status Classes are big. Choices are few Sci- place blurry photocopies of Michel- and let a superintendent or a board as a star of city education is more ence textbooks are 10 years out of angelo's "David" and Picasso's dictate what is going to happen." than a little tarnished these days. datea fact that Saxton calls "Guernica." The donations are Dictating, however, is just what A decade-long funding crisis forced "criminal." shared with other schools, as well. the district tried to do in pre-Canada the Northwest's largest district to But this is where Portland's story Three years ago, concerned parents days, critics charge. Cynthia Guyer, switch from a paring knife to a ma- veers away from the history of other and community members created whose activism as a concerned par- chete as it hacked away at programs the Portland Public Schools Foun- ent led to her current position as and services year after year. The "fat" dation, which so far has raised $6 Executive Director of the Portland and "frills" some taxpayers com- million for the district. Public Schools Foundation, describes plain about were carved off long This wellspring of energy and a district that was insular, top-down, ago. These days, the district is re- money on behalf of schools is tied and rigid. duced to "lopping off limbs," in to the Northwest's ferocious com- "A lot of people have felt like the the words of one administrator. mitment to livability, many ob- doors have not been opened to their After voters passed Measure 5 servers say. The same maverick aspirations for a better education in 1990the ballot measure that spirit that spawned Oregon's famed for kids," she says from her eastside shrunk Portland schools' main beach and bottle billsprogressive office overlooking downtown. Even funding source by limiting property laws aimed at saving the state's un- district employees, she says, describe tax ratesthe district first whittled spoiled landscapemay be what a culture that was "very resistant to away at the central office. Dozens separates Portlanders from residentsbeing entrepreneurial, to building of midlevel administrators got pink of other big cities. People here don't partnerships, to believing in change." r, slips. By 1996, the cuts reached the fir just watch things crumble around Sue Hagmeier, one of the longest-

NW EDUCATION / Winter1999 C2 serving members of the school board,"Oh," he was told, "that'll take two "If people don't know what you'readding to the impression of renewed 15 has been on both sides of the fence: days. We deliver to half the sites on doingincluding your own people district competence, says Duncan insider and critic. She got involved one day, the rest on the next." Can- you can't expect to have support Wyse of the Oregon Business Coun- years ago as a mom who was un- ada was aghast. from the outside," he says. "You cil. But it's Canada's unique blend happy with her gifted daughter's When something important hap- leave yourself wide open for specu- of heartwarming personality and schooling. "There just was not a pened in the district, employees werelation. You're always chasing ru- hardheaded management that has customer-service ethic in the district getting the details on the 10 o'clock mors rather than getting out the perhaps given the biggest boost to at that time," she recalls. news or in the morning paper. information that you want people the district's image. Now, she says, "I think we're "Some other organization is telling to respond to." "The credibility of the district is much more open to the communityour people their version of what Canada's pledge to share com- largely tied to the personal credibil- and to parents. I think we're a lot we're doing," he notes. "I said, 'Thatplete and accurate information is ity of the superintendent," Saxton more willing to adjust programs to doesn't make any sense, folks. beginning to restore the public's asserts. "I think Ben has done a kids instead of (just saying), 'Eat it Canada quickly hired an execu- trust in the district, observers say. great job with that. People believe and shut up'which the district tive communications director and a In the old days, critics complained he's sincere and honest and has was kind of famous for at one time." couple of support staff to revive the about the central office issuing personal values they like. But he squishy numbers that were "always has a pretty tough side to him when 6 flagging public information office, _et Do 'Mfg which had shriveled from eight em-changing," Saxton reports. Garrett it comes to expecting performance ©ghee ployees to one. A $200,000 contribu-describes the superintendent's office from staff. We talked about, 'What Canada is flinging the doors open tion of cash and donated services under Canada's predecessor Jack do you do with sloppy numbers?' He wide, and with Southern-style hos- from Portland General Electric is Bierwirth as "perky- jerky " jump- said, 'You don't accept them, that's pitality saying, Come on down. This helping to pay for the newly fatteneding from one position to another. what you do.- is your district. Let's do this together.office, which has launched internal "The school district had lost its People who work with him de- Not only does Canada invite every- and external newsletters to ensure a credibility with a variety of audi- scribe him as open but shrewd, body to the table, he opens the linenregular flow of district news. enceswith the legislature that friendly but exacting, warm but closet for inspection. The teachers' union is critical controls our funding; with the city firm. "He's a taskmaster," one staff "His approach is to never hide of the hire. In the view of Richard and county we need as partners; member confides. Still, he's hardest things from the public," says Sax- Garrett, President of the Portland with the business community that on himself. If his staff puts in 60 ton. "It's always, How do we make Association of Teachers, the new had really turned its back to a large hours a week to get the job done, sure people know this? How do we communications director is just onedegree because it didn't believe the he puts in 80. get this information out, even if it's more high-paid administrator in andistrict's numbers," says Saxton, "The truth is, he's trying to do bad? To him, it would be far worse overstuffed central office. who's also on the board of the Port- about twice as much as any human to be accused of hiding something "We certainly recognize that the land Chamber of Commerce. "The being can do," says Saxton. "I get than to accept responsibility for district has a great need to manage relationship with the business com- e-mails from him at one in the whatever mistake occurred." broad and complex issues," says munity is just 100 percent better." morning. I've told him, 'I'm going Soon after taking his new job, Garrett. "But money spent on admin- Canada's hiring of several other to fire you if you don't stop sending Canada stumbled onto the district's istrators doesn't go to buy textbooks."key administrators"talented folkse-mails at one in the morning. Go antiquated internal mail system. He Canada staunchly defends the in terms of financial credibility withto bed!' He's just passionate about wanted to send an all-staff memo. hire. business and the legislature"is his job." 63

City Kids: What Helps Them Thrive Top: "You're a great reader!" Canada tells a student.

Bottom: Even a game of two-square is a teachable moment for Canada.

16 IlycOal5 clothes. He'll wear a dark-blue suit and a crisp white shirt, conservative, Wellfotre Mon quiet. But around his neck hangs a Fanning south from the gritty in- flamboyant, Save the Children tie dustrial strip along the Columbia splashed with kids' drawings in reds River to the leafy suburb of Lake and yellows, rockin' and shoutin'.

Oswego, Portland Public Schools More important, his comfort withhaired ladies in black velvet hats. Fremont Bridge. Portlanders who enrolls students from the extremes all kinds of groups in all kinds of Breakfast is croissants and fresh watched the six o'clock news on the of wealth and poverty. Rich kids andsettings shows up in his day-to-day fruit. Background music is live first day of school saw the smiling poor kids ride bikes and play ball indealings in the district. For a quick piano tunes by Gershwin and Kern. superintendent at a bus stop, talk- neighborhoods that bump right up snapshot, take the morning of Octo- If it troubles him that his is the onlying to kids and waiting to board. against each otherthe children ber 14. Even before the sun rises African American face in the crowd, Hundreds of students have come of lawyers and tycoons living in over Mt. Hood, Canada is standing it doesn't show Relaxed and smil- home with news that Canada was gracious old neighborhoods like in the library of Harriet '111bman ing, he looks right at home. their sub for the day, or dropped by Irvington, Alameda, and Eastmore- Middle School talking with two The deep smile lines around his their classroom to visit. "He gave land. The children of laborers and dozen student leaders about urgent eyes and the extra pounds around me his business card, and told me welfare moms, sometimes just issues on the district's agenda. On a his waist suggest a man who attacksto e-mail him!" one sixth-grader blocks away, growing up in the mural above him, the image of the life with pleasure. Unlike Canada's said proudly. His first year in Port- humbler neighborhoods of Albina school's namesake keeps vigil over predecessor, who seemed uncom- land, Canada's smile was seen in and Sabin and Lent. Inner-city her legacy as a freer of slaves. Here, fortable in the limelight and was nearly all of the district's 100 schools families in peeling rentals and sub- his audience is teens of all colors in rarely spotted in public, Canada rel- and at more than 700 meetings. sidized apartments can see million- sweatshirts and jeans. Breakfast is ishes the attention. Only a year and The demand for his presence dollar mansions hanging on the bagels and juice. Background musica half into his tenure, his face is grows. Everyone in town wants him wooded slopes of the West Hills just is rush-hour traffic on 1-5. as familiar in Portland as the twin on the roster. He hates to turn down across the river. It's not a town where By 8 o'clock, Canada is standing towers of the Oregon Convention speaking invitations. His solution country-clubbers live in gated en- under a crystal chandelier in Meier Center or the arching span of the when he can't make it in person? claves far removed from crumbling & Frank's elegant Georgian Room slums, but a town with mostly mid- downtown, chatting with the chair- dle-class homes sprinkled with pock-man of Oregon's venerable depart- ets of exclusivity and struggle. In ment store chain. After delivering a Portland, kids from both ends of af-heartfelt speech about the impor- fluence go to schools within a few tance of volunteers to the vitality minutes' drive from each other. of schools, he gives hugs and kisses Often, in fact, they sit side by side to six senior citizen "Role Models" in the classroom. being honored by the city's presti- Ben Canada moves between the gious OASIS program. This time, two worlds with an easy grace. The his audience is middle-aged com- duality sometimes shows in his munity pillars in suits, and silver-

NWEDUCATION / Winter1999 Make it on videotape. at the most at-risk school could at- reading as its Number One priority cioeconomic status of Portland 17 The day before his Africa trip, tain lofty goals. Soon after taking theeven before the new superintendent schools and their test results," the he's trying to wedge one last taping principal's job, he discovered what aarrived. The board is betting that newspaper charges. "While schools session into his frantic schedule. very steep climb it would be. Stashedkeeping a laserlike focus on reading,situated in some affluent areas re- In the basement of Jefferson High in the school library were boxes andespecially in the early years, will dis-port that 90 percent of their students School, the district's TV crew fiddles boxes of never-opened books. lodge the rock-bottom scores that reached the state benchmarks (last with the teleprompter while the PR "Why aren't these books on have plagued certain schools serv- year), schools in the city's poorest team pencils in last-minute edits to the shelves?" he asked the elderly ing poor, minority students. Some neighborhoods struggled to put 20 two scriptsone for the Oregon librarian. stubborn scores have already bobbedpercent of their students above the School Public Relations Association's "Oh," she said, "because the upward. "The entire city ought to benchmarks." annual conference and another for children will get them dirty." cheer the impressive gains at Marys- This glaring gap has caused in- a district-sponsored leadership insti- The librarian may have been ville Elementary," wrote The Orego- tense friction between the district and tute for principals, events he will stingy with books. But just down nian in a July editorial, "where 88 the African American community miss while overseas. the hall, there was a teacher who percent of third-graders reached the over the years. Canada is painfully When the superintendent finally was sharing books with zeal. Carol state reading benchmark this year, aware of the heat it has generated. strides through the door, unfazed by Postell's attitude impressed and in- compared with only 49 percent a Canada's very first budget, in fact, his 30-minute tardiness, he slides spired Canada. "She was the ideal year ago." pumped extra dollars into 25 chron- comfortably into an armchair sur- professional who truly says, 'High Marysville and other newly suc- ically low-performing schools. rounded by klieg lights. Looking expectations make the difference, cessful schools are winning because "We're actively working to turn calmly at the camera, he launches he says. "Carol would say to every they're zeroing in on literacy, Can- it around," he says. "Those groups into the hastily written script with- second-grader when they walked in ada says. have had concerns with the district, out even a dry run. "Hello, everyone. the door, 'You're a great reader,' or "You can walk in any classroom, and I'll say that they are right. As a I'm excited to join you in today's 'You're going to be a great reader any time of the day, and there's a system, we weren't listening well. Or conference on nurturing and devel-when you leave. And they were. clear focus on reading," he says. let's turn it around and say we were oping leadership ...." During Canada's tenure there, "Everybody is focused on reading. listening, but we weren't hearing." from 1973 to 1975, reading scores They're constantly saying, 'You must For decades, Ron Herndon has Boddees fin Seale rose dramatically. The school reapedread, you must read better, you're been the most visible and vocal local High expectations for all is a mantrahigh honors for what it had accom- going to read.' They're celebrating leader lambasting the district for its in education circles these days. For plished. But Canada doesn't claim reading, reading, reading." achievement gap. Despite promises Canada, it's a sacred calling. It took all the credit. "It was because of the But not everyone is celebrating. of better scores from Canada and root in Tallulah and deepened whenstaff," he says. "If you really work The same Oregonian editorial be- the school board, the longtime Di- with his first-grade sweetheart with your staff as a team, it'll make moans the "disturbingly low" scoresrector of Albina Head Start sees little Doris as his bridehe settled in a differencerather than coming at schools like Humboldt Elemen- to cheer about. Seattle near his brother's Navy base. in with 'I said ...' and 'You'd better tary and Jefferson High, which have "I've heard 20-plus years of ex- At Hawthorne Elementary, a trou- ....' A great principal is a person been radically overhauled in recent cuses for why they haven't educated bled school on Seattle's struggling who learns to lead in collaboration."years, with disappointing results. low-income children," he says. south end, Canada saw powerful ev- Just as Canada did in Seattle, "There remains an uncomfortably Herndon charges that top district idence that even the most at-risk kidsPortland Public Schools spotlighted strong correlation between the so- jobs should go only to people with a

City Kids: What Helps Them Thrive 65 SEARCHING FOR A NORTH STAR In 1996, 30,000 Oregonians took to the streets in support of their beleaguered schools. In the state's largest public demonstration ever, parents, teachers, community who sees lots of kids; and other school backers schools fail and lots of children marched through Portland car- hurt by that failure and who has rying a powerful message to a lot of anger. You get a lot of those in charge of parceling out really honest discussion about public dollars. That message: why people are leaving Portland The education of children is our schools, what's wrong with the top priority. Don't shortchange culture." our kids. The draft plan, which lays out The group that organized the the district's mission, core val- march, the Portland Public ues, objectives, and strategies, Schools Foundation, is now is now undergoing community spearheading a less public, but scrutiny and refinement. At its potentially more powerful, pro- heart is an uncompromising cess for change. Recognizing commitment to excellence. The that even with plenty of money, 'We'll do it with the Portland plan calls for no less than 100 a district will stumble without Public Schools Foundation as percent of Portland students to a clear direction, the foundation a partnership.- meet or exceed rigorous aca- began asking Portland Public After hiring Steve Barone of demic standards by 2005. Schools to come up with a plan Transformation Systems to facil-Guyer expresses guarded opti- a "North Star"to guide it, itate the strategic planning pro- mism about the district's says foundation Director cess and holding a series of chanceS for renewal. "Slowly," Cynthia Guyer. public "speak-out sessions," she says, "concentric circles of "We began to see that although "Everyone was shocked by the the foundation invited people some of the toughest critics in there are many things to be audit, because they thought it from every segment of Portland the minority community, in proud of in Portland, there are was going to be on maintenancesociety to create a first draft. business, within our ranks of deep, systemic challenges facingand janitors and business func- Along with teachers, parents, principals, some teachers, the individual schools, and indeed tions," says Guyer. "But what students,. and administrators, teachers' union, are coming to the whole school system," Guyer auditor KPMG Peat Marwick saidthere were government officials the table and feeling like there's says. "We started asking for a is, those aren't your biggest is- and ministers, business execu- a glimmer of hope and energy more coherent, comprehensive sues. Your biggest issue is that tives and union leaders, com- being unleashed. I'm not Polly- road map from the district lead- people are flailing around with munity activists and school anna. I don't think we'll wake up ership so that we could target no sense of where you're going, support staff. The 32-member next September and it'll all be our resources and our time and how you're going to get there, core team met for three gruel- done and be a new day. But I energy most effectively." what are the best practices, ing; sometimes gut-wrenching, think we are building trust and The spur to action was an audit what's your theory of change." 16-hour days. a new way of working. And peo- of the district's performance, Meanwhile, new leaders had "The worst critics of the district ple are feeling heard." funded by the city. taken the helm of the troubled were invited to that room," Guyer district. Superintendent Ben reports. "There were some ulti- Cynthia Guyer, who heads the Portland Canada and School Board Chair-mate meltdowns. Republican Public Schools Foun- man Ron Saxton were hungry businessmen, knee-jerk on di- dation, sees less "flail- for change. versity, knee-jerk on affirmative ing around" and more purposeful dialogue in "At that point," Guyer says, "I action, knee-jerk on welfare, the district these days. think Ben and Ron decided that knee-jerk on the public sector "People are feeling doing such an initiative alone being mediocre. And then you heard," she says. Photo by Suzie Boss. as a districtthe cabinet or the have the perspective of some- school board going on a retreat one who works in the minority with the superintendentwas not going to meet the challenge, even if they came up with something brilliant. So they said,

(Stella7w 1 IA proven record of success in the class- the district yawn over cold Danish at Adrienne shares with Canada a 19 room. And he dislikes the district's the weekly meeting of the Super SACpassion for the arts. This young ac- new language arts program, which the superintendent's student ad- tivist is doing her part by leading a allows schools to choose from As you travel west on Broadway fromvisory council. There are clean-cut petition drive to return the arts to among three literacy packages. the Hollywood district, where Fern- boys in baseball caps next to guys her high school. For his part, the "A school should not have the wood Middle School chalks up somewith ponytails and goatees. Girls in big man who sings baritone in autonomy to choose a curriculum of the district's highest scores, the raggedy jackets sit beside girls with his church choir told school board if they have failed for the last 100 landscape changes with a startling carefully applied makeup. This di- members he wouldn't take the Port- years," he asserts. "If I'm an engi- abruptness. At a snarled intersectionverse group is linked by a shared land job unless they work with him neer and my last three bridges fall where streets and freeways collide interest: being heard. to restore every child's chance to blow down, am I going to be given the in a tangle of traffic and concrete, As the sun begins to tint the sky a horn, bang a drum, belt out a option on how to mix the cement? Broadway dips steeply toward the outside, the superintendent and stu- song, dabble in paint, mold in clay, No. But if kids fall down, it's their river. The avenue's bistros and bou- dents engage in a spirited give and play a role onstage or backstage. fault and it's their family's fault." tiques suddenly give way to a gray take on issues facing the district. The In characteristic collaborative Herndon believes the district phalanx of warehouses, body shops,conversation veers away from the fashion, Canada is tapping into the should unify its curriculum so that and wholesale suppliers. A grain el- official topicsBoy Scout recruit- strengths of the city at large. He and kids who move a lotas they typi- evator hulks on the waterfront. ing and Nike's upcoming youth a team of teachers are working "to cally do in poor neighborhoods Just past the freeway onramp, forumto pro-life demonstrations bring all the arts organizations in can stay on the same page from where trucks rumble down 1-5 day at one high school, an after-school the community to one table to talk school to school. and night, Harriet Tubman, one rumble at another, and a panic at a about how do we blend resources, The trouble with that idea, schoolof Portland's most troubled middle neighboring district. They've touchedblend ideas, and give support to board members say, is that for every schools, shares a block with Indus- on the KKK, Columbine, and Chan- getting the arts back into the school where few children are achiev-trial Welding Supply. At 6:30 on nel One by the time they break into classroom." ing at even basic levels, you have Thursday mornings, workers driv- committees to tackle student gov- He reminisces about Portland's other schools where most kids are ing to early shifts might see a dusty ernment, scheduling, fees, teacher glory days, which he watched from succeeding. In a district like Port- black Ford Explorer pull up to the evaluation teacher recognition afar. "Portland at one time had land, which has poor and middle- school's library, its corrugated metaland statewide standards testing. some of the finest arts components class neighborhoods "all mixed up,"siding blending with neighboring "I like the idea of students hav- you could find anywhere in the as Saxton observes, a one-size-fits- buildings. Ben Canada's workday ing a voice and the superintendent'scountry. Portland was viewed as all curriculum isn't the answer. has begun. It won't end till he dropsear," says Kalin Schmoldt, a Cleve- a really neat place. You'd look at Says Hagmeier: "A school where into bed after answering every one land High senior on the council. Portland to see what was working in you're doing a lot of catching up is of his 100-plus e-mails well after Says Franklin High senior Adri- urban education. They were always different from a school where most midnight. enne Armstrong: "I want youth to on the cutting edge of innovation kids are coming to first grade already On this still-dark October morn- have a voice in decisions that are great thinkers, great staff." reading. We have both of those in ing, Canada is speaking with one being made about them. I think Dr. Portland schools have lost some the district. The same off-the-shelf of the district's most important con- Canada is a great guy. He's being of their old luster. But, he says, program isn't going to be appropri- stituencies: students. Kids from mid-very strong in what he believes and "We'll take it back." ate both places." dle schools and high schools all overhe's not giving up." The healing has begun.

6? City Kids: What Helps Them Thrive T H -4 C A WHAT CAN A POOR SCHOOL DO WITH AN EXTRA $1 MILLION A YEAR? A SEATTLE ELEMENTARY SCHOOL AGREES TO FIND OUT.

51EgITILIE, Washimigtorm "Can we please hurry?" he asks, ing a high-poverty, predominately As classroom emergencies go, this barely louder than a whisper. African American population in one's pretty minor. A five-year-old Holly Miller answers by putting an aging brick building in Seattle's 20 boy can't find his jacket. And he's out her hand. The boy takes hold, Central District. Sloan's commit- upset. His classmates are outside and they set off down the hall at a ment is to cover program needs, climbing on the new play structure, fast clip. including an extended school year, but his teacher won't let him go out At any other school, this would an extended school day, small, in shirtsleeves. His mom just boughtbe an ordinary moment. But ordi- well-staffed classes, extra meals, the jacket, brand new at K-Mart, nary time stopped last year at T.T. uniforms, ongoing staff training in and she's not going to be happy if Minor Elementary. That's when curriculum, and family assistance, he lost it already. Most of all, he's Seattle millionaire Stuart Sloan including support for mental and worried about missing his chance toofficially adopted this school, serv- be outdoors on this bright fall morning when the air smells like crisp leaves. So he turns the deep brown pools of his eyes up to the face of the friendly lady in the navy blue business suit.

68 N AN ANGE Story and photos by SUZIE BOSS

physical health. Estimated cost? At Holly Miller was the director of What happens next depends on the portunity to train teachers and sup- least $1 million per year. the Seattle Parks Department when whole community. port staff to a degree not normally Sloan, the 55-year-old former Sloan handpicked her to manage the'TURNING ILIIGHT5 ON available in a public school. We chairman of Quality Food Centers, unique public-private partnership atFor 32 of her 54 years, Sherrill could bring in technology and all has been engaged in other high- T.T. Minor. And Miller's attitude lets Adams has been an educator. She's the latest stuff." A sizable, long-term profile Seattle businesses, ranging children know that nothing is more been teacher and principal, in pri- addition to the basic building budget from real estate to software. And important than connecting them vate and public schools, in cities business sense is part of what has with what they need. Whether it's and in suburbs. And for years, she's motivated his philanthropy. "The family counseling, a well-designed been bothered by a recurring pat- way to ensure we're growing as a curriculum, or help finding a lost tern. "Kids come in with their lights society is to be competitive," he told jacket, each thread strengthens the on. At kindergarten or first grade, the Seattle Times earlier this year. fabric of school and community. they're inquisitive, eager, energetic. "You just have to be educated" to In the long term, the program Then we turn the switch off," she have a competitive edge as an adult.has the potential to reach far be- says, "especially in urban settings, But his heart also factors into the yond the school walls, predicts Uni- and especially for children of color." equation. As he told the Times, "I versity of Washington researcher When Adams heard about the op- was really looking to do something Michelle Bell, "to produce produc- portunity to reinvent an urban pub- I felt could truly make a difference. tive citizens who are whole, strong, lic school, her own lights went on. You have to start young. That's how healthy people." "This was a dream come true," says we got to four-year-olds." Even with an angel's help, that's the African American woman, a for- a tall order. But Sloan's unexpected mer nun who grew up in inner-city gift turns out to be just the first Washington, D C "We'd have the op- act in this unfolding urban drama

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Iz. !"7".. ^ 89 22 could mean everything from smallerthe urban district with new ideas Child-centered learning is at the heart of the classes to more field trips to inthat would benefit children. His school's expanded offerings. creased outreach to parents. Adams'concept of reform started at the mind raced with the possibilities. building level, just as Sloan was But she didn't forget what exper- proposing. Not surprisingly, then, ience had already taught her. "I Stanford embraced the goal of turn- didn't think for a minute," she ing a low-achieving, inner-city ele- says, "that this would be easy" mentary school into a model of Long-term residents of Seattle's innovation. The superintendent Central District, a densely populated,died last year, before T.T. Minor's historic neighborhood located due metamorphosis was complete. But east of the downtown skyscrapers, it was fitting that a choir from the have seen plenty of other programs school sang at his memorial service. and patrons come and go over the Gradually, parents have warmed years. "People of color are familiar up to the unique partnership, too. with outsiders who come in and say As community members have been they know what you need," acknowl-assured that they would have a edges Adams. "And when programs strong say in the changes at their don't work, the community gets neighborhood schoola school blamed. Society has given us reasonmany of them also attended as chil- to be suspicious. So when we see dreninitial suspicion has given someone like Stuart Sloan, a White way to enthusiasm. "Parents needed man with money, the community to be sure this wasn't just an experi- has a right to ask why we should ment," says Bell, an Associate Pro- trust him." fessor in the UW's Department of That question was voiced, loud Health Services who has been hired and clear, at a series of community by Sloan to evaluate the program. forums held soon after the Seattle "They wanted to be sure their kids school district agreed to accept would benefit." Sloan's gift. In fact, it took some Now in her second school year lobbying by Sloan to convince the at T.T. Minor, Adams has survived district that his offer made sense. parent anxieties, staff turnover, ex- Previous administrations had turnedternal criticism, and the disruption him down, but when John Stanford that comes "when you're trying to took over as superintendent in 1995,create change with human beings." Sloan found a leader willing to thinkThese are familiar challenges for in new ways about public educa- any school that attempts major re- tion. Stanford was eager to infuse forms. But because of Sloan's gift

NW EDUCATION / Winter 1999 and the attention that has come with treatment for children in different career to improving the health care health care. Many are living with 23 it, every hiccup at T.T. Minor now grades. Some veteran teachers of inner-city children at Odessa grandparents "who are doing a happens under a spotlight. "Society balked at the longer school-year Brown Children's Clinic in the Cen- beautiful job," Thomas says, "but wants instant results," Adams says, calendar at T.T. Minor, or didn't tral District. Now, she draws on her they're tired. They need support, too." sighing as she settles into a rockingwant to learn new teaching prac- 24 years of experience as a nurse A petite woman with a blazing chair in the school's new family cen-tices. Last year, Adams had to fill 26 practitioner to find ways to help smile, Thomas admits that it can be ter. "And impatience causes people staff vacancies, many with teachers children who are put at risk by discouraging to see the "toll" poverty to be critical." brand new to the profession and the poverty or family distress. takes on family life. "I see families Instead of trying for an overnightneighborhood. A new schoolwide A child's behavior at school, needing counseling, housing, jobs, miracle, T.T. Minor is growing into approach to discipline has also Thomas knows, can be a symptom and food. Many children suffer from its new shape gradually. Some new meant some confusion while stu- of other concerns. So when a teacheremotional and social deprivation. program offeringssuch as the dents learn "peacemaking" skills calls her to help with a student who We can provide some help to chil- before-and after-school program to settle their own disputes. New is disruptive in class or whose be- dren at school, but they also need that's not only free, but integrated students are introduced to these havior is impacting his ability to support in place when they go into the rest of the school dayare conflict-resolution skills from their learn, Thomas starts by gathering home." It's a circle, she explains. available to all children in the build-first day in school. But older stu- more information. She uses a "What happens at home affects the ing, from kindergarten through dents, accustomed to a more tradi- "holistic approach," she says, find- child's well-being, socially, emotion- fifth grade. But specific classroom tional approach to discipline, have ing out about the child's family andally, and cognitively." The outreach enhancements, such as smaller- had to adjust to the new school medical history until she has all thethat Thomas coordinates is needed sized classes, child-centered curric- climate. "The challenge now is to information necessary to understandto carry out the holistic approach ula, and onsite teacher training, aremake it seamless," Adams explains, why the child is being disruptive. to keep that circle unbroken. being phased in. During the 1998- "so there is no division." Thomas often pays a visit to the Aggressive outreach is an invalu- 99 school year, 80 children in pre- Despite the day-to-day challenges, child's home as part of her assess- able benefit that Sloan's support is kindergarten and kindergarten were Adams is keeping an eye on the ment of the child's needs. She asks providing, says Pauline Hill, who part of the new Enhanced Program. dream that drew her to the Central about prenatal care, birth history, oversees elementary education for This year, the program has grown toDistrict last year. "If we're given timeand ongoing primary care. She the Seattle district. "Our nursing include first grade, serving a total to get it done," she predicts, "not considers all the information neces- staff throughout the district is mini- of 120 students. Next year; second- only will our kids eventually blow sary before "labeling" a child. mal, at best," Hill says. "This out- graders will come into the program. the achievement tests out of the Next, she looks for solutions. reach connects families with services By 2003, the whole school will be water, but they will be leaders. This Thomas provides case management,they might not ordinarily receive." participating. will be a fundamental, monumen- bringing all the support pieces to- And because T.T. Minor now enrolls Principal Adams is responsible tal change that will seep into the gether "to enhance the child's de- pre-K students, she points out, "chil- for the education of all 260 students, community." velopment." Some children, she dren are getting the services they of course, not just those enrolled in C ®MIll"ILIETIING TEE ORME says, get bounced from one foster need even earlier in life." the new program. And that's led to Before she joined the reorganized home to another if their family is in Throughout the Central District, some inevitable tension. Some par- T.T. Minor staff as the school's Healthturmoil. They need stability. Some signs of revival are becoming more ents, for instance, complained last Care Coordinator, Elizabeth "Liz" may need psychiatric evaluation, visible, with new housing going up, year of "hamburger versus steak" Thomas had already devoted a longbut lack insurance to cover mental older honies being refurbished, and

01, City Kids: What Helps Them Thrive 71 24 even a new Starbucks open for busi- ing their tempers in check when ness. But poverty remains widespread.frustrations pile up might discover Census reports from 1990 showed they have the strength of self-control. nearly a quarter of the neighbor- Similarly, Thomas asks parents to hood's 10,000 households living identify their children's strengths. below the poverty level. At T.T. Minor, "It's so easy to focus only on the more than 75 percent of children negatives," she says. "When I ask qualify for free or reduced-price them what their child does well, lunches. The Central Area Develop- their eyes light up." ment Association is bringing eco- Teachers need to be aware of nomic investment back into the these strengths "and find a way to once-blighted neighborhood, but nurture," says Thomas. "To build long-time residents like Thomas on the strengths of our children is a worry about poor families feeling job for the entire community." On squeezed out by gentrification. "Whotheir own, neither a wise nurse prac- can afford these new homes?" she titioner like Thomas nor a wealthy asks. What keeps Thomas optimistic,philanthropist like Sloan can re- she says, "is when I see children move stresses and risk factors from start to succeed and not placed in the lives of minority children grow- special ed. That helps me. And whening up in a poor neighborhood. But support filters into children's homes, T.T. Minor students working together, they can go far to are given ample that has a rippling effect on the opportunities to share promote resiliency. "If we build on their strengths and whole community." develop their skills. children's strengths and teach them Looking around at the Central the skills they need," Thomas says, District, Thomas sees beyond the "they will grow up better prepared struggles many families face. She to cope with the stresses of school, sees their strengths and shares their community, and home life." pride. When she teaches parenting RESPECTING CIIIIELBRIEN classes, for instance, Thomas starts Tall and broad-shouldered, with a by having parents look inward, to strong voice that carries across a take stock of their own attributes. crowded room, Carla Coffey is a She asks: "How do you parents pro- commanding presence. But when mote your own well-being? What she's talking to a young child, this makes you happy? What's good in African American woman bends her your lives?" Mothers who are young knees, gets face-to-face, and talks might realize that their youthful softly. "Respect children," she says, energy is a positive quality, for ex- summing up the philosophy that she ample. Those who are good at keep-brings to early childhood education. 72 NWEDUCATION /Winter1999 Nielsen, a Seattle School Board Several weeks each year, Coffey ing, Coffey suggests, is supportive. 25 member who has been successful travels from Atlanta to Seattle to "The teacher shares control with in the biomedical industry, donated conduct onsite professional develop-the children. You let them help you L $1 million last year to train teachers ment with the T.T. Minor staff. A solve problems in the classroom. and establish an endowment for Seattle schools. specialist in the High/Scope cur- When you see children waving their To channel and encourage commu- riculum and a former Head Start hands, eager to contribute, you nity support for schools, the Alliance teacher, she is helping the school make time to hear what they have for Education was formed in 1995 transform itself into a place where to say. You give them lots of oppor- as a nonprofit partner for the Seattle the child is at the center of learn- tunities to step to the forefront, so Cl Public Schools. In 1998, the Alliance Around the globe, Seattle is known raised more than $8 million to sup- ing. That sounds basic, she admits, that even the shy child can have a as the home of the world's richest port a variety of programs intended but it's often not the first goal in a chance to go first. You understand man. While Bill Gates-sized billion- to increase academic achievement, classroom. their strengths and their struggles." aires aren't exactly commonplace ranging from professional develop- What does a child-centered class-Most importantly, she says, "You here, this booming Puget Sound ment to arts education to school re- room feel like? That's what Coffey don't tear the child down." community has plenty of other deep form, according to the district. attempts to convey during a recent When Adams is hiring new staff pockets. And increasingly, the city's But drumming up financial support wealthiest citizens are turning their is only part of the Alliance's mission. training session. "It's not laissez- members, she looks for specific qual- attentionand sizable resources Strategic programs have recruited faire, anything goes. That kind of ities that will support children's suc- to improving education. volunteers from the private sector for classroom is in chaos. It puts chil- cess. "First, I want a person who The Bill and Melinda Gates Founda- a reading campaign, to lead environ- dren at risk," she explains. But Cof- truly cares about children. You can't tion, for example, recently established mental field trips, and to bring teach- fey doesn't favor the other extreme, teach that. Next, I want people who the New Millennium Scholars pro- ers up to speed on new technologies. gram to help minority students who "Money can make a big difference either. In what she describes as a are willing to learn about themselves. want to pursue science and technical in education," believes Michelle Bell, "directive classroom," the teacher They may have to change on the studies in college. The project pro- an Associate Professor in the Depart- gives all the orders. That's not effec-inside when they come to an inner- vides annual gifts of $50 million for ment of Health Services at the Uni- tive teaching, she says, "because city school, especially if they didn't 20 yearsa $1 billion investment. versity of Washington. If Seattle's there will always be a child willing grow up in a neighborhood like Stuart Sloan, who made his fortune most successful citizens want to to challenge authority." in groceries, software, and auto parts, make an example of themselves, this. Finally, I want them to have is contributing $1 million a year to she's all for it. "Imagine what might Just as she's saying this, Sherrill skills in the classroom. That's the improving an elementary school serv- happen," she suggests, "if every big Adams happens to stroll within ear- one thing we can teach," the princi- ing a high-poverty neighborhood. business decided to take a percent- shot. Unprompted, the principal pal says. Telecommunications magnate Craig age of profits and put it into educa- crosses her arms across her chest, As a teacher trainer, Coffey is McCaw has donated $2.5 million to- tion.I don't think we can go wrong gets right up in Coffey's face, and often asked to consult on difficult ward Team Read, a literacy tutoring by reinvesting in people." program. Roger Rieger, a real estate says: "You can't make me! You situations, where both teacher and investor, has pledged $1 million for aren't my mama!" The room eruptschild may be struggling. She starts programs to support youth at risk. in laughter, but the message comes by asking the teacher, "What can the He and his wife Annette also founded through. Every adult in the room child do?" Often, all she gets is a the Seattle chapter of the I Have a has encountered a child eager for shrug. When that happens, she tells Dream Foundation, which helps low- income youth attend college. Don someone to push against. the teacher: Find out. Then come

J I The ideal atmosphere for learn- back and talk to me. "Even the worst

'7 3 City Kids: What Helps Them Thrive 26 child," Coffey says, cringing at her that they can make positive contri- look into enrolling her daughter in housed in a comfortably furnished own words, "is doing something butions to their larger community. their neighborhood school. room, complete with sofas and a positive. And that's where you need "It knits into the whole community After attending her first parent rocking chair, just down the hall to start teaching. Focus on what as a resource," explains Miller, meeting, Holiday-Robinson admits from the main office. Parents can they can do." Sloan's project manager at T.T. she was confused by what she duck in for a cup of coffee, have an That can-do attitude is intended Minor Elementary. heard. "They were talking about informal chat with teachers, or con-

to spread throughout the school, as IPARIEIVICS 511G11 child-centered learning. I wondered,nect with resources ranging from a all T.T. Minor children become ac- Tracie Holiday-Robinson knows the what was that?" Although she has food bank to a clothing exchange tive learners, using research-tested desks, stairwells, and purple lockers a college degree and the experience to mentorships for their children. classroom materials. High/Scope, a of TT Minor as well as she knows of ushering three older children "We're here to connect families widely used curriculum originally the decor of her own home. And in through public schools, she wasn't with information they can use as a developed in Ypsilanti, Michigan, is a way, enrolling her youngest child familiar with that approach to stepping stone," Holiday-Robinson the model being used with pre-K andhere last year felt like a homecom- teaching young children. The early-explains, "to bridge the gap between kindergartners. In High/Scope class-ing. This is the school Holiday- childhood classrooms, divided into school and home." She's eager to moms, children master skills as theyRobinson and her siblings attended color-coded activity centers, soundedspread the word, for instance, about explore designated activity areas. as children. It's a neighborhood more like elaborate play spaces than college courses being offered at a They learn to "plan-do-review" as landmark, where Central District traditional, orderly school rooms. nearby community center, complete they engage with manipulative ma-families have been sending their Holiday-Robinson signed her daugh-with child care and transportation. terials. They develop social skills kids for generations. But until last ter up for the pre-K class, but she Her close-up view has convinced and refine language while solving year, T.T. Minor was a place Holiday- also decided to keep a close eye on Holiday-Robinson that the new ap- problems and working cooperatively. Robinson worked hard to avoid, her progress. And ever since, this proach to learning will benefit all In first grade, the curriculum even though she lives only seven mother has been a fixture at the children in the school. "I hear my switches to Purpose-Centered Edu- blocks away. school. "I started out rubbing backsbaby use her problem-solving skills cation, developed at Audrey Cohen "I fought to keep my sons from at naptime," she says, laughing. "I with her big brother at home. She'll College. The Audrey Cohen curricu- going here," she says. "I didn't wanted to stick around and see whatsay, 'OK, you use this toy first. Then lum, a New American School model,think it was a place where young was happening at my baby's school." I'll use it. Then we'll share and cre- builds children's core academic skillsBlack males had a good chance to Staff memberseager to involve ate something together.' She learned by involving them in developmen- be successful. Nobody seemed to parents in their children's learning to do that here," she beams. Simi- tally appropriate purposes. They set care about this school," she says, were thrilled, to have her. larly, Holiday-Robinson has been goals, use their communications explaining whyat least from a Before long, Holiday-Robinson's sold on the wisdom of putting chil- skills, and solve problems en route parent's perspectiveenrollment atphone was ringing with an unex- dren at the center of learning and to achieving each purpose. First- T.T. Minor had been in decline be- pected job announcement. Since engaging them in purposeful activi- graders might decide to invite in ex-fore Sloan's program was launched. last year, she and a co-worker ties. "I hear my daughter make perts from the fire department, for Her older boys, now 10 and 13, still named Stephanie Hunnicutt have elaborate plans for what she's going instance, to help them achieve the attend other public schools in Seat- been operating the school's new to accomplish in class. Imagine, purpose, "We Work for Safety" The tle. But when she heard about the Family Support Center, another ser- being that young and knowing long-term goal is to teach children new direction T.T. Minor was tak- vice made possible because of the you have a purpose, and that it's not only how the world works, but ing, Holiday-Robinson decided to expanded budget. The center is connected to the whole world. 74 NW EDUCATION / Winter 1999 The goal of nurturing "the whole child for the whole year" means that children receive everything from extra meals to better-trained teachers to outreach for their families. "You have to start young," believes philanthropist Stuart Sloan. That's wonderful!" 27 Parents, too, are learning that they have an important purpose in the world of T.T. Minor Elementary School. For the first time in at least three years, a PTSA chapter has been formed this year. Parents have opened their doors to teachers making home visits at the start of the school year. Last year, turnout was near perfect for parent-teacher A - conferences. MUT WI111, DT WORN? Ever since Sloan's gift became public knowledge, people both inside and outside the school have been eager to see results. Does money make a difference? It's still too early to tell. The first achievement tests mandated by state standards will take place next year, when the first "class" enters second grade. Hill, the district elementary coordinator, suspects the tests "will bear out what teachers are telling us anecdotally, that this program is leading to better outcomes for children." Hill has seen kindergartners in the new program mastering skills not usually in place until second grade. "I've seen kindergartners and even pre-K students who are successful readers," she says. Once students in the Enhanced Program begin taking achievement tests, Adams hopes to raise test scores by 10 points annually, a goal Continued on Page 41

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BOISE, IdahoAgematters. SPEAK!GO ENV Just ask the whiskerless 13-year- On a recent autumn morning, as old studying the goatee on the 18- sunlight skips across the Boise River year -old seated at his side. Or listen and warms the nearby foothills to a to the self-assured 17-year-old who golden glow, more than 130 students admits she was more shy "back when gather for a daylong summit to plot I was younger." Like, two years ago. their community's future. Their mis- In the life of a teenager, age de- sion: Imagine an even better place termines just about everything: How to grow up. you talk. What you wear. Where you "You're here to create a vision. can go. Where you can't. Who you You have the power to make it hap- listen to. Who you tune out. pen," says Amy Denton, a leader of But for teens growing up in and the event billed as Youth Speak Out: around Boise, age is starting to take A Call to Action! At 24, with wide on a whole new meaning. In this blue eyes and bobbed hair, Denton fast-growing metropolitan region of looks only slightly older than the more than 250,000, where corporateteens she's hoping to inspire. A re- headquarters have sprouted against cent graduate of Boise State Univer- a high-desert landscape, teens are sity, Denton is an ambassador in a discovering that youth carries clout. program called Youth Engaged in Even though most are still too young Service (YES), part of the Points to vote, they already have the mayor'sof Light Foundation and the Idaho ear and a youth council to advance Commission on National and Com- their agenda. The police chief wantsmunity Service. She's committed to to hear their views. Researchers havehelping young Idahoans develop surveyed them about the issues that leadership skills and connecting affect their well-being. Far from feel-them with service-learning opportu- ing ignored because of their age, nities throughout her home state.

1 1 11 young people are developing a strong Today's summit, sponsored by YES 1 . 1 . . 1 .

1 1. 1 voice in the life of their community.and other community organizations, is intended to elicit a list of key concerns from local youth and generate action plans.

City Kids: What Helps Them Thrive Cro 30 Meeting in a convention center to share." Director of Community ing the discussion. Within minutes, old junior from Boise High School, on The Grove, a brick plaza in the Youth Connectiona nonprofit, the guarded hush of kids who have Oppenheimer wears his curly brown heart of Boise's recently revitalized countywide agency that gives youngnever met before gives way to ani- hair parted down the middle. He downtown, the teens represent mid- people opportunities to voice opin- mated discussions. talks fast and with infectious energy, dle schools and high schools from ions, influence change, and receive Facilitators ask: "What are the pausing often to ask, "Does that throughout Ada County. Many are recognitionHo-Setantha is also abiggest problems facing kids today?" make sense?" When he's amused, already involved in student govern- mother of three children, ranging And the answers bubble up, often the corners of his mouth turn up ment and other school leadership in age from 14 to 21. So she knows backed by first person narratives or and his eyebrows arch like paren- activities, but a few have never be- this territory. Before coming to Com-stories about friends struggling to theses tipped sideways. He's a big fore had a chance to speak up so munity Youth Connection, the trans-find their way. Kids in Boisewherebeliever in the power of amusement. publicly. Four students who attend planted New Yorker channeled the schools are strong, the local econ- "For me, community service is alternative schools in the Boise energy of at-risk youth into arts pro-omy is thriving, and parks and out- fun. That's why I do it," he says, ex- School District, for instance, "are jects for the Idaho Commission on door recreation opportunities aboundplaining in a nutshell why he de- still shoulder a familiar list of votes time to two governor's councils, adolescent worries: fitting in; feelinga national campaign to prevent like you have a place; getting along teen pregnancy, a police strategy with your parents; cliques; gangs; board, and a variety of other service feeling harassed by police; tension projects. He suspects more of his between skaters and jocks; jobs that peers would become involved in the don't pay enough and entertain- community, too, if they knew they'd ment that costs too much; stress; have a good time. "They're not drugs and alcohol; peer pressure; going to want to do things," he bilma prejudice because of how you look, says, "if it means sitting in a meet- ;:arliourof _-v dress, or act. ing for eight hours. Teens want to Students at the summit talk about what really matters in their lives. Once they've extracted this long see results." The right spin helps, upbeat about this opportunity to the Arts. She knows that creative en-list of concerns, facilitators press for too, he admits. "I'm sorry if this have a voice," observes Edward ergy can be transforming. She's alsoactive solutions. They ask, "What sounds blunt, but you won't get Mowry, a counselor at Mountain a big believer in building on the can we do about these problems?" many kids involved in something Cove, an alternative high school. strengths of young people. "Instead The assembled teens take on this that has dork written all over it." Nontraditional leaders have been of asking what's wrong with kids," question with such energy, it's as if Oppenheimer is savvy enough to especially encouraged to attend. Ho-Setantha explains, "I like to ask,they've been saving up the answers know that his own childhood has As she looks around the confer- 'What's right? What are their talents?"' their whole lives. been close to idyllic. He's lived his ence room, Jayne Ho-Setantha sees Given an opportunity like the FACES CROWD entire life, with both parents and past the typical teen accoutrements summit, students don't hesitate to Matt Oppenheimer, a facilitator at an older brother, in the same house of baggy jeans, fleece vests, big shoes,put their leadership skills to work. one of the tables, is also president ofon Warm Springs Avenue, one of and earrings. She sees a roomful of Each table is led by a teenager who the 25-member Youth Action Coun- Boise's nicest and most historic individuals, "each with a unique has been trained to be an effective cil, a leadership project of Commu- streets. His father is president and contribution. They all have gifts facilitator, to lead without dominat- nity Youth Connection. A 17-year- CEO of a food processing company;

NW EDUCATION / Winter 1999 MLIM DOSE Is "kid-friendliness" something a community can nurture? A growing consensus among researchers and grassroots activists indicates it is. Several national efforts are underway to scale up the positives in the lives of youth.

America°oke,founded 0 VD*Hm00 Owe, E pro his mother is a counselor in private Although he doesn't use drugs or 31 GeneralConnPowelahno je®tbaR started fill Seattle practice. He loves attending Boise alcohol himself, Oppenheimer still schoolsffid.1:1111MU- area resognioe 4Dw ©Cake- High, housed on the edge of down- enjoys parties. "I can be there, hav- itiestogether40promote dcag ofyoungpeoplekEtt town in an imposing building, com-ing fun, not doing it [drugs and oundations031positivedevel- spreaci40severalcommunities, plete with classical Greek columns. alcohol]. My friends know what I opment: ongoOtfierelation- indbikSpokaneTacoma, Recently, he was selected as one of stand for." Although he can seem gip WilN a am aduit a atkgficlBoiseYOUIA GWA% placeWITstructuredactivities overcomeChilenges orc 35youth correspondents to Teen wise beyond his years, Oppenheimer gurilknons@hoolGum baNGlIAJpedothers People magazine. Although he has doesn't claim to know all the an- healthy*Itmarketable n-ated friends,'Wok gTEM= been nurtured by love and support swers. "Issues need to be approached brougheffe®tiveed u®ati teas.hers,OTotherson tig LW% at home and enjoys success at in multiple ways," he believes.

opportun $ommuntwo aceohonorees school, Oppenheimer has watched "There are no simple solutions." Ihrough®OMMUn service NO go create nuilte ve many friends grow up under starkly Kristin James, a senior at Timber- je®t,nd Eg Klorfu0 ntugg meris-asprom Rink d entrance different circumstances. At times, line High, knows firsthand about Communities Bo[IN Qv M1111. orffy his own good fortune can feel al- the challenges that life can throw lunged David positiveenergyhonorees most embarrassing. But what drives in the way of a young person. At 17, eYig MOM 40 lb@ mentors 4© his activism are the friends he cares she's exactly the age her mother was professors Ow rah onKmmunty about. "It's all built around rela- when she was born. When she was iversity servicedoet 51td tionships," he says. two, an abusive former stepfather rotors Social youthhal0.00 DevelopmentResear®h One buddy, for instance, gets into broke her arm and leg. She didn't ntended engage trouble so often that Oppenheimer meet her own father until she was

«ommunitiesirnladd ressi has offered him $50 if he ever stays seven. When her family moved from problembehavior erd out of juvenile detention for six Utah to Boise two years ago, she promoti positivedevelop- ncl months. He knows a classmate found herself doing some major netSeveralstatesOndalng whose parents do drugs at home, soul searching. "I went through Oregonold V/50W, koN CommunidesThal Cm right in front of their son. At school,a big transition, wondering who I Vabilh SaB measure he hears a double standard applied want to be," she says. One thing she rrha protectivefactors to boys and girls who choose to be became clear about: "Statistics are mongadolescentsilvotb sexually active: "Girls get called high that the child of a teen mom afacivoceon sluts. Guys brag about it." He's be- will be a teen parent herself. But HealthyCommunities come a peer counselor for Planned I'm not a statistic." Healthytublaunched Parenthood because he thinks "guys James drew on her own family Sea*retituteOniii9.96 story to write a powerful speech on Onduckt400Kmmun need to be more involved in preg- M efforts40promote nancy prevention." On weekends, about teen pregnancy. She won a positivedevelopmentand WOW he sees kids chugging beer at par- state competition and went on to &sets Ills Olva oftyoung ties or cruising a popular loop compete at the nationals in Boston. people. gb: tow sear®h- downtown "because they say there's That led to her involvement in other nstitute.org/sommun nothing to do. They don't realize youth projects, such as the Idaho higkongnt, there are other ways to have fun." Youth Action Council and Commu- 79 City Kids: What Helps Them Thrive 0 DoBator30

32 nity Youth Connection. To build herdisregarded our power," she says. a national average of 18. In aca- "When we're planning for new leadership skills, she attended a "I hadn't realized that we might getdemics, too, Boise students tend to parks and recreation facilities," the summer youth retreat organized by involved to solve these issues, and outscore their peers on national andmayor explains, "we need to be able Amy Denton, the YES ambassador. that it could be fun." statewide achievement tests. to have young people involved in And as she has gotten more involved With a strong push from Mayor That's good newsbut not goodthe planning and the debate over in service learning, James has seen Brent Coles, Boise is attempting to enough, according to Mayor Coles. how to use resources. They'll need her own confidence take off. Her develop its youth resources in a de- Under ideal conditions, young people to do their homework, to go to their story brings to life what research liberate, focused way. Using researchwill enjoy at least 31 assets, Search colleagues and gather opinions and shows: that service learning can be on resiliency developed by the SearchInstitute researchers conclude. ideas. We need to show them that a springboard for skill building dur-Institute, based in Minneapolis, Coles is using the assets survey their voice is important. The city ing adolescence. Boise is working to increase the fac- to plan how to bolster support for that we're planning today," he "I never used to see myself as a tors known to support the healthy young people. Under the asset la- stresses, "we're planning for the leader," says the soft-spoken James. development of young people. beled "family life," for instance, 70 next generation." "But now, even in class, I'm raising The Search Institute has identi- percent of Boise-area youth say they Already, for example, young my hand, identifying myself as fied 40 specific assets as the build- enjoy the support of their family residents of Boise have lobbied someone who can lead. I'm more ing blocks of positive development. "That's great, but it tells me that 30 successfully for the city to build a confident, not as shy to open up to To gauge a community's health, percent of our young people need skateboard park. By having youth people." She realizes that she's mo- the institute surveys teens about the help," Coles says. More telling, the members serve on a variety of work- tivated by "positive energy." Today, good things in their lives, asking, mayor adds, is the measurement of ing commissions, Coles hopes to positive energy is what has brought for example, if they receive love and "positive family communication." continue refining the city so that ev- her to the youth summit. After she support from family members; if Only 32 percent of teens surveyed erything from arts programs to new graduates next spring, she hopes to they feel valued by their commu- say they seek advice from parents. parks are designed with young peo- devote more energy to a yearlong nity; if they feel safe at home, at "That means they're not talking ple in mind. service project before she heads to school, in their neighborhood; if about serious issues at home," Coles Coles has also challenged the college. "I want to know that I'm they feel optimistic about the future.says. The mayor is also troubled by business community to connect with making a difference." The more assets young people ac- a low percentage of teens-20 per- young people in positive ways. Build- knowledge, the better their chances centwho say they feel valued by ing positives into the lives of youth For the young people involved in of avoiding high-risk behavior, suc- the community. doesn't have to be complicated or the summit and other recent activi- ceeding in school, and becoming To show young people that they expensive, he points out. "At the end ties to promote youth involvement adults who will contribute to their do matter, Coles has successfully of the day, a lot of adults go inside in the community, these exercises incommunity. lobbied for an ordinance that calls their houses but not into their neigh- citizenship feel new, refreshing, and A recent Search Institute survey for a young person to be appointed borhoods. We need to encourage important. Before attending her firstof more than 5,000 Boise-area teensto each of nine city commissions adults to talk to kids, one on one. youth summit, Jessi Bodily, a senior shows local youth scoring slightly and boards. The youth members areJust have a conversation. It seems at Kuna High School, never imag- above their peers nationwide on the expected to voice the needs of their so simple." A father of five, Coles ined that adults would pay attentionassets scorecard. Boise-area youth peers, so that city funds will be spent acknowledges, "All kids are differ- to what a group of kids might say. report an average of 19.3 of the 40 on projects that will directly benefit ent. Some will talk to their parents "Even though I am a teen, I had assets in their lives, compared with young residents of Boise. and some won't. They need another

NW EDUCATION / Winter 1999 BO adult in their lives." say is exacerbated by peer pressure and spur more teens into action. Mayor Coles is already looking 33 Bringing more youth voices into and lack of attractive alternatives Community involvement, he has forward to three years from now, community affairs is an idea that for recreation learned, "is like an escalator. If you when researchers from the Search will take time and an investment "These aren't easy issues," Den- step on, for the right reasons, it Institute will return for a follow-up in training. "Young people need to ton tells the group, "and they're notkeeps taking you up and up." assets survey. He's hopeful that some know how to work with adults in a unique to this community. But you Jayne Ho-Setantha smiles as she key numbers will improve, especially group setting," Denton acknowl- have a chance to deal with them watches the teens get excited about those measuring whether teens are edges. She tries to build training here, now" their own ideas, even though she likely to avoid risky behaviors. "We into service opportunities to give In a free-wheeling, noisy brain- recognizes the hard work that awaitsought to be able to push this the teens a better chance of being suc- storming process, they attempt to if they're going to move from talk toright way," he says. In the mean- cessful volunteers. Community Youth do just that. By the day's end, groupaction. She's already up to her el- time, there's plenty of work to do. Connection also provides training toapplause is loudest for two specific bows with other youth-friendly pro- Building on the strengths of Boise's help build teens' leadership skills kick-off projects. Clean Rock, which jects. By year's end, she'll be busy youngest citizens, Coles says, "ener- "so they can play an effective role," Oppenheimer's table imagined, is coordinating the Youth Hall of gizes our whole community." adds Ho-Setantha. What can organizations get back if they decide to include teens? Seventeen-year-old Jessi Bodily is often the lone youth voice when she attends meetings as part of her in- It ternship at Idaho Public Television. A But she finds that the adults around the conference table are interested in her ideas. "We young people are just Gathering on a plaza known as The Grove, Boise youth come together to improve their community. starting to look at life and all the intended to be an alcohol- and Fame, a public art project that hon- things we might want to do," she drug-free entertainment event fea- ors young people who have con- says. "We can offer a different per- turing musicians who can double tributed to the community. The spective. We bring creativity, energy, as positive role models. A Kindness Community Youth Connection's and passion, and sometimes that Celebration, for which James and Youth Action Council hopes to can inspire others." others have advocated, is envisionedlaunch a newspaper for teens. MOGI V= ACTION as a way to showcase the commu- And today's summit has resulted By the afternoon of the youth sum- nity's diversity and involve teens as in dozens of other good ideas that, mit, two issues emerge as the group'smentors to younger students. These with the right energy from motivated top concerns: two projects will be the next activi- young people, could make Boise a Tolerance, a broad term meant toties that Community Youth Connec- better place to grow up. But Ho- encompass issues caused by preju- tion sponsors. Setantha is wise enough to be pa- dice, cliques, and stereotypes Oppenheimer hopes the energy tient. "We have time," she says. Substance abuse, a problem teenswill carry past this one-day event "We can make it happen."

City Kids:What Helps Them Thrive 81 .

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ANCHORAGE, AlaskaA man But Clark has found a way. like everyone else in the nation. I apart. Maybe that's what she thinks 35 and woman climb the steel-grated While this community's struggle believe all kids can learn, because about, the apart-ness, when she's stairs of the pedestrian overpass, with poverty and transience are evi- they can and because I know they teaching her language-minority each with a crisp bag holding a newdent on the streets this morning, in-have to. They have to learn the cur- students. Because that's the one bottle of liquor. They speak low to side a classroom at Clark. growth riculum that's set out in the state thing she won't allow: separation. each other as they cross over the and hope are in much display. It's guidelines. It's my job to figure out You can have your own ideas, but noisy intersection, not returning the 10 o'clock Eighth-grade math classhow to make it work for them." you have to take your place along- nod of a passerby. Below, at a bus is starting. This is Ms. Darling's Indeed, Darling has been makingside everyone else in her room and stop, weathered men sit on a bench realm. In here. the October sun fil- it work for them for a long time. speak out. By now, pretty much ev- and sip from their own brown bags. ters through the yellowing leaves of Before relocating to Anchorage four eryone does. Behind them is Clark Middle School;birch trees. falling bright on desk- years ago, she and her husband, "They're yappy," Darling says across the street is the liquor store. tops and young faces. Highway traf- William, 51, a retired teacher; lived about her students, "but you have This is an eastside neighborhood in fic may roar outside, and Air Force for 25 years in the Bristol Bay com- to honor that. They're always check- Alaska's urban enclave, Anchorage, jets may roar above, but, in here, munity of Dillingham on Alaska's ing with and helping their neigh- where some 260.000 people live one can get down to the business western shore. They raised their two bors, and as they teach each other; nearly half of the population of the of learning. children there, Evan, 20, and Brook,they're reinforcing what they've statebut it could be any scene of It's not a magical place. It's or- 15. Darling taught eight years in been learning in class." -- urban disadvantage in the Northwest.derly, cheerful, rigorous. In here, the Dillingham school where 80 This prompts a new thought, and Clark Middle School scores the students can speak their ideas out percent of her students were Alaska she shakes her dark hair away from highest of local middle schools on loud. They don't have to be right, Native youngsters with varying de- her face. "Sometimes. what they're measures of hardship, according to but they do have to try says Mary grees of English proficiency learning clashes with their religion, Anchorage School District records. Ellen Kislev Darling, 52. whose high Maybe it was there. in that small especially in science. We talk about It is by far the poorest middle schoolexpectations are tempered with warmfishing community, where she fig- where science and religion meet or in the city, with 60 percent of its stu-humor. Even those students who areured out how to help language: do not meet. You have to recognize dents receiving free or reduced-pricejust learning to speak English have minority students make sense of those differences. They know things. lunches. Its student mobility rate is to participate. English language and Western ideasYou've got to acknowledge them." also high; nearly half of its enroll- Half of Darling's students are and culture. Or maybe she learned Yagga was a girl who didn't want ment turns over during the school English-language learners. Darling something about that many years to be acknowledged. Not at first. She year For the past several years, stu- and bilingual tutor Ina Carpenter, ago. Her own parents moved from came to the states two years ago

dents at Clark have scored on or who grew up in the Yup'ik village Czechoslovakia to the American from West Africa. below the 50th percentile on stan- of Kipnuk in Western Alaska, do Midwest as children, their families She told Darling, "I don't speak dardized tests in all subjects tested. double-duty assisting students with fleeing persecution and seeking pros- good English so don't ever call It's exactly the sort of place that is vocabulary, extra time. discussion, perity by farming the rich soil of on me." in most need of expert teachers who review; whatever it takes to help Wisconsin. Mary Ellen grew up Darling replied good-naturedly, can help disadvantaged youths get athem succeed. Don't tell them you speaking Czech at home until ele- "Guess what? I pick on people!" toehold on a better life. Yet, during can't do it. Bottom line. you can't mentary school, when teachers pres- "You think I can do this, but I a time of teacher shortages, an quit, says Darling. sured her parents to learn English. can't," Yagga said. urban school like this is often the To a visitor. she explains: "They Today, there's a certain quality to "You won't get any better if you least likely place to attract them. have to survive and get along just Darling's voice that sets her slightly don't try" Darling told her. 83 Bilingual tutor Ina Carpenter (right) grew up in a Yup'ik village and now helps students in an Anchorage middle school Even from urban playgrounds (bottom photo), the Alaska wilderness is never far away Students attend Clark Middle School

36 Darling says she presses her stu- Shortly after Darling was hired, the dents to be brave and to learn to takedistrict began limiting starting sala- care of themselves. It seems to be ries by capping the number of years working. These days, Yagga doesn't of experience teachers could be cred- wait to be picked on, but raises her ited While Darling received full N hand in class and speaks out. credit, teachers moving into the dis- * * * trict today are credited a maximum Teachers like Darling are prized of three years That can mean tak- by school district recruiters. In the ing a pay cut of thousands of dollars Anchorage School District, where 20 "I'm very lucky," says Darling percent of the students speak 85 dif- "It's a foolish policy They don't re- ferent languages, it can be tough to alize how much richness they're find well-qualified teachers who maylosing in teaching experience " be monolingual but are skilled at The practice has helped to di- teaching core academic subjects minish what not so long ago was a like mathematics, science, social deep pool of experienced applicants, studies, and language arts to recruiters say When Darling first language-minority students. It's started looking for a teaching posi- an unfortunate irony that poorer tion in Anchorage, there was a sur- schools with the greatest need are plus of teachers In fact, she was likely to have the least-skilled teach-told she'd probably have to substi- ers. These schools are experiencing rf the greatest influx of students who do not speak English as a first language. People new to this country (as well as other language minorities) who are not affluent often first settle in lower-income neighborhoods where housing is more af- fordable. Of all the middle schools in Anchorage, Clark has the highesttute for several years before finding

1 percentage of bilingual students, a permanent job about 25 percent. "Now, they can't even find enough While Darling is the sort of teachersubstitutes," she says administrators are eager to have in While there is a need for content lower socioeconomic schools like teachers skilled in teaching language- Clark, recruiting such experienced minority students, bilingual and staff has gotten especially difficult. English-as-a-second-language

NW EDUCATION / \Enter 1999 specialists are also sorely needed. Increasingly, language-minority state-mandated retirement incen- Education. Because Anchorage is by 37 Districtwide, more than 4,500 stu- students and their families are liv- tive, persuading many higher- far the largest city in a far-flung dents are receiving bilingual educa- ing in places that have not previ- salaried teachers to take a $10,000 state, it receives a large number tion services, about 9 percent of the ously served large numbers of bonus for retiring from the district. of special-needs students, says Reh- student population, says Maxine English-language learners. Ac- Three hundred seasoned teachers mann. Parents of children with spe- Hill, bilingual education supervisor. cording to the U.S. Department of took the offer. Several other events cial needs often choose to live in Many of these are Alaska Native stu-Education, between 1990 and 1997, amplified the need. Under a state Anchorage precisely because it offers dents who speak Yup'ik, Inupiaq, the Northwest and Southeast states initiative, the district reduced class ample social and medical services. Koyukon, Tlingit, and other native received the greatest increases of sizes in elementary grades and in Now is the time to be more cre- languages. But the fastest growing limited-English-proficient students. core courses in ninth and 10th ative, says Russ Ament, Personnel segment of language-minority stu- About that same time period, the grades This, coupled with the con- Director for the district. Instead of dents consists of youths who have Anchorage School District added al- struction of several new schools, recruiting only on the West Coast most 10,000 new students to its ros- spread the teaching corps even where competition for teachers is ter; three-quarters of these young thinner. Additionally, until this fall stiff, partly because of California's people were from an ethnic minor- when anticipated enrollment droppedclass-size reduction initiative, re- ity group, district records show by about 1,000 students, enrollmentcruiters decided to go farther afield. Today, more than a third of all stu- in the district had been steadily in- It seemed to make sense to recruit dents in the district are minority creasing, growing by almost 18 per- in same-weather states, places like students. cent over 10 years, according to Wisconsin, Minnesota, the Dakotas, In addition to second-language district records. Massachusetts, and New York, where specialists, other experts are also After hiring between 800 and people aren't fazed by months of in great demand. Special education 1,000 new teachers over a recent snow and ice. Also, hiring recent moved to Alaska from distant is- teachers, speech pathologists, occu- three-year period, the district is feel- college graduates would circumvent lands or other countries: Hawaii, pational and physical therapists, ing the pinch, says Teresa Johnson, the problem of the three-year limit the Pacific Islands, the Philippines, school psychologists, librarians, Director of Training and Profes- on credit for experience. District Mexico, Vietnam, Korea, Thailand, and other professionals are needed. sional Development and recent past staff set up booths at university job Russia. Last year, 120 new Hmong School districts are avidly seeking director of personnel. There's now a fairs, reaching out to new graduates students were enrolled. This year, these specialists to fill a need inten- dearth of available teachers in such who might be interested in an about 140 new Hispanic students sified by new immigration, disabilities areas as advanced math and science,Alaska lifestyle. moved to the district. The number legislation, information technology, as well as specialists. For example, This is an important considera- of new Russian and Albanian stu- and a growing recognition of the there were 60 openings for special- tion. It's not uncommon for some- dents is also increasing. individual learning needs of students. education teachers at the beginningone to accept a teaching position in Language-minority students, in After years of dipping easily into of this school year; nearly half of Alaska, only to find the winters not fact, are the fastest-growing group the scores of resumes sent by teach- those positions were still vacant wellto their liking and leave after the in schools throughout the Northwest. ers eager to work in the state's most into October. There's been a pressingfirst year. Of four new teachers hired Their numbers have more than urban district, events converged to need for special-education teachers last year from one university, two doubled in Alaska, Idaho, Montana, create a teacher shortage in Anchor-for several years, says Robyn Reh- declined at the last moment, and Oregon, and Washington this decade.age. In 1998, the district offered a mann, Executive Director of Special another left Alaska as soon as school

City Kids: What Helps Them Thrive 85 38 ended in the spring. Targeting statesdream come true. Nevertheless, the road is popularly known. Built by meled solitude in the Chugach with similar weather has resulted indecision to move northrather World War II soldiers, the road wendsMountains or the outdoor chic of a some successes, says Ament. than to their warmer choices, Ari- northward from Great Falls, Mon- ski resort. Last winter, the two spent "To me, we have one of the great- zona or North Carolinatook sometana, through three western Cana- their leisure hours showshoeing est national treasures and that's the mulling over. Alaska can be not onlydian provinces, to Fairbanks, Alaska.through white scapes of spruce and state of Alaska. It's not for everybody,cold, but expensive. The cost of liv- Camping in Canada's spectacular birch. This winter, they're looking but it has a small population so youing in Anchorage is about 25 percent national parks, the Flemings cele- for a house to buy. can still make a difference. And higher than in Buffalo, with hous- brated their honeymoon on the road. you're one mountaintop from un- ing costs some 40 percent more, ac- The wilderness and expansive skies spoiled wilderness," he says. cording to the U.S. Census Bureau. of the sub-Arctic terrain nursed their * * * During her final year in the li- imaginations about what awaited In Buffalo, New York, recently, the brary science master's program at them in their new hometown. But Anchorage district's Teresa Johnson State University of New York in Buf- what they found in Anchorage recruited a young woman who had falo, Fleming heard that the Anchor-wasn't what they were expecting. just completed a master's degree age School District was recruiting "It was shocking to see that it is in library scienceanother high- on her campus, looking for librari- so urbanized," Fleming recalls. "You demand areawho seemed a par- ans, special-education teachers, andcome to Alaska thinking you're ticularly promising candidate: She other hard-to-find teachers. She going to be living in the great out- was highly qualified and she loved signed up for an interview What doors, so it was surprising to find winter sports. about the cost of living? she asked. how much of a city it is." "I remember her so well. She'd In Alaska, she learned, there is no Johnson was there to smooth the already been on the Internet and sales tax, no income tax, and resi- transition. She put the couple up in completely researched Anchorage, dents receive annual dividends of asher own home, drove them around the cost of living, and had a list of much as $1,700 from Alaska's Per- the city to acquaint them with their questions for me," recalls Johnson. manent Fund (a state investment new community, and helped them "She and her husband are inter- fund derived from oil revenue in find a mechanic to fix their truck's ested in outdoor activities: winter which half of annual earnings are engine, which had succumbed to camping, fishing, and snowshoeing.distributed to Alaska residents). By the beating it got on the long, hard Her personal interests coincided withher calculations, that made up for drive. Johnson's care and nurturing some of what the state has to offer, the higher costs. Before she left the of the newcomers paid off. Unlike so it seemed like a good match." interview, Johnson told her that if many newly arrived teachers, Flem- Heather Fleming, 30, is now a li- she wanted it, the job was hers. ing didn't leave after her first year. brarian at Central Middle School of In the end, the Flemings decided It's now her second year at Cen- Science, an innovative school in a to exchange warmth for the pursuittral, and she and her husband are mixed socioeconomic neighborhoodof adventure. Newly married, they happy with their new life. In Alaska, of Anchorage. For her and her hus- packed their truck with possessions they discovered, escape from urban band, Patrick, 31, who is a carpen- and drove up the Alaska-Canada congestion is not far away. An hour's ter, living in Alaska is a childhood Highway, or Alcan as the 1,400-miledrive can remove one to untram-

NW EDUCATION /Winter 1999 39 ORTLAND, Oregon Tony Hopson knows the Pneighborhoods of inner North and Northeast Portland. He Partnering with schools and families, Tony Hopson and his crew at Self grew up here, so the area's problems Enhancement Inc. are transforming the community, one child at a time. and challenges are no surprise to him. He knows that, with the highest rates of unemployment, poverty, and violent crime in Oregon, this pocket of the city is often short on heroes and hopeful attitudes. He also knows that this doesn't mean the kids in his community can't have big dreams and bright futures. Just look at what this North Portland kid has accomplished. As founder and director of Self Enhancement Inc., Hopson, 45, spends his days nurturing dreams and cultivating hope. His nonprofit youth program works with kids from inner-city schools in the Portland district, supporting them in their academic classes, helping them develop new talents and skills, and teaching them the values and attitudes they need to become positive, contributing members of society.

Back in 1981, when Hopson was Tony Hopson is at the center of a community effort to help children overcome barriers to success. a young teacher at Jefferson High, opened the Center for Self Enhance-may consume much of his time best that I could be." SEI was born as a one-week sum- ment. Anchoring a small city park these days, but his open manner The 1,200 kids SEI serves each mer camp that blended basketball once controlled by drug dealers and and ready smile make Hopson ac- year don't have a lot of role models drills and scrimmages with aca- gangs, the $10 million, 62,000 cessible to folks from the commu- elsewhere in their lives. Most are demics and life skills. That one-weeksquare -foot community center boastsnity he serves. from single-parent homes below the camp stretched to two camps, then multiple classrooms, a gymnasium "When I was growing up, I poverty level. Many are in foster care, four. Fueled by grants, government with a regulation basketball court, could always envision a positive fu- or living with grandparents. A lot of contracts, and donations, SEI is nowan auditorium, recording and danceture," he recalls. "We had role mod-these kids are not getting what they a year-round operation, with a full- studios, a library, a computer lab, els that helped to motivate us towardneed, in both their families and time staff of 75, onsite coordinators and a cafeteria. As Hopson moves something better. We had parents their schools, stresses Hopson. in 11 schools, and extensive after- through the center, greeting kids who were willing to pass on the SEI is designed to fill in the gaps school and summer programs. and catching up with staff, it is skills and the knowledge needed to in these kids' lives. For its school- Nearly three years ago, SEI got clear that this is a man who loves be successful. And I had a good peerbased program, full-time coordina- a permanent home when Hopson his job. Meetings and phone calls group that challenged me to be the tors serve as student advocates at

City Kids: What Helps Them Thrive R 40 five elementary schools (Applegate, Daymond Glenn remembers ipate in SEI's after-school, weekend, from offsetting the positive gains Boise-Eliot, Humboldt, Vernon, and well the "push" he got from SEI. and summer programs. An addi- children make. Wood lawn), three middle schools As a freshman at Grant High, Glenntional 400 kids are currently taking SEI has earned numerous (Ockley Green, '111bman, and Whit- signed up for a summer basketball advantage of these programs. awards and accolades, including aker), and three high schools (Ben- camp because he "got a free pair "Everything at SEI is done with recognition from the U.S. Centers son, Grant, and Jefferson). Many areof shoes at the end." Now a poised, class," notes Vernon Elementary for Disease Control for being a na- schools where student performance articulate 26-year-old, Glenn is start-Principal Linda Wakefield. Wake- tional model of violence prevention. is lagging. Coordinators help each ing his third year as the SEI coordi- field has worked with SEI for years, But, for Hopson, the best barometer student develop an Individual Suc- nator at Vernon Elementary. More in three different schools, and has of the program's success is what for- cess Plan, where they set academic than any activity or curriculum, theseen firsthand what it can do for mer SEI kids, like Glenn, are doing and social goals and plan strategies program's power lies in the relation-students. "They have high expecta- with their lives. (For an interview to meet them. They also work with ships it fosters, Glenn believes. "Theretions," she says. "That's so impor- with another SEI student, see Page teachers to make sure kids are keep-are so many intangibles that we do," tant, especially for the kids who may46.) Says Hopson: ing up in classes, and they meet withhe explains. "That's the beauty of not get them anywhere else." "The ultimate goal for us is to families to get them more involved SEI. Just checking in with kids. Say- What sets SEI apart from other raise up kids that can be positive in the school. ing, 'I like your outfit,' or, 'Your youth programs? Four things, ac- role models to other kids. To raise A structured after-school pro- hair looks nice today.' Giving them cording to Hopson: up individuals that can contribute gram complements the in-school a hug. A lot of the kids are with- 1. The relationship model. to society and be willing to give back, support. Twice a week students stay drawn socially. To see them break Rooted in African tradition, this in the way that we're trying to give after school for homework help andout of their shell or light up when I model is at the core of SEI's philos- back. So that all of this kind of per- tutoring, and a curriculum that enter the roomit's awesome." ophy. According to the model, staff petuates itself." touches on drug and alcohol aware- Students are selected for SEI's move in and out of three roles In Portland's inner-city neigh- ness and violence prevention; other program according to a "barriers parent, mentor, and instructor borhoods, the cycle has already days they ride a bus to the Center list," which catalogs a number of in interacting with kids. begun. for Self Enhancement. After a snack risk factors, such as low economic 2. Continuity of services. and a mandatory homework period,status, single-parent households, Children begin the program at age kids pick two electives from a roster foster care, academic deficiencies, eight, and can continue with it until of academic classes and recreationalbehavior problems, and so forth. they are 25. They work for years with activities: band, cartoon drawing, More than 90 percent of participat- coordinators who are often the only African dance, Fun with Numbers, ing students are African American, constant in their lives. reading enrichment, and much and about 50 kids are chosen from 3. Comprehensive programs. more. With budget cuts trimming each school. Of these, 60 percent areSEI works with kids in school, after the arts from many school sched- "Greatest Impact Kids" (those who school, during the summer, even on ules, this is often the only exposure have a number of risk factors); 30 school holidays, so they get year- students have to subjects like music percent are "Intensive Intervention round, consistent support. Accred- and visual art. Kids" (those with nearly all of ited summer classes allow students "We're trying to expose them to them); and 10 percent are "Leader- to make up lost credits and meet enough things so that we can find ship Kids" (those who demonstrate benchmarks. out what button turns them on," leadership qualities in school and 4. A family-based approach. says Hopson. "And if you can find among their peers). While SEI Because at-risk kids usually go home that, you've got them. Because now spends about $2,500 a year per to at-risk parents, SEI works with you can use that one thing to push child, families pay nothing for the families to help them deal with them in a variety of other positive program. For just $40 a year, stu- their circumstances. This helps pre- directions." dents who aren't selected can partic-vent a negative home environment

L. ivw EDUCATION / Winter 1999 88 URBAN NORTHWEST: BY THE NUMBERS THE EDUCATION OF AN ANGEL 41 Continued from Page 27 Continued from Page 10 Urban districts in the Northwest, by comparison, tend to have a she considers within reach. In the tary. In the coming months, she'll smaller percentage of minority students. Seattle is the most diverse of meantime, she appreciates Sloan's be measuring not only student the large districts in this region, with 40.6 percent of students being patience. "He hasn't tried to micro- learning, but also the concept of non-White (24.7 percent Asian/Pacific Islander, 22.8 percent Black/ manage this program," says the "affiliation," which refers to the re- non-Hispanic, 8.9 percent Hispanic). In both Anchorage and Port- principal, "and he's putting money lationships between school and stu- land, about two-thirds of students are White. In Anchorage, the where he said he would." dent, between teacher and student, largest minority group is American Indian/Alaska Native (11.5 per- In her ongoing evaluation of the between community and school. cent), followed by Black (8.7 percent), Asian/Pacific Islander (7.8 program, Michelle Bell has had a Finally, the evaluation will assess percent), and Hispanic (4.9 percent). In Portland, the largest minor- chance to talk with parents, teach- "well-being," a broadly defined ity group is Black (16 percent), followed by Asian/Pacific Islander ers, administrators, and communitymeasure of health that reaches into (8.6 percent), Hispanic (6.4 percent), and American Indian/Alaska members, as well as the board of the whole community. Native (2.3 percent). trustees that oversees the additional Earlier this fall, a groundbreak- Poverty, a factor in most of the large urban districts, appears to be support program. Her report at the ing ceremony took place for a new less prevalent in the Northwest. In the 100 largest districts, 49 percentend of the 1998-99 school year high-community playground on the land of students were eligible for free lunch in 1995-96, compared with lighted both accomplishments and adjoining the school. This project is 35 percent of students nationwide. In Portland, 32 percent of students challenges. She found students ex- not another gift from Sloan, but an were eligible for free lunch; in Anchorage, 17 percent qualified. NCEScited about learning, parents pleasedinvestment by the city. An asphalt did not have a comparable figure available for Seattle. During the to be connecting with needed ser- lot is being transformed into a grand 1998-99 school year, however, Seattle reported 41 percent of its stu- vices, and school staff pulling to- neighborhood gathering place, com- dents qualifying for free or reduced-price lunch, a percentage that's gether as a learning community. plete with gardens, theater space, been declining since 1996. Communication between school and playing fields. Holiday-Robinson Urban schools in the Northwest also invest more per pupil than and home needed work last year, guesses that more than 400 people other large districts. The average per pupil spending in the nation's Bell says, but continues to improve. turned out for the ceremony. One of 100 largest school districts in 1996 was $5,513, compared with Communication has been an issuethe faces she spotted in the crowd $6,343 in Anchorage; $6,622 in Portland; and $6,723 in Seattle. within the building, as well, Hill was a veteran teacher from T.T. Sources: Characteristics of the 100 Largest Public Elementary adds. "We could have done a better Minor. "You should have seen his and Secondary School Districts in the United States: 1997-98 job last year with orientation of newface," she relates. "He kept saying, (National Center for Education Statistics, July 1999); Estimates staff. This year has been better. All 'Imagine! A grassy playing field!' of the Population of Metropolitan Areas (US. Bureau of the Cen- teachers are learning more about For 28 years, he's been holding his sus, July, 1996). the new curriculum models. It's be-gym classes on pavement." coming a more seamless school." But brighter days are ahead for To measure the school's success, children in the Central District, Bell has designed an evaluation thanks to a millionaire's gift and a matrix that looks far beyond the community wise enough to run classrooms of T.T. Minor Elemen- with it.

89 City Kids: What Helps Them Thrive 42 Many urban districts are putting more muscle and LE ON I OM THE CMES resources into efforts to help lower-achieving students Continued from Page 11 meet performance standards. In Portland, for in- bring more persons of color into Portland class- stance, the district has provided extra help and more rooms. Participants, according to Director Deborahfunds for 25 schools where students consistently Cohgrave, "are people who know this community, achieve below goals. In Seattle, extra dollars follow know the reality of an urban classroom, and are pas- low-income, lower-achieving students to the schools sionate about wanting to make a difference." Similarly, where they enroll. The "weighted students formula" is Pathways to Teaching Careers, an initiative funded by intended to target resources to students who need the DeWitt Wallace-Reader's Digest Fund, works withthem most. model programs on 42 college campuses to recruit In The Challenge of Detracking, a 1998 ERIC re- and train teachers for schools serving low-income port, authors John H. Lockwood and Ella F. Cleveland neighborhoods. point out that "excellence" has been the rallying cry to Such outreach efforts can be expected to increaseimprove student achievement while "equity" refers to as urban districts struggle to fill openings with quali- access and participation in a quality education for all fied staff. In August, for instance, HUD rolled out the students. The two terms should not be mutually exclu- Teacher Next Door initiative, offering incentives for sive, the authors argue. teachers to purchase homes in low-income neighbor- Indeed, research shows that raising expectations hoods targeted for revitalization. Like the depart- promotes a culture of excellence within a school that ment's popular Officer Next Door program, which has can benefit all students. helped 2,700 police officers buy homes, the new To champion high expectations among minority teacher incentive is designed to encourage teachers tostudents, the Urban League has launched the Thur- live in the neighborhoods where they work. good Marshall Achievers Society as part of the Cam- And the National Commission on Teaching and paign for African American Achievement. A national America's Future, recognizing "a special emphasis on honor society of Black students, grades three to 11, the...teaching needs of urban districts," has launchedthe Achievers Society underscores the importance of an Urban Initiative, with the Ford Foundation pledginghigh expectations and attempts to counter negative $1 million to help city districts recruit and keep well- peer pressure. Supported by the Congress of National qualified teachers. Black Churches and a grant from the Lilly Endowment, Closing achievement gaps the campaign urges African American parents and Although many urban districts are reporting steady community members to demand more from their gains in student achievement, gaps remain nationwide schools and to press harder for changes that will between the performance of rich and poor, White and translate into better student performance, according minority students. In an effort to narrow the gap, the to Education Week. Council of the Great City Schools launched a Task Force Exemplary classroom instructional and learning en- on Achievement Gaps earlier this year. And 14 relatively vironments, according to researchers at the Labora- affluent districts have formed the Minority Student tory for Student Success, can increase students' Achievement Network to seek solutions to academic self-esteem and academic achievement and reduce performance gaps between racial and ethnic groups. their alienation and boredom. City schools can be-

NW Education / Winter 1999 50 come "islands of tranquility" in the sometimes unset-cure, connected to adults, and safe. 43 tled lives of urban students, report Hersholt C. Wax- Expect your children to do well and to go far in man and Shwu-yong L. Huant. school. Help them imagine the idea of college and be- Involving families in learning lieve they can succeed in higher education. Like parents everywhere, most urban parents are Work with teachers and other adults to help your eager to support their children's school success. Dr.child set goals and plans for how to be successful in Joyce Epstein, director of the Center on School, Fam- school. ily, and Community Partnerships at Johns Hopkins Help your children organize their time and activities University, has found that, when schools encourage in a way that enables them to be competitive with their parent involvement, students do better on everythingclassmates. from homework to attitudes to overall achievement. Online sources. These Web sites offer more re- But parents don't automatically know how to help, es- sources and research about education in the na- pecially if they lack a formal education themselves. In- tion's cities: Council of the Great City Schools creasingly, teachers and schools are finding ways to(www.cgcs.org/); Equity Center of the Northwest bring parents into partnership to promote studentRegional Educational Laboratory (www.nwrelorg); learning, reinforce the curriculum, and strengthen Laboratory for Student Success, the regional educa- positive study habits and social skills. In Partneringtional laboratory with a specialty area in urban with Parents to Foster Learning at Home, Epstein of-education (www.temple.edu/departments/LSS/); fers specific suggestions, such as: Urban Education Web maintained by ERIC Clear- Ask parents to regularly read to their childreninghouse on Urban Education(eric-web.tc. and/or listen to their children read aloud columbia/edu/). Lend books, workbooks, and other materials to parents Give an assignment that requires children to ask their parents questions Help parents provide appropriate rewards and/or penalties based on school performance and/or behavior Ask parents to observe the classroom with particular attention to teacher strategies Provide parents with hands-on learning to build their teaching techniques In September, NWREL's Equity Center sponsored a two-day symposium for parents and educators. Dr. Reginald Clarka prominent researcher and consultant who also happens to be the grown son of a teen mother from an inner citysummarized four key ways that parents can boost their children's academic achievement: Create a comfortable environment for learning. Make your home a place where your child feels se-

City Kids: What Helps Them Thrive S 1 WHAT WORKS

44 CHANGING COMMUNITIES During that first visit it became set of values and beliefs. We used Large suburban districts clear to me that while the Beaver- focus groups, large inquiry groups, wrestle with urban issues ton community recognized the dis- forums, and surveys to gather, trict was growingfrom 1990 to process, and reaffirm community By DR. YVONNE KATZ 1998 student enrollment increased input. We provided simultaneous by 26 percent, or more than 6,400 language translation, food, child I VIVIDLY REMEMBER my first studentsfew seemed to notice care, and transportation to ensure visit to the Beaverton School Dis- and understand the impact of Bea- that all could participate. trict seven years ago as a finalist verton's increasing diversity. And From this ongoing process, for the superintendent's job. Bea- without a clear understanding of itswe developed the district's strate- verton had a reputation as an aca- direction, the district would be un- gic vision, which serves as the demic powerhouse and was con- able to meet the needs of all its foundation for how we, as an sidered the epitome of the "white students. entire community, address key bread" suburban school district, As superintendent, my first task district issues including safety, which experienced few, if any, was to create awareness among equity, diversity, and high expec- urban-style headaches. staff, parents, and community mem- tations for all. As I prepared for my interview bers of Beaverton's changing de- For example, through our dis- program that links incoming fresh- with the school board, I was struck mographics and the implications cussions, we learned that the dis- men with upperclassmen who can not by the differences between sub-of growing diversity. Armed with trict dropout rate is a key concern answer questions and smooth the urban Beaverton and urban school solid demographic data and rein our community. From our data, transition to the high school setting. districts, but by the similarities. search, I went out into the commu- we learned that our dropouts are CatapultA school-within-a- Beaverton was growing more ra- nity, holding: disproportionately male and belong school program that provides stu- cially and economically diverse by Rap SessionsI went into to a minority group, particularly dents who are experiencing extreme the minute. It was facing severe the homes of parents and commu- Hispanics. We learned that a ma- academic difficulty with a different cuts in programs and staff due to nity members, meeting with small jority of dropouts leave school in educational environment. Monday declining and unstable state re- groups to listen to community con- September and at the end of the through Thursday, students take sources. Issues of safety and secu- cerns and discuss district issues. first academic term. We learned core academic classes as well as rity were surfacing in the commu- School VisitationsI went to that students drop out for a variety a guidance seminar that focuses nity and the schools. every district school to meet with of reasons, including conflicting on development of study skills, Beaverton was shedding its ho- staff and, again, listen to concerns family responsibilities, the need to positive work habits, self-confi- mogeneous image, as these statis- and discuss issues. work, falling behind on graduation dence, etc. On Fridays, students tics illustrate: Public PresentationsI hit requirements, and the inability to participate in career exploration From 1988 to 1998, the percent- the speaking circuit, visiting with form connections in a large school and internships. age of minority students grew from local service, business, and public setting. JumpStartA program de- 7 percent to almost 23 percent, or affairs groups to share the Beaver- Based on this information, we signed to aid former dropouts who 7,123 students. ton Schools story. have developed and implemented aare returning to school. Participants The percentage of students Meetings with Administra- wide variety of programs to addressattend the program for three hours enrolled in English as a Second torsIn both formal and informal this issue and keep students in a day and receive specialized in- Language programs was steadily meetings with administrators, I school, including: struction in language arts, math, increasing, and now has reached stressed the importance of using Evening AcademyAn indi- and personal development. The 8 percent with 61 languages being data to drive decisionmaking. vidualized credit-recovery program rest of the day, students attend an- spoken in our schools. My second task was to work that helps students make up cred- other district high school program. In 1993, 19 percent of district with the entire community to reaf- its so that they can graduate on We offer these programs in ad- students qualified for free or firm the district mission, goals, and time. dition to our options programs reduced-price lunch. At a few prioritiesthe district's planning Night SchoolA comprehen- (Community School, Continuing schools 50 percent did so. document that drives all that we do. sive high school program that al- Education for Young Parents, mag- Student mobility was becoming We did this by bringing together lows students to attend school in net and specialized programs) to an issue with 25 of every 100 stu- the various district constituents the afternoon and evening Monday ensure that all students can find a dents entering or withdrawing from minority students and parents, through Friday, while holding downprogram that fits into their schedule district schools during the school non-English speakers, parents of jobs during the day. On Fridays, and provides a comfortable envi- year. talented and gifted students, home- students participate in internships, ronment in which they can succeed. The district dropout rate was schoolers and private school stu- community service learning, and We apply the same process of steadily increasing, moving from dents, clergy, senior citizens, busi- job shadowing. analyzing data, understanding im- 3.6 percent in 1991 to 8 percent ness leaders, staffto discuss, Freshman TransitionEach plications, and developing strate- in 1998. identify, and define a common high school has implemented a Continued on Page 47 92 NW Education / Winter 1999 IN THE LIBRARY

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45 TWO RECENT BOOKS from the at all. Doing anything to change mainstream press put a human face the truth waswell, an entirely on the urban youth whose life chal- more complex affair." Throughout lenges and obstacles to academic the book, Rathbone shadows Ed success are more typically docu- C1317771 Reynolds, the West Side principal mented in scholarly research. who tries to salvage his students' Christina Rathbone's On the Out- lives. Some will fall through the side Looking In: A Year in an Inner- safety net Reynolds and his teach- City High School (Atlantic Monthly ers cast. But many make it through, Press, 1988), and Ron Suskind's A REPORTS FROM THE FRONTROW inspiring Rathboneand readers with their courage and grit. Hope in the Unseen: An American WILLIAM AYERS AND PATRICIA FORD Odyssey from the Inner City to the EDITORS Ivy League (Broadway Books, 1998), WITH A FOREWORD BY OSSIE DAVIS CITY KIDS, CITY TEACHERS:. provide full, rich portraits of stu- Reports from the Front Row (The dents struggling to find their way New Press, 1996) records the D in two of America's most visible no voP * tag voices of students, teachers, and 9G JP. a vti V PP urban school districts. ,a '"" 1117 e 9 scholars engaged in shaping urban cl 1'1 WITH CONTRIBUTIONS BY classrooms across the country. Ed- A HOPE IN THE UNSEEN: "IP-wmp. 11 JAMES BALDWIN itors William Ayers and Patricia Suskind, a Pulitzer-Prize winning GLORIA LADSON-BILLR4GS Ford, both with the University of writer for the Wall Street Journal, CONSTANCE CLAYTON Illinois at Chicago, share their own follows Cedric Jennings from Bal- USA DELPIT powerful bias: "... knowing city lou Senior High School in Wash- LOUANNE JOHNSON kids as learners, discovering them ington, D.C., to the ivy halls of JUNE JORDAN as three-dimensional beings, as Brown University. It's a rough jour- 5 LEWIS LAPHAM fellow creatures, is an important ney, with many surprising turns. AUDRE LORDE place for teachers to begin."

Jenningsan academic all-star DEBORAH MFJER Teaching the diverse learners in a school where smart, ambitious AND OTHERS who attend urban schools requires Black kids are taunted and bullied "multiple entry points to learning," by their peersmaintains pinpoint the editors argue, "an assortment focus on his goals. His mother and of pathways to success." And suc- his church offer bedrock support. cess is not an unreachable goal, as But his urban education is full of ,3 this collection of thoughtful, pas- yawning holes, and his father is ei- O sionate essays reveals. The editors ther absent or in prison during most point the way to "an urban peda- of his childhood. I believe that's where I belong, evencross the street. Not until she gogy ... built on the strengths of Suskind sticks tight by Cedric's if they're places I haven't really stepped onto their turfthe urban the city, the hope and the promise side for nearly three yearsfrom seen." As Suskind relates in this high schooldid she stop think- of city kids and families, on the church services to poignant mo- remarkable story, Cedric is a boy ing about city kids only in negative capacities of city teachers." ments with his mother to disagree- who needs "something to push stereotypes. ments with his privileged White against" to become the man he Through Rathbone's eyes, read- "NOTHING YOU HAVE DONE, roommate at Brown. This book wants to be. ers get acquainted with the students no class you've taken, no course goes far beyond the tale of a ghetto and staff of West Side High School, load you've endured, no job you've youth overcoming the odds; it ON THE OUTSIDE LOOKING IN:a "last-chance high" for youth who worked is as hard as teaching these paints a complex story of a boy After a decade in New York, writer have fallen out of the educational children. You ask yourself, Why am growing into manhood. Along the Christina Rathbone had lived in all mainstream. School is only one I doing this and when can I quit?" way, Suskind explores such thorny corners of the city, traveling from place where they've known trouble. So begins Who Will Teach for issues as affirmative action, race "the wealthiest enclaves to some Many have been abused, neglected, America?, Michael Shapiro's ac- relations, and educational opportu- of its poorest neighborhoods." She or kicked out by parents; arrested count of the successes and failures nity gaps that SAT scores can't had written about helicopter pilots, for drugs or violence; recruited by of the Teach for America program, begin to measure. Dreaming about perfume creators, and tugboat cap- gangs or drug dealers. But these a national effort to recruit some of the Ivy League schools located so tains, but "never so much as spo- gritty details tell only part of their the nation's most elite college far from his neighborhood, Cedric ken to an inner-city teenager." If story. As Rathbone gradually real- graduates to help solve the teach- tells the high school teacher who she saw teens clustered on street izes, "Simply knowing the truth was ing shortages in inner-city and mentors him, "I know it's crazy, butcorners, she would automatically just the beginning, not the answer Continued on Page 47 93 City Kids: What Helps Them Thrive VOICES

46 SHINED BY THE CITY lenges, experiences, and relation- consistently low achievement For Alisha Moreland, big ships that have fueled her dreams scores. How did you manage dreams become reality and sustained her faith. What has to thrive in an environment helped this city kid succeed? where many other students PORTLAND, OregonAlong were struggling to master the Martin Luther King Jr. Boulevard, MORELAND: Being where I am basics? sounds of progress fill the after- today had nothing to do with Al- noon air. Hammers pound. Bull- isha alone. It's the community. It's MORELAND: If you look at Jeffer- dozers growl as they rearrange people who have embraced me. It's son from the outside you'd probably the landscape to make way for been a blessing. No one does any- say, 'What a horrible institution of new housing and new businesses. thing alone. learning.' But I am telling you, look- This stretch of Northeast Portland, ing from the inside out, I saw people buoyed by Enterprise Community NW EDUCATION: Where does working hard. I saw amazing talent. investments, is undergoing a long- your drive to succeed come I love Jefferson to death. I came sought economic revival. And in a from? out well rounded, well prepared. popular neighborhood coffeehouse We had excellent teachers who were MORELAND: Students will learn a block off MLK, a poised young MORELAND: For some people, building solid relationships with for you, if you're a good teacher. woman pauses during a busy day it's just in them. Others need more students. Yes, there were kids who Once they recognize that what they to talk about her own progress. of a push. But either way, what's could not meet the standards. But are doing is investing in them- Alisha Moreland is a Dreamer. important is to have people step in if people would look holistically, selves, then they start to take a Back in the fifth grade at King Ele- and say, 'Hey, let me help you. Let they would see that it's more than personal interest in their own edu- mentary, she was part of the first me show you. Let me refine you.' a Jefferson High School problem. cation. Americans think so quanti- class of city kids "adopted" by the I was open enough to say, 'OK, I It's more than a Northeast Portland tatively. We need numbersshow Oregon chapter of the I Have a want to learn.' I could see that these problem. It's more than living in me the numbers. But I'm talking Dream Foundation. Modeled on people are wise. They have lived the 'hood, as some would say. about qualitative things. At the a program started in 1981 by New life and they have something to heart level, that's where it starts, York millionaire Eugene Lang, I offer me, and I definitely want to NW EDUCATION: What do stu- with a teacher dealing with stu- Have a Dream now includes more accept it. dents living in high-poverty dents where they're at. Personal than 160 chapters in 57 cities. The neighborhoods need to help successes need to be acknowl- Portland sponsors dangled a life- NW EDUCATION: So mentors them achieve? edged. Everyone needs a pat a on changing offer to young Alisha and have been key? the back that says: / see you. I see 107 of her classmates, many of MORELAND: The tools are the what you're doing and that's won- them children of color, living in MORELAND: My goodness! My same at every school, but the prob- derful. I appreciate you. poverty, being raised by single grandmother. My godparents. Ken lems are different at a school like parents and by grandparents. The Lewis from I Have a Dream. The Jefferson. There are kids who can't NW EDUCATION: So we need sponsors told them: Stay in school neurosurgeon who took me under read in the fourth grade. And they to build on success? and we'll help you get to college. his wing and let me watch him per- come to high school and they still Dream big, they suggested. We'll form surgeries while I was still in can't read. At schools like [more MORELAND: I'll share a story be here to help. high school. And I've gotten to see affluent] Lincoln or Grant High, with you. When I was younger, I Now 19, Moreland is a thriving that everything that successful peo-there are also kids who can't read. was given a book called Gifted sophomore at Stanford University. ple have gotten, they've worked hard But not so many. Hands. It's an autobiography by A 4.0 graduate of Jefferson High for it. What amazes me is if people And if you come from an envi- Dr. Benjamin Carson, a pediatric School, honored as Portland's Rose are afraid to work hard. They're ronment that has said, 'You can't neurosurgeon and African Ameri- Queen for 1998, and also a partici- afraid they might miss out on succeed here,' then it's difficult. can man who's at the top of his pant in Self Enhancement Inc. (see something. It's funny because, The peak of learning takes place field.I sat down and read it in one related story, Page 39), she has when you're afraid to work hard, between the ages of zero and four, day. Talk about people succeeding embraced the idea of dreaming you do miss out. so the parent piece is important. It through the hardest times! His dad big dreams. She expects to be in takes breaking down attitudes that left him, his mother only had a school for many more years. Be- NW EDUCATION: The year have been developed over genera- third-grade education. He had coming a pediatric neurosurgeon that you graduated from high tions. And change is incremental. anger problems. He wasn't good at takes time. school with an armload of It takes time. math in elementary school. But his Before she headed back to honors and a bright future science teacher saw that he had an California for this school year, ahead of you, the district NW EDUCATION: How can we interest in rocks and helped him Moreland talked with Northwest moved to reconstitute Jeffer- break down negative attitudes develop that interest. Here was an Education about the real-life chal- son High School because of about learning? adult who saw that he was good at

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NW Education / Winter 1999 47 something, even though he wasn't IN THE LIBRARY hard way about the need to main- WHAT WORKS that great at math. Once you're good Continued from Page 45 tain order in the classroom. Continued from Page 44 at something, then you have the Along with finely crafted teacher grounds to learn about everything. rural classrooms. portraits and glimpses into urban gies congruent with our common It gets you going. And I know that Although the book was pub- classrooms, Shapiro mixes in opin- values and beliefs to address each everybody is good at something. lished in 1993 after the first year ions from educational experts and of the wide variety of issues we of the program, the stories it reformers such as James Comer of faceincreased diversity, increased NW EDUCATION: What tells still ring true for new teach-the Yale University Child Study Cen-poverty, academic achievement lessons from your urban edu- ers and those who haven't for- ter and Linda Darling-Hammond, gaps, and school safety, to name cation have helped you so far gotten what it's like to be a formerly of Columbia University's just a few. at Stanford? rookie in the classroom. The Teachers College. In the end, he Through this approach, we have book profiles seven newly re- offers more questions than answerscapitalized on our entire commu- MORELAND: You have to deal cruited teachers who struggle about how to solve the teacher short- nity's best thinking and resources with all sorts of people in college. with their own lack of formal age in urban schools. But the ques- to address what truly are commu- I had a taste of challenges before I teacher preparation and their tions make for thought-provoking nity issues and do what's best for went to college and I've had expo- students' negative attitudes to- reading. The young people who all kids. sure to many different people. That's ward education. A recent M.I.T. volunteer for Teach for America, he Dr. Yvonne Katz is Superinten- called life preparation. So I felt pre- graduate who has loved science points out, wind up asking them- dent of Beaverton School District. paredacademically, but more all her life lies awake at night, selves hard questions, too: "Was She has been recognized as an important, socially prepared. I'm trying to find a way to make her their impact as fleeting as a foot- outstanding school communicator also not afraid to speak up in class. junior high students "think that print in the sand? Or did something by the National School Public Re- Some people are so well spoken, learning about the classification they say, or something they did, lations Association, which awarded but there's no substance. I'm not of species was, if not essential light a spark that might make a child her the Bob Grossman Leadership afraid to say, I don't hear you say- to their lives, nonetheless inter- see school as they had seen it?" in School Communications Award ing anything. That heightens the esting." A young woman with a For more information about for 1999. discussion. It's something that I degree from Georgetown returns Teach for America, see the Web learned, living in a community like to the New York slums where site: www.teachforamerica.org, Northeast Portland. I've heard politi- she grew up, hoping to make a or call 1-800-832-1230, ext. 225. cians come to this community and difference in the lives of kinder- Suzie Boss make promises and use flowery gartners. In the neighborhood speechand do nothing. So I'm with the highest murder rate in not impressed by words. And fi- the city, she hears from her stu- nally, I know that it's good to be dents "how Mommy's boyfriend involved. The busier I am, the more beat up Mommy, or how Daddy effectively I manage my time. is in jail or that Daddy is dead because somebody shot him." NW EDUCATION: How can the She longs to protect them, but community help more students she also wants "to cover her succeed? ears and hurry away." An ideal- istic young graduate of the Uni- MORELAND: In my life, people versity of Minnesota learns the kept popping up, asking me, 'How are you doing, Alisha? What can we do to make things better?' Peo- ple need that. Don't complain about what students can't do. If you know math, come tutor for an hour. We need to know that you're going to be there. Don't just tell me I'm good, then leave me in the dust to figure it all out by myself. Be there. Be persistent, consistent, and insistent. That's what will make a difference in a young person's life. 95 City Kids: What Helps Them Thrive DIALOGUE

48 QUESTIONING SUCCESS, PART ONE

It is interesting to me that the Lab All as a "cure" for low reading porting entrepreneurial products? publishes a magazine which has achievement. So is the Lab throw- Just wondering. an article entitled "Stepping Up the ing its weight behind a specific Rigor: A Rural Oregon School Em- program such as Success for All, Carol Lauritzen braces Success for All" (Fall which has little research to sup- Professor of Education 1999). port it other than that done by the Eastern Oregon University This article seems to be ex- person who created it? What is the La Grande, Oregon pressly endorsing Success for Lab's position in regard to sup-

QUESTIONING SUCCESS, PART TWO

There are problems with the arti- paragraph, describes what Lake ing Lake Labish's past techniques. cle "Stepping Up the Rigor" (Fall Labish used to do for reading in- If the article described the old 1999) in that it begins to describe struction before they adopted SFA. methodology and then began to Success for All (SFA), but contin- The paragraph on page 30 that describe how it had changed on ues to discuss what Lake Labish begins, "For the reading blocks page 30, that would work! Elementary School did before to work...." onward is fine. In adopting the program. On page Success for All, we do not have Lydia Glassie 29, paragraph 5, the article reads, students rotating in stations. Success for All Consultant "The school's new reading pro- Basically, the article begins Education Partners gram is a case in point ...." This describing adopting a new pro- San Francisco, California entire paragraph, plus the next gram, but is actually still describ-

Editor's note.. We're sorry if the efforts are exciting precisely own opinions about what article "Stepping Up the Rigor" because the staff worked hard they see. (Fall 1999) created confusion to find a way to blend the model about how Success for All is into their ongoing reform efforts. We welcome letters from our designed and how it fits into the The result is a unique approach readers. Write to us by e-mail: overall reform program at Lake that fits the school's particular shermanl©nwrel.org. Labish Elementary School. At staff and student needs. In high- Or use traditional mail: that school, the model is woven lighting a school that has chosen in and around other strategies to adopt an off -the-shelf model, The Editors already in place. Some readers the Laboratory intends no en- Northwest Education Magazine were unclear about which fea- dorsement or recommendation Northwest Regional tures of the school's program of that model. Rather, our intent Educational Laboratory are features of Success for All, is always to show our readers 101 S.W. Main Street, and which are not. what's happening in the region's Suite 500 In our view, the school's schools and to let them form their Portland, Oregon 97204

NW Education / Winter 1999 NWREL BOARD OF DIRECTORS

Dr. Donald Robson Henry Beauchamp (Chairperson) (Vice Chairperson) Dean, School of Education Executive Director/CEO

01 GO a CP a Ir0 10 GS University of Montana Yakima Valley Opportunities Industrialization Center (WA)

NORTHWEST EDUCATION Olga L. Acuna Nancy Keenan Teacher Montana State Superintendent Hillsboro School District (OR) of Public Instruction Quarterly magazine of the Northwest Regional Educational Laboratory Dr. Trudy Anderson Henry Kilmer (Secretary-Treasurer) Superintendent Executive Director/CEO: Director, Center of Educational Excellence Gooding Joint School District (ID) JA and Kathryn Albertson Foundation (ID) Dr. Ethel Simon-McWilliams Rachel Lyon Dr. Joyce Benjamin Teacher Editor: Representative of Oregon Superintendent Lewiston Independent School District (ID) Lee Sherman of Public Instruction Rey A. Mayoral Dr. Teresa Bergeson Principal Associate Editor: Washington State Superintendent Salem-Keizer School District (OR) Suzie Boss of Public Instruction Merle Peterson Mike Bernazzani Issue Editor: Elementary Teacher Businessman Poplar School District (MT) Suzie Boss Vancouver (WA) John Robert Pugh Contributing Writers: Sally A. Brownfield Chancellor Denise Jarrett, Samantha Moores Teacher University of Alaska Southeast Hood Canal School District (WA) Christopher Read Graphic Production: Richard S. Cross Principal Denise Crabtree Alaska Commissioner of Education and Billings Catholic Schools (MT) Early Development Graphic Design: Harry Rogers Diana Gonion Superintendent Dan Stephens Businesswoman Valdez School District (AK) Amanda Park (WA) Proofreading: Barry Rotrock Catherine Paglin Dr. Marilyn Howard Superintendent Idaho State Superintendent of Public In- Oregon City School District (OR) struction Joan Schmidt Steven Jacquier Director Teacher National School Boards Association (MT) Southwest Region School District (AK) Dr. Michael Schwinden Ed Press Dr. Michael Jaeger Principal Dean, School of Education Great Falls School District (MT) WINNER Eastern Oregon University 1997 GOLDEN LAMP AWARD Warren T. Smith, Sr. School Board Member NORTHWEST EDUCATION Bethel School District (WA) can be accessed on NWREL's Web site on the Internet: Estella Ozune Zamora http: / /wwwnwrel.org District Court Interpreter Caldwell (ID) From our home page, select Resources

This publication is based on work sponsored wholly or in pan by the U.S. Department of Education under contract number R106006501. The content of this publication does not necessarily reflect the views of the department or any other agency of the U.S. government. This publication was not printed with government funds. Articles and information in this publication are in the public domain and may be reproduced and disseminated without permission. Please acknowledge NWREL as the source.

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VOLUME 5 NUMBER 3 ARTICLES SPRING 2000 Sharing the Lead As schools face increasingly intense scrutiny from the public and policymakers, successful principals are working in a collaborative spirit with a wide range of stakeholders to meet reform goals.

z Special Report: So Far, and Yet So Near Traveling to the far corners of the region, our writers find startling similarities among the Northwest's top elementary school principals.

Compassionate Leadership Debbie Toy of Boise, Idaho

Driven by Data

ON THE COVER Chris Borgen of Anacortes, Washington Debbie Toy, Principal of Trail Wind Elementary School in Boise, was named Idaho's National Distinguished Principal for 1999 by the National Association of The Good Humor Man Elementary School Principals and the Bob Goerke of Jacksonville, Oregon U.S. Department of Education. PHOTOGRAPH BY JUDY BLANKENSHIP The Principal Kids Love to Hug David Nufer of Wasilla, Alaska

The Best Job in the World The president of the National Association of Secondary School Principals shares the insights he's gained from 30 years of running schools.

Preparing to Lead 40Seattle is ahead of the pack in preparing and training principals for the growing demands of a job that's toughand getting tougher.

DEPARTMENTS 44 Principal's Notebook

100 In the elementary school of ut that has all changed in my 1956s suburban child- dramatic ways We enter a hood, the principal was a new century with a radically shadowy figure who existed altered vision of the principal- more in legend than in flesh ship The building leaders We knew there was a princi- AO read about in these pal because teachers invoked pages are certain to leave esearohers Richard Acker- his title to maintain order tangible impressions on the man, Gordon Donaldson Jr and discipline The words students both rascals and and Rebecca van der Bogert "sent to the principal's of- angelsuador their steward- capture the enormity of the fice" were words you never, ship These ampols rarely jab in their 1996 book, Mak- ever wanted to be connectedcloister themselves in their ing Sense as a School Leader with your name Ilids who offices Instead, they're The principalship, they say is did wind up in that dreaded abroad in the school, visible about "working toward Jus- place were the only ones and available They know each tin, developing fine teaching, who ever set eyes on the fa- teacher's strengths and style integrating high achievement bled administrator as far as They greet eaob gild by with wholesome [maul I know As a good girl who namemight woo wrap promoting growth alwayLs followed school rules that child in a loving hug within the limits of your re- I dodged the principal alto- They lead by listening They scums, changing plactthes wilt er Looking back, I can make change by collabma- while respecting everyone, recall no image of the mao tm They aimed by, above creating collective ownership rumored to occupy the chair all, caring deeply about the of and respsasibiLly for kids' of ultimate authority in the people in their charge learning and establishing the building Not a tee, not a eseareh tells us that pm- school as a community of au- name nothing beykcaul a pals are the linchpins in the tonomous creative people vague sense of unease enormously complex work- ere we look in on some of dicln t have any idea what ings, both phyislhal and the Northwest's bestplo- the pnneiRat role was human of a school The ab eipols who are guiding their except to mold the kids,' calls for a staggering range schools toward excellence says my sister, who was of roles psychologist, teacher,while earning the affection three yo_aris behind me at the facilities manager, plilm- and respect of their staff same North Seattle school pher, polioe officer, diplomat, students, and communities social worker, mentor, PI:1 di In these semis, even the rector coach, cheerleader The good' kids know the principalship is both lowly andprincipal lofty In one morning, you Lee Sherman might deal with a broken win- shermanWnwrel 0rg dow and a broken home A bruised knee and a bruised ego A rusty pipe and a rusty teacher

111/111111.11111 MUM I I a mi. 4111 11.1.- III.'" -mop. 1 i ILifia. 14111 I 1 r ill The best principals open their doors wide and invite everyone to join the decisionmaking process.

By LEE SWEBMAN 1 I I I . I I % .

Y, 11' . I : 6

SEATTLE, Washington 1 I 1 1" ! 1

One midwinter morning, as fat, wet snowflakes plop lop ,1 ,I :. 1 1

halfheartedly on Queen Anne Hill, moms and dads ii 1 I s ' I

gather in the John I lay Elementary School library 1 ! I . I .1/ . /

for the Tuesday Thura weekly event in January 1 I 1

and February In then weather-defying gear of Gore- 1/ 1. 1 I l /

Tex and fleece, they're dressed for the set IOUS busy- I I . I .Ii . I I It

ness of school shoppingAll over Seattle, parents 1 1 l' 1 . :.

are traveling slick streets under brooding skies in I11. , 11 . 1 1 4411 an earnest quest fin the best blend of curriculum 1 1 1 1 1 1. 1

and caring personnel s : // 1 1 " 'I 11

A striking woman in an ankle-length skirt, black 1 , s s , 1 : 11 1 11

blazer with beaded cuffs, and chunky necklace II1/ 1 1. l'

strides into the 111)1 ary, and mingles informally 11 1 6 1 :.i' . / with the parents of next fall's kindergartners 1 1 l 0' /

"Are you a kindergarten teaches 2" one mother /I. 1 .11. 1 1

asks he' l 1 1 1 1 1 1

"No," Joanne Testa-Cross replies cheerfully "I'm I II 1 1.1 . s

the principal "To the mom's embarrassed apology, ;1 s I I

she gives a reassuring smile :.1 1 II 1 1

Testa-Cross shows off her school like a Realtor 11 11 11' 1 !O . 1 .1 displaying a prim property or a vendor unveiling a mo..m.o..,k,,,,,,..41,...1.4.,:,,.shaglak=s4

hot new line of goods Once upon a time, neigh- . e , o 11 . O 1 11'

borhood schools could count on a captive popula- 1 1 1 1 111 1

Lion of children No more Many districts have, like 1 '11'.11 11tt.11 1

Seattle, moved to open enrollment, when e kids can 1 1 1 1

choose any school they like Private schools, home 111' . 1 . I. 1 :1'

schools, charter schools, and magnet schools are 111 1 11 ItIO 1 ! 1 1 I

siphoning off still more students Schools are coin- / 1 .: " IV .11 . .; 1 s 1 ,

peting hard And principals are on the hot seat 11.1111 1 1 1

"Marketing and PR al e a huge part of what school 1 . / 1 .11 . / 1 1

leaders do these days," Testa-Cross observes after s ; e 1 a 1' 1 .

the tour "We are very mindful that palms ale our s O 11 l 1 ./. CUstomers

In this superheated environment, "external rela- 1 f // nI s

Lions" are chewing up increasing chunks of princi- e . 1 6 . / 1

THE NEW PRINCIPAL 4 across education, governmental, and philanthropic tracting capable candidates is getting tougher as the job 1 1 groups on an urgent need to address what many see as itself becomes increasingly taxing. The typical principal 11 . .1 1 a scarcity of strong leadership in public education." In puts in a grueling 54-hour weeknine hours longer than II. II'.1

its ongoing series examining school leadership, the in 1978, researchers James Doud and Edward Keller $ 1 .

newspaper leaves no doubt about leaders' front-row found in a 10-year study by the National Association of 1 1 1 1 seat in the school reform movement: "Study after study Elementary School Principals. And the pay, many prin-

shows that a critical factor in determining whether cipals say, fails to fully compensate for the sacrifices in 1 1 1

schools succeed or fail is the quality and stability of personal time and the headaches of a bloated duty ros- 1 1 1

their leadership." ter. While the average principal makes $60,000about 1 1 1 1

$20,000 more than the average teacherthe gap nar- 1 TRUCKLOAD OF TASKS rows when you compare principals' pay with that of 1 1 ' The principal's post is changing at warp speed. Yet veteran teachers. Olson points out in Education Week 1 1 1 today's typical principal doesn't look a whole lot differ- that an experienced high school teacher who takes on ent from yesterday's-50 years old, White, with 25 years coaching or after-school club supervision can earn as I I I in education, 10 as a teacher. The big change is in gen- much as an entry-level principal. der: A principal is much more likely to be a woman today Already overworked and underpaid, principals now ". I than even a few years ago. More than 40 percent of el- must heed the criesgrowing ever louderfor stan- ementary principals are now women, up about 20 per- dards and accountability. The standards movement calls cent in just a decade. Overall, the percentage of female for schools to align their curricula with district, state, and, principals rose from 25 to 35 percent between 1987 and in some cases, national frameworks. And, when test 1993, according to the National Center for Education scores come back, newspapers trumpet stories on Page Statistics. One about which schools are meeting standardsand While women have made big inroads in building lead- which ones are falling short. ership, minorities have not. More than 17 percent of stu- In Seattle, districtwide principal training has shifted its dents nationwide are African American (32 percent in focus this year from leadership skills to the district's new central cities). Yet only 11 percent of elementary prin- academic learning standards, which are aligned with the cipals are African American, a U.S. Department of Edu- state's benchmarks. Joanne Testa-Cross isn't worried; her cation study found in the mid-1990s. Fewer than 5 school's scores are on target. But other principals are percent of principals are Hispanic, despite an exploding nervous. Rewards and consequences for building lead- Hispanic enrollment that tops 14 percent nationally and ers will depend on how their teachers and students per- 24 percent in the inner city. Just 1 percent or less are form, according to Pat Kile, Vice President for Strategic Asian/Pacific Islander or Indian/Alaska Native. Initiatives at Seattle's Alliance for Education. The nation's principal force of 80,000 is expected to "Principals will be held accountable for what goes on swell by as much as 20 percent in the next five years as in their school," says Kile, whose organization sponsors enrollments surge. At the same time, close to half of the district's Principal Leadership Institute (see story on K-8 principals are expected to quit or retire in the next principal training, Page 40). "I think it's imposing a 10 years. On the plus side, openings create opportuni- whole lot of stress on lots of people in the district." ties for diversity and innovation. On the downside, at- Keeping your eyes on stringent new standards while

NW EDUCATION/ Sprin0000 104 f, BEST COPY AVAILABLE Tips Changi Vce rigPower 0 By C. Cryss Brunner

Know c4 aprineipa0 Establkl)D imate C. Cryss Brunner is collaborative xcoETA mGD[utdecisionsgt-r) Codirector of the Joint aboutpower everyoneh Itc; oremadequitdya Center for the Study of 15onalwaysmake school Et;capable Collaboration takes time. the Superintendency and mElt,(Eg decisionmaking Important decisions re- a professor at the Univer- helps. w TAT Ein quire input, research, andsity of Wisconsin- School leaders who can Knowing that others are collective thoughtthis Madison. This list was talk about power as a col-capable decisionmakers takes time. Make this un- adapted with permission laborative concept are at rests on one important derstanding a priority of from the American Asso- least aware that they can fact: that everyone is in- the school. Poor deci- ciation of School Admin- be considered powerful formed. This leads to the sions cost more time istrators, "Leadership even when they shared fourth point. in the long run than News," June 9, 1999.) decisionmaking. For 4 SHARE /XI collaboration. most, in fact, this under- INFORMATION ao pect standing is enough to communicatecclifid opinions. make them collaborative everyone Don't be afraid to change leaders. "Knowledge is power." your mind. Indeed, don't Understand ag Withholding knowledge make up your mind collaborationk is a top-down move. If quickly; remain open. delegation true collaboration is to Admit you could be Principals who are col- occur, everyone must wrong. Collaborative laborative leaders remain know everything of im- leaders must be able to in the discussion. They portance related to deci- listen authentically. That do not turn decisions sions being made. For is, what they hear should over to individuals or example, gone are the impact and even change groups. Instead, they days when budgeting their thinking. Without remain active in the deci- is a hidden process. this ability, a principal sionmaking process, giv- IncludeE SRYONE will not be trusted. The ing themselves one vote h TiGdecisionmakingcollaborative process when the decision is process. will be a sham. made. This is a difficult This means invite everything to do. First, people one. Do not select or ap- in the school must know point. Let others decide that the principal values whether the decision will their opinion. That leads impact them or not. This to the third point. sounds extreme, but it is the mentality that is necessary to really be collaborative. Establish formal processes that allow this inclusion.

1Q5

THE NEW PRINCIPAL 6 steering a truckload of other tasks down the road requires dent achievement, and recruited good teachersin I 1 some dever maneuvering. Education Secretary Richard short, they are instructional leaders, Keller reports. Riley summed it up in a September speech when he "Principals of the less successful schools," she notes, said, "Principals have to be dose to magicians to balance "functioned more as managers, and had low instructional day-to-day demands while redesigning their schools for expectations for teachers." the future." The 10-year NAESP study found no fewer than The twin prongs of the principalshipleadership 12 major areas of principal responsibility: and managementreceive much discussion in the lead- Supervision/contact with staff (highest priority) ership literature. John Pejza, in a paper presented to the Curriculum development National Catholic Education Association in 1985, cuts right Discipline/student management (third highest) to the heart of the distinction between leadership and Student evaluation/placement management when he says, "You lead people; you man- Safety/security issues age things." While a principal's "to do" list will always Planning/conducting staff development include managerial duties, it's the instructional side of Interaction with students (second highest) the job that should get the lion's share of her time and ' Interaction with central office staff attention, most experts agree. 1111 Parent/community contacts (fifth highest, after "A dominant belief in policy circles, driven in large part "other" category) by the academic standards movement, is that princi- Facilities management pals, instead of being building managers, should become Budget administration leaders of instructiondynamic, inspirational educators Special duties assigned by the central staff focused almost exclusively on raising student achieve- Faced with this triple-trailer task load, principals must ment," Olson asserts in Education Week. prioritize. The research holds important clues to which Here's the catch: Unless and until schools can afford tasks are linked most closely with kids' academic per- to hire two people at the topone to handle building formance. "Studies consistently point to one leadership operations and another to focus on teaching and learn- behavior in particular that is tied to student achievement: ing principals are responsible for both. Portin and col- sustaining a schoolwide purpose focusing on student leagues point to this constant push and pull as learning," write Stuart Smith and Philip Piele in School contributing to a "decline in morale and enthusiasm" Leadership: Handbook for Excellence published in among building leaders. 1997 by the ERIC Clearinghouse on Educational Man- But this is where another trend in the principal- agement in Eugene, Oregon (see sidebar, Page 8). shipshared decisionmakingcan come to the rescue. Bess Keller, writing in Education Week, concurs. Sharing the lead means sharing the load. And, research "More and more research suggests that... an aggres- suggests, principals who blend strong instructional lead- sive, achievement-centered approach pays off," she says. ership with a collaborative style also get the best results She cites a recent study led by Willis Hawley, Dean of the from the classroom. A 1997 Chicago study, for instance, School of Education at the University of Maryland. In found big differences in leadership between low-per- schools big and small, in communities rich and poor, the forming schools and schools that had made recent common denominator for high performance was a prin- strides in student achievement Besides having stronger cipal who demanded high-quality teaching, tracked stu- local school councils, the high-performing schools had

NW EDUCATION / Spring 2000 BEST COPYAVAILABLE. 106 "A leader's principals who: (1) involved teachers more in school de- pen only if and when that vision is clearly drawn. "If there 7 competence is cisions; (2) emphasized teaching and learning; and (3) is one broad area of agreement among researchers, con- most clearly monitored follow-through of school improvement plans. sultants, those who teach prospective principals, and the manifest in the The study's author, Donald Moore, Executive Director for principals themselves," Bess Keller writes, "it is that ility to empower Designs for Change, says: 'The study suggests that an in- schools must have a dear idea of what they are about." . I inspire others." structional leader having a dear vision for the school and The vision is not plucked from thin air. Nor is it im- Stuart Smith and high expectations but open to the views of others... is posed from above. Rather, it must take root in the Philip Pie le good for the school.". school's historythe shared norms, beliefs, traditions, hool Leadership: and myths of the school community. This deeply em- Handbook for PROFESSIONAL bedded context in which the school operateswhat Excellence GIVE-AND-TAU researchers call school cultureis the seedbed from Many scholars are in fact refining the idea of instructional which a guiding vision must grow. Only by knowing and leadership to reflect this finding. Instructional leadership, understanding her school's quirks, cliques, penchants, they argue, ought to be done in a collaborativeor fa- piques, feuds, dreams, and habits (good and bad) can cilitativefashion. Organizations work best, writes Larry a principal hope to travel toward a workable vision. Lashway in School Leadership, "when employees at all "School culture is the product of a succession of di- levels are actively engaged in solving problems. The verse and ever-changing social relationships among leader's role is to get that involvement" Facilitative lead- those who work and live in the school," write Stephen ership, he says, "is based on mutuality and synergy, with Stolp and Smart Smith in School Culture and Climate: power flowing in multiple directions." The old model The Role of the Leader, published by the Oregon School the leader issuing edicts from the point of a pyramid Study Council in 1994. "Does the school's faculty have is looking as quaint and out-of-date as poodle skirts a history of conflict or collaboration? Why do teachers, and p:, ed pants. The enlightened leader of today works who once had a habit of staying at the school until 5 p.m., in the background using a process Lashway calls "pro- now, with a new principal in the building, quickly head fessional give-and-take" to move the school forward. for the parking lot after the last bell has rung? To ask these David Conley and Paul Goldman identified the key types of questionsin pursuit of the roots of conflict or strategies used by this new breed of leaders in Facilita- a lost work ethicis to engage in cultural analysis." tive Leadership: How Principals Lead Without Dom- To understand a school's culture, the principal needs inating, published by the Oregon School Study Council to first spend time observing and listeningin other in 1994. Facilitative leaders: words, sopping up and mulling over the countless details Overcome resource constraints that together form this one-of-a-kind place. "Then and Build teams only then," Stolp and Smith counsel, "a principal can Provide feedback, coordination, and conflict begin to approach change by empowering staff and ne- management gotiating a shared culture of meaning." The researchers Create communication networks offer the following practical suggestions for changing Practice collaborative politics school culture: Model the school's vision Establish a shared vision. "Make vision-building a This last strategy, "model the school's vision," can hap- collective exercise," recommends Michael Fullan, Dean

.- 11 THE NEW PRINCIPAL 1" BEST COPY AVAILABLE Resolrfa; SchooLead

of Education at the University of Toronto. By giving a va- dome of the most read- n perennial bestseller tive culture can make riety of people the opportunity to help create the vision, able resources in educa- from the clearinghouse school reforms work. Anecdotes from real students and staff share some responsibility for culture tion research deal with is School Leadership: the topic of educational Handbook for Excel- schools bring the con- building, Fullan notes. leadership. Here are a lence, edited by Stuart cepts to life. Reconceptualize leadership roles. The traditional view few highlights: Smith and Philip Piele. mother recent title in the of a leader as an authoritarian decisionmaker is a "dead Olearinghouse Now in its third edition, series is Making Sense concept," say Stolp and Smith. "True," they note, "lead- auE., o aational the book is a gold mine as a School Leader: Per- ers must at times make unpopular and difficult decisions, Management. of research findings on sisting Questions, Cre- but they should do so in a collaborative process." They Located at the University everything from leader- ative Opportunities. This of Oregon in Eugene, theship styles to shared brief but enlightening cite Peter Senge, Director of the Center for Organizational clearinghouse offers a decisionmaking. Calling book by Richard Acker- Learning at MIT and author of The Fifth Discipline, who wealth of resources for the book "highly read- man, Gordon Donaldson offers a three-fold model for rethinking leadership roles. administrators. Its Web able," Edwin Bridges of Jr., and Rebecca van der In this model, the leader is designer, teacher, and stew- site at http://ERIC/ Stanford University says Bogert shares "some of ard. "The most important prerequisite is a willingness uoregon.edu provides it provides "numerous the sense" that practicing to relinquish some authority and control of the admin- easy access to tens of examples of what a the- principals have made of thousands of abstracts, ory or a concept looks their own complex work. istrative and creative process," Stolp and Smith stress. ERIC Digests, articles, like in actual practice" Real-life case examples Think systemically. "In simplistic terms, systems the- books, papers, and re- and offers "suggestions of typical leadership ory derives from focusing less on particulars and more search summaries on for translating theory dilemmas provide valu- on the whole," the researchers write. "In a school cul- all aspects of the gover- into practice." able insight into how ture, systems thinking might include concentrating less nance, leadership, ad- [For ordering informa- school leaders handle on day-to-day events and more on underlying trends and ministration, and struction, visit the clearing- tough decisions. Tor ordering informa- forces of change." When administrators think of the ture of all kinds of house Web site or call schools. The site also 1-800-438-8841. tion, call 1- 800 -956- system as an interlocking unit, they shift their focus offers links to an Internet Jamey-BassNOM-7739 or visit the Jossey- away from this nut or that bolt to the fluidity or friction discussion group for Eig01 Bass Web site at mi. of the machine as a wholefrom the "particular com- K-12 administrators and The Jossey-Bass Educa-josseybass.com. These ponents of organizational management to the underly- to other organizations of tion Series offers a num-two titles, along with ing cultural relationships," in the researchers' words. interest to policymakers, ber of publications on dozens of additional re- "Changing school culture may require modifications of administrators, research- school leadership and sources on school leaders, and other educators. organization. One en- ership, are also available particular components of the school," they say, "but And a "trends and is- gaging book, Shaping through the American the outcome will not be successful without a more holis- sues" department pro- School Culture: The Association of School tic focus." vides timely information Heart of Leadership by Administrators. Call Make full use of the principal's authority and leader- on hot topics such as Terrence Deal and Kent AASA at 1-888-PUB- ship. To the question, Can the principal make a differ- school choice, finance, Peterson, describes the AASA or visit the Web ence? researchers say, Yes, definitely. Fred Hechinger, who law, and safety. critical elements of cul- site at www.aasa.org. turethe purposes, tra- wrote the foreword to Effective Principal, Effective ditions, norms, and val- School Reform by James Lipham (1981) said: "I have ues that "guide and glue" never seen a good school with a poor principal or a poor the school community school with a good principal. I have seen unsuccessful and show how a posi-

NW EDUCATION / Spring 2000 b 0 g . schools turned into successful ones and, regrettably, 1. Recognizes teaching and learning as the main business 9 outstanding schools slide rapidly into decline. In each case, of a school the rise or fall could readily be traced to the quality of 2. Communicates the school's mission dearly and con- the principal." Martin Maehr and Stephanie Parker in a sistently to staff members, parents, and students 1993 article in Phi Delta Kappan write: "Leaders are not 3. Fosters standards for teaching and learning that are simply the captives of culture. They can and do affect it" high and attainable 4. Provides dear goals and monitors the progress of stu- LISTEN, AND LISTEN dents toward meeting them SOME MORE 5. Spends time in classrooms and listening to teachers In seeking to define the good principal, it's useful to first 6. Promotes an atmosphere of trust and sharing describe the "bad" principalthat is, to pinpoint which 7. Builds a good staff and makes professional develop- qualities are undesirable in school leaders. Apparently, ment a top concern there's no shortage of potential data. Plenty of princi- 8. Does not tolerate bad teachers palsas many as one - third --get fired, according to Clete The two related activities in item 5 abovespending Bulach, Winston Pickett, and Diana Booth. The three time in classrooms and listening to teacherspop up . 1 I . researchers pulled together some findings on common again and again in recent writings about school leader- . 1:el blunders for a 1998 ERIC Digest, Mistakes Educational ship. Together, they encapsulate the collaborative (and I" Leaders Make One study found 15 categories of mistakes, caring) nature of school leadership today. Scholars including, among others, lack of vision, avoidance of con- agree that unless a principal is fully connected to the peo-

s flict, lack of knowledge about instruction and curricu- ple and instructional programs that form the heart of any

s lum, a control orientation, lack of ethics or character, schoolhouse, he cannot be an effective agent for change. inconsistency, showing favoritism, and failure to hold staff Karen Seashore Lewis, a professor at the University of Min- toss accountable. At the very top of the list were "poor human- nesotaTwin Cities, found that "good principals spent relations skills" and "poor interpersonal-communication time not so much on the formal apparatus of a reform skills"two areas that are tightly entwined and wrap agenda, but simply listening to teachers," Keller reports. around just about everything else that happens in the Lashway and colleagues, writing in School leadership, building. Behaviors falling under these two problems in- cite a number of findings in this vein. For example, clude an uncaring attitude, lack of trust, failure to cir- Shirley Hord and Gene Hall found that principals who culate with staff, staying distant, not calling teachers by were most actively involved with teachers were the most name, failure to delegate, failure to give feedback, and effective in facilitating instructional improvement "One failure to listen. result is high visibility" Lashway writes. "Involved prin- Keeping these gaffs in mind, now flip the question, and cipals walk the hallways and poke their noses in class- ask, What does a good principal look like? The answer, rooms rather than sequestering themselves in their it turns out, is almost a mirror image of the "most com- office." Richard Gorton and Kenneth McIntyre found mon mistakes" list above. Sifting through a decade of re- that "effective principals listen to students, community, search, Education Week's Keller pulls together eight and staff." Arthur Blumberg says, "Every time I asked an traits or behaviors that add up to effective school lead- administrator what was most important for him or her ership. A good principal: to be able to do well, the response was, 'Listening."'

THE NEW PRINCIPAL 109 10 Joseph Murphy, a professor at Vanderbilt University, John Hay Elementary, which has seen test scores rise sums up the changing landscape of school leadership this and enrollment climb for several years, is a testament to way: "Principals are learning to lead not from the apex the power of shared leadership and collaborative deci- but from the center of a network of deep relationships sionmaking. with teachers." "The critical element of great leadership is that you can In Seattle, Principal Testa-Cross is knitting together just take a vision globally," Testa-Cross says. "You encourage that kind of network. When she came to John Hay Ele- people in a personal way to add value to that vision. You mentary four years ago, she found a strong faculty but respect and appreciate that contribution so that it's con- little cohesion: No unifying idea guided them; no shared stantly growing and changing and new people are corn- goal steered them. Quickly sensing the void, the new prin- ing on board all the time with great ideas." cipal pulled together 75 staff, parents, and community members for a nine-month vision quest. After countless committee meetings and conversations, the group arrived at five goals. Testa-Cross (convinced that voluminous vision statements disappear as fast as wet snowflakes on sloshy pavement) compressed the goals into a pithy phrasewhat she calls a "sound bite"that everyone could remember and recite: Personal success, public stewardship, and a pathway to the stars for every student. This "living vision," as Testa-Cross calls it, is being carried forward by parents and a leadership team of seven veteran teachers (selected by staff) and herself. "For a couple of years," she says, "I was really perplexed about what to do with these teachers who are so terrific. I felt I had nothing to offer themthey're masters. Then I realized that my job with them was to nurture leadership, because they had something to give others."

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Bob Goerke, Jacksonville, Oregon Debbie Toy, Boise, Idaho Chris Borgen, Anacortes, Washington David Nufer, Wasilla, Alaska COMPASSIONATE LEADERSHIP Debbie Toy has createda "family feeling" that binds her school community together

:I1 j ç" 'iiille the boys wait. Debbie Toy, close attentlolitowhoe%'er is talk- Trail Winds Principal and Idaho's ing. Toy has devoted almost three \nonaI Distinguished Principal decades to the'Boise school system for 1999, is doingsotnethmg she When she wntbacktothe Uni- rareh does sitting in her office be- versttvof Idaho in 1984r her Lund a closed door She s meeting pnncipal s crtif'cate, she had

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student who, alongth other fam taught her howcri thepnnci-' ii members. was severely burned pal's role is ináschbol. she says. two wars ago when the tent they haonieàqdmle modeling were hung in caught fire The (by other piictpals) but I iiso child is now struggling with sea saw what happens when a pnnci- -' a ous behavior problems at. schooL. pal beconies aclosed door, not lo picks up the phone and buzzes visible, not otit there and a part of her scttarWe Ii be meeting a whats happeninginthe building while longer." she says. "Take the Three years ago, TOy was assigied boys to the caletena br an early to 'frail WincLa new school under lunch and I'll find them when construction in Columbia Village.

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61! 14 already too small for the rapidly

growing community. The school ...11JaMM/M1._ 0111...--_ has reached capacity this year, and the addition of a new wing is planned for next year to accommodate an expected enrollment of 750. Toy says this should be the limit of any elementary school. "Debbie was my principal of choice to take on Trail Wind School," says Jim Reed, Area Direc- tor and Toy's boss at the district. "Her greatest strength is that she was a good teacher and she can't understand why all others aren't good teachers. Debbie has the ability to move people up a notch, I maybe even above their level of competence. She's a model principal and a trainer for others. I wish we had more like her." The closed-door meeting finished, Toy escorts the three waiting boys to the conference room across the hall. She directs them to sit down around her at the large table. With pencil poised above a fat, three-ring binder, she says, "OK boys, tell me what happened." What follows is a confused story that involves recess, the word "stupid," a race to line up, a shov- ing match, a step on a foot, and a punch. Toy listens carefully, ignoring the Rashomon-like tangle of conflicting stories to break in with positive observations like "so far

so good," and "good choice," and nd tinted eool\ into,e 161(21 1 oyjoiffiiflgametethithdll lbvshareslightmomentwitisea @heiBen dubing full-speed-alaeadschedule

NW EDUCATION / Spring 2000 to ask, "What are safe things to son about submitting a fourth- celerated Learning Center (ALC). to heaven. She's never felt so loved." 15 do when you're angry?" grader's poem to the monthly It's designed to serve all special- The ALC team also serves the Toy reminds the boys of the newsletter, accepted written apolo- needs studentslow readers, collective needs of Trail Wind. Last Trail Wind mantra"be caring, gies from two boys who stole bal- learning disabled, giftedplus year the team analyzed schoolwide cooperative, and considerate " loons from a classroom, called the those "in-between" who don't test scores and targeted first-grade and guides them through the custodian about replacing a hinge, quite make the test scores that des- reading as an area of concern. A choices they will make when an and agreed to an interview with a ignate them as special-needs kids. reading program was designed to incident like this happens again. reporter from the Boise State Uni- "Kids uniformly hate to be la- support the entire first grade, and She shakes hands with the boys, versity newspaper. beled," says Toy, "whether gifted test scores rose dramatically. sends the two smaller ones back And it's only 11:30. or challenged. So what we did here Initiated as a pilot program to their classrooms, and escorts the Now she gathers up a notebook was take away all labeling of chil- three years ago, the ALC is now a larger boy, Jeremy (students' names and pen and strides down the hall dren, teachers, and spaces. We don't regular part of life at Trail Wind. have been changed), who has a for a classroom observation. call anyone a special-ed teacher, or "This has become such a positive history of anger-management prob- reading specialist, or gifted-and- place," says Laurie Wolf, (non- lems, to her office. Toy calls his MY/ talented teacher, although they do labeled) reading specialist, "that mother, explains what happened, MEG, have training in these areas. In- students stand outside the door and reassures her that everything stead we have, simply, ALC educa- and ask, 'When is it our turn to is under control. She reminds the tors, and each gets to work with come in?"' mother how important it is that TFECCELIM a range of children, from chal- Jeremy take his medication, and Beginning with the tabula rasa lenged to gifted. We put the teach- 1:30 p.n. The school suggests that he discuss this inci- of a new school was a particularly ers and three assistants in one big secretary, Peggy Mobberley, reminds dent with his counselor. She hands satisfying challenge for Toy, after room, with their six desks jammed Toy that it's time to interview the the phone to Jeremy, who talks principalships at two other schools. together in the middle, where ev- first of several candidates for the softly to his mom for a few minutes. She hand-picked a dynamic team eryone can talk, plan, and collabo- custodian's job. A hesitant, middle- "You have to use these teachable of talented, experienced staff and rate." Portable walls divide the aged man comes into Toy's homey moments," says Toy after she has enthusiastic new recruits. All share room into activity areas. office and settles onto the edge of sent the child back to his classroom her credo: Children come first. At the request of a classroom an upholstered chair. and made a second call to the "The emotional, psychological, teacher, or as indicated by test "As head custodian, what would mother of the boy with the bump and educational needs of children scores, any Trail Wind student can be your vision for Trail Wind on his head. are not the same as they were 50 receive individualized remediation School?" Toy startles the applicant Since arriving at her office at years ago, so why are we using the or enrichment. This year, 360 out with her question. After a long mo- 6:45 this Monday morning, she same school structure?" asks Toy. of 655 students have been served ment staring at the floor, he looks has met face-to-face with a child "We must create new ways to teach by the ALC. "For the teachers, their up with a hopeful answer: "To protection worker, the school coun- children if we're all in agreement days get filled with a variety of stu- keep it clean?" selor and nurse, three teachers, and they have changed." dents and teaching experiences, three students. She has talked by One important structural idea which keeps things interesting," phone to two parents. In between, Toy and her team implemented at says Toy. "My special-ed teacher she has called the district PR per- Trail Wind is what they call the Ac- said she feels she's died and gone

1IW NEW PRINCIPAL 16 Attention to every detail of her tion sites and large landscape rocks. ",Jennie, what have you got there?" where they are able and ready building is a Toy trademark. She The PTA provided funds to retool Toy squats down to talk to the to learn." has her hand in everything, from the school sprinkler system to route child. Her teacher stands proudly Educating parents on their the posters and art prints in the water to the site, and students behind her. rights and responsibilities is the hallways, to the baffles being in- earned enough money through a "II wrote an essay, Mrs. Toy. It's holy grail of Toy's crusade. "She stalled in the lunchroom to reduce "math-a-thon" to fence the area about Christmas." wants parents to have the best of noise, to the care she takes in hir- and buy trees, shrubs, and plants. "Oh, let me read it. Look how well everything the school has to offer," ing a custodian with a "vision." Toy Still a work in progress, the one- you've written in cursive! You must says Harper, the school counselor, knows that the physical environ- third acre project will include six show this to your morn and dad." "and she wants them involved in ment of a school is key to a posi- raised beds for vegetable gardens "it's my daddy who needs to learn the process." Through the PTA, tive and peaceful learning climate. one for each gradean or- his cursive letters," Jennie remarks Toy invites psychologists and "For some of the 27 percent of chard, wetland area with a small as her teacher leads her away. school counselor trainees from our children who come from trailer pond, weather station, bird-watch- Boise State University to meet park families, or live in the back of ing area, a desert area, and a small Toy's biggest challenge as an edu- monthly with parents and share trucks and don't have homes, this amphitheater. cator is keeping parents tied to parenting practices that make a is their home and they take pride "Debbie has tremendous skills their children. "No matter how difference as children mature. in it. In three years, we've had two for bringing in outside resources," good your school, or how great A parent resource library has incidents of vandalism," Toy says. says school counselor Judy Harper, your staff," she says, "if children been established within the chil- Students at Trail Wind have who initiated Toy's nomination as don't have a sense of love and be- dren's library at Trail Wind, and other reasons to feel proud of their principal of the year. "I see her as longing at home, they are not as any parent in the neighborhood school. Beyond the double doors at a natural leader who enhances ev- ready to learn when they come to can check out books. How to Talk the end of the central hallway, one erything around her to make it school." So Kids Will Listen and Listen So can see the winter contours of an work for the better good." As a parent and stepparent (Toy Kids Will Talk and Parents' Book outdoor classroom. When it was has two grown children from her About Divorce have flown off the suggested by a parent who had seen 2 p.m."We have a positive, first marriage and two younger shelves. Says Toy: "We've asked similar classrooms in Europe, Toy we have a positive!" announces stepchildren from her current parents to write little reviews of the and her team enthusiastically em- Mobberley, coming into the re- marriage), Toy has made parental books they've read so we can in- braced the idea of creating a living source room where Toy is chatting involvement her crusade. clude them in the newsletter that laboratory to teach kids about sci- with a parent volunteer. "And it's "I think in the past we parents goes home with every child on Fri- ence and environment. Jennie!" did a better job of making sure days. Parents are more apt to listen The project is a study in com- "Oh my gosh," says Toy, rushing that our children's basic needs to other parents than to school munity involvement. Local part- down the hall toward her office, were met," she says. "Now we're officials." ners such as Micron Technology, explaining in a low voice that Jen- seeing the results of generations Toy lays the groundwork for a Barber Hills Nursery, and Boise nie is the first-grader who was the of poor parenting as we deal with parent meeting like a skilled diplo- State University helped design and subject of the meeting with Health parents whose own parents did not mat. Briefing two teachers and an plan the project. The developers of and Welfare the day before. "We've do a good job. So we as educators aide about a child who probably the ever-expanding Columbia Vil- almost never had an opportunity are having to put a lot of extra en- should not be at Trail Wind, she lage donated soil from construc- to praise her before." 1 16 ergyinto bringing children up to begins a recent meeting by stating

NW EDUCATION /Spring 2000 her unequivocal support for her "My style is more nurturing. I feel staff she wrote a successful grant to 17 staff. The child, a second-grader my critical role, if there's any one the Lego Corporation for $38,000. with learning disabilities, was thing I can do, is to be in tune with Now every classroom has a Lego doing well in a self-contained pro- my teachers, to be always aware of Lab." gram at another school before his where their stress is. I am there to Among the many letters written parents insisted he be transferred be a sounding board and a positive in support of Debbie Toy's nomi- to Trail Wind to be with his sib- thinker." nation for Distinguished Principal lings. The parents are unhappy Staff solidarity is palpable at was one from Janet Orndorff, Boise with the services the school is pro- Trail Wind. In the easy camaraderie School District Trustee, who wrote: viding. Toy outlines for her staff of the teachers' lunchroom, an in- "The Boise School District has the school's legal position, and formal survey on Toy's leadership many excellent principals. Debbie suggests responses to anticipated qualities brings comments like, Toy is a shining star among them." questions and complaints. "she sets a tone of cohesiveness... "With some parents," Toy con- a family feeling," "her leadership 4:30 p.m.Toy prepares cludes, "we must emphasize the is compassionate," and, "Debbie's to leave for the day. She's heading hope and not the reality." passion is contagious." home to start baking for a holiday Toy invites schoolwide commu- lunch she's hosting for 20 PTA 3p.m. Toy finds a moment nication with her quarterly princi- board and committee members. to phone a teacher who recently pal's "chat sessions," when Trail "My husband and my mother had surgery. "Hello Nina. This is Wind staff are given the opportu- laughed when they heard," she DebbieMother Toycalling to nity to share what's going well, and says. "I'm no cookjust a Camp- see how you're doing. We miss you, what's not. "She makes it safe to bell Soup kind of person. I asked but the sub is doing a good job and share concerns," says Paula Bell, my mother to help me out, but she all your kids are great. You're com- Vice Principal, "and works to deal said it was time I learned to cook ing to the Christmas party? Awe- with problems." now that I was 50. She gave me some! I don't think you should Continues Bell: "I have been at recipes, and I went to the store and drive yet. Shall I pick you up?" five or six elementary schools in bought things I've never seen be- my career, and I've never been at fore. I'm going to cook that When Toy calls herself a "cheer- a school like Trail Wind. The am- lunch!" leader" for her staff, her metaphor biance here is unique, and I think is apt, although "coach" might be it's because of Debbie. You cer- Photojournalist Judy Blanken- closer to the truth. She is an out- tainly feel that she's driving the ship has been awarded a teach- standing team builder who sur- ship, but she also empowers people ing and research Fulbright rounds herself with positive, to take the initiative. And the sky's Award to work in Ecuador on a energetic people and then gives the limit in terms of innovative, documental), project for a year. them the close attention they need educational efforts. Last year a to maintain a collective focus. "I fifth-grade teacher was interested am not a power person," she says. in Legos, so with the help of other 117

THE NEW PRINCIPAL Chris Borgen relies on research and collaborative leadership to "unlock learning" for kids.

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ANACORTES,Washington (Ohroughout the past 14 years, the state of Washington, he's been For thousands of visitors each year, Principal Chris Borgen has been instinctively deflecting the atten- Anacortes is a way station. At the helping his rural school steer a tion to his "hardworking, incredi- AC o UA INTEl northern end of Puget Sound, a course toward academic excel- ble staff." Gin Borgen arrived at Fidalgo short bridge away from the main- lence. Seafaring metaphors fall Chuckling affectionately, his back in 1985, he was a relative land, land gives way to water on flat, however, in the presence of thisteachers, secretary, and other staff newcomer to elementary educa- all sides. Street traffic ebbs and soh - spokenn school leader Borgen is manben admowledge that their doo. Although he had spent a year flows with the law schedules. not one to bait orders or pull rank. esteemed leader is probably embar- as an assistant principal at a junior Vacationers who pour through this He's more of a sweater guy than therassed by all the fuss, "It's awkward high school in Spanaway, Wash- island community en route to the spit-and-polish type. Indeed, he for Chris to be in the spotlight like ington, he had devoted most of his San pans or Victoria, B.C., might sees himself as more coach than this," says one teacher who's ktiOni career to teaching English and linger long enough notice the captain. And like a good coach, he him since his first day on the job. coaching basketball at Anacortes folksy murals painted on the his- credits his entire staff for the many "He's such a collaborator He's not High School. toric downtown buildings or browse honors and awards on display in- the type to grab all the glory for Day Adams, 'ragtime school sec- at the antique shops and art gal- side the school's front doors: Exem- himself." retary arid*, got the scoop on leries. But few would guess that plary School Award from the U.S. Out when the conversation shifts the new boss before he even arrived. quaint Anacortes (pop. 13,900) is Department of Education, 1989; to the school rather than its leader "I was told that he was young and home to one of the most forward- America's Best School Award from Borgen is back on comfortable didn't know much about elemen- looking schools in the country. Redbook magazine, 1994; Schools footing. This is the success story tary schools. But I also heard that For 500 students in kindergarten for the 21st Century grant recipi- he knows well. What's more, he's he was a nice person, a quality per- through sixth grade, Fidalgo ent, 1990-1995. Since last spring, made sure that every person in son, and he could learn." Elementary Is a way station to when Borgen was named the Na- the building has had a hand in And learn he did. "I knew this was the future. tional Distinguished Principal for crafting it. a good school before I arrived," it NW EDUCATION /Spring 2000 rf 20 Borgen recalls. "It has a strong pal's office. Far from a punishment, panded our awareness of what other Fidalgo, they began talking about staff of teachers who have been to- a trip to see Principal Borgen was a schools were doing, and gave us a their own classroom practices and gether for quite a while. So I tried chance to show off your best work chance to compare and contrast how they compared with what to work that to my advantage. I and get a Gummy Bear as reward. ourselves against what the research teachers at exemplary schools were came in and said: I've got some From the start, Borgen has been says we should be doing in effective doing. And those conversations led things to learn. I hope you can help sure to build on strengths rather schools," says Borgen. The survey, to more collaboration. A staff that me. I'd like to live in your class- than penalize shortcomings conducted by the local education had functioned well as a collection rooms for a while and learn from whether he's working with students service district, also yielded some of individuals started coming to- you about elementary education." or staff. candid critiques of the new boss. gether, visiting each other's class- Some of the veterans raised an Borgen also took time, as soon "That helped my development as rooms, focusing on new ways to eyebrow at first. "Here was this new as he arrived at Fidalgo, to talk a principal," he says. enhance student learning. They kid on the block, barely 30, with all with each teacher individually. "I Quickly earning a reputation as were on their way to becoming a this youthful energy," recalls Sue wanted to find out what they val- a lover of research, Borgen rallied true learning community. Harrington, who retired last year ued, and what they wished they his staff to take yet another collab- In 1989, when Fidalgo won its after 28 years of teaching, all of it could take care of better." Although orative step. Together, they wrote own designation as a state and na- at Fidalgo. "But he turned out to he was proceeding by instinct the mission statement that contin- tional exemplary school, the hon- be a breath of fresh air. I had been just getting acquaintedBorgen ues to drive the institution. "That ors "let us know we were on the teaching for more than a decade has since learned that what he was has given us a vision of where we right track," Borgen says. "It was by then. I was getting a little tired. doing has a name and a place in want to be. It's not just something positive and reaffirming." But for He brought in new energy and ideas academic circles. "It's a cultural for the wall," he says, although it the no-longer-so-new principal, this that probably helped me stay in audit to use the research phrase still hangs in the school entryway. was no signal to rest. As he explains, teaching." but I didn't know that at the time." "Our basic goal here has always Nancy Bush, who spent 20 years The new principal quickly de- MI o.UM been to raise student performance. at Fidalgo before retiring, still re- tected that his teachers shared "a We were ready to try something that members how the new principal tremendous sense of ownership, 0U1 would raise achievement across the handed out balloons to staff mem- which I think is still the hallmark TOMTM board. Not a new math or reading bers. "You could turn in your bal- of this school. There were some During the 1980s, the U.S. Depart- curriculum, but something more loon for two hours of free time to things we needed to work on, some ment of Education recognized out- basic. Something that would en- schedule however you wanted systems that could work better. But standing schools with the National hance the skills kids need to be conferences or lesson planning or those were minor." Exemplary School Awards (now successful." whateverand he would cover Borgen also convinced his fac- known as Blue Ribbon Schools). Around the same time, then- our classrooms," she says. Although ulty to conduct a thorough self- Borgen saw the award not as a po- Governor Booth Gardner unveiled impressed by his eagerness, she study, using criteria defined by the tential feather for his own cap, but his Schools for the 21st Century waited and watched for a year school-effectiveness movement. as a worthy goal that would benefit Project, which offered generous but before cashing in her balloon. Not only did the study give the Fidalgo's students. He took staff competitive state grants, designed Meanwhile, teachers started school a baseline for future assess- members to visit schools that had to encourage innovation in educa- noticing that kids were looking for ments, but it also helped break already won the award, to find out tion. Schools could receive up to any excuse to visit the new princi- down a feeling of isolation. "It ex- what they were doing well. Back at $100,000 annually for six years, if 120

NW EDUCATION / Spring 2000 they could outline a plan for raising 21 student achievement. But there was a catch, Borgen explains. "Every- body in the buildingfrom custodians to classroom teachers to paraprofessionalshad to sign on." Longtime teacher Chuck Stark- ovich admits to groaning when Borgen first described the grant process to the staff. "But Chris is so good at getting people to work together. He does it with ease, so we all feel like it's our idea. Somehow," Starkovich says, "he got us all to be cheerleaders." Working as a team, the staff wrote a detailed grant proposal that hit pay dirt. In 1990, Fidalgo Elemen-

+1,,N1119114 1 14 tary was selected as one of only seven recipients in the first round of the 2 ;7 .0" 21st Century funding. 3 # 8 :2 u .0.41 9:: Then the hard work really began. AS. The staff's goals were ambitious:

N to develop an integrated learning system that would raise student --; achievement, and also raise students' intellectual abilitiesbump up their very IQ. "Our premise was, if we could improve intellectual skills, then the academic achievement would go up," Borgen explains. "If a kid is not able to get multiplication tables, or if a certain reading approach is not getting 1 .t through, then maybe there's something we need to do even before we get to that step. We're an eclectic

StudentslovetO Principal liorgenoff 1K10'MOWallOakstaand@ER OR Beal school. We've always used multiple TM*\ isiting GI ssroornsis favoriteduty thisprincipalwho children

THE NEW PRINCIPAL 22 approaches. And we've always felt horizonsbuilding an enduring way to add more glue." that parental involvement is im- it's our duty to find a key to unlock sister-school relationship with a By the time the grant ended in portant, and we have strong parent learning for each child." As the fa- school in Tsu, Japan; hosting a 1995, systemic change was evident: involvement here. But I want a ther of three, he is acutely aware of yearlong exchange with a Japanese Average student achievement rose teacher who, when a kid is not get- how different children can be. "This teacher; opening a free latchkey from the 70th percentile to the 85th ting it, is going to go the extra mile was a chance to expand our ap- program; offering classes in the percentile. Average student IQ in- to find a way Who literally bleeds proaches to learning, in a data- Japanese language to the entire creased by more than 16 points. when students are failing. That driven way" community. Some of the Fidalgo On-task behavior improved. Disci- kind of person will get kids some- For the teaching staff, the grant teachers eventually traveled to plinary referrals plummeted. And where. These are teachers who are meant not only extensive profes- China and Japan to present work- teachers reported feeling more con- not going to quit. They'll keep look- sional development, but also out- shops on intelligence training. And fident about trying new ways to help ing for different methods to help a reach for ideas far beyond Fidalgo visitors from all over the world students succeed, less isolated in child succeed, until they get there. Island. They all traveled to Japan found their way to Anacortes to the classroom, and more tolerant And when we hire people, we want for 10 days, for instance, to study a watch the Fidalgo staff and stu- of diverse learning styles. them to match this culture." model called Structures of Intellect dents in action. Not surprisingly, turnover re- (SOO. Based on the theories of psy- As another part of the project, mains low among both students MLMEZIM chologist J.P. Guilford, the model graduate-level courses in education and staff at this highly effective essentially helps students learn how were offered at Fidalgo by professors school. Growth has been steady in 'TM to learn. Teachers identify students' from Western Washington Univer- recent years, due to a population EIMEEEM strengths and weaknesses and map sity. Every teacher on staff agreed increase and parents' choice to have After 14 years as principal, Borgen their individual learning styles. to take the core classes, and several their children attend Fidalgo. When is no longer "the new kid on the Then, if a student has trouble un- earned master's degrees in the it's time to hire a new teacher, Bor- block." But even at 46, his hair derstanding a concept, the teacher theme of intelligence training and gen knows exactly what he's look- now shot through with gray, he ac- can tailor a lesson, using strengths learning styles. They conducted ac- ing for. "On the hiring committee, knowledges that he's still learning to overcome weaknesses. "The idea tion research, studying their own we always ask: 'Who's responsible on the job. He spends part of each is, all children are gifted. You have students. for student growth?' Most people year as an adjunct professor in to find their gifts and use them," "That shared learning experi- would give an answer that's a good school administration at Western explains Bush, who continues to ence was powerful for our school onethey'd say it's parents, stu- Washington University, where he consult with the Fidalgo staff, even culture as well as the overall aca- dents, and the teacher. You might has a chance to keep up to date in retirement. "This gave us a tool demic growth of our students," even hear the global one: 'It's the on research and trends. "It's hum- to solve problems." Borgen believes. Teacher Harring- village.' But that's not what I'm bling," he says, "how much there Back at home, the staff incorpo- ton found the classes worthwhile looking for. That answer would is to learn." But his intellectual cu- rated intelligence training into their on many levels. "Here you were probably get you screened out. I riosity reassures his staff that Bor- own model, called "The Brain as with these nice peopleyour fel- want a teacher who says: 'I am. I gen will be scanning the horizon the Curriculum." They tested new low teachersgetting a chance to am responsible for student aca- for fresh ideas. "He keeps the vision teaching approaches by coaching be students together. We encour- demic growth.' Because in this in front of us," says teacher John one another in the classroom. And aged each other, studied together, school, in this culture, we have Sayer, a 35-year veteran in the they kept expanding the school's had potluck dinners. It was a nice people who feel that way. I agree classroom. "We can count on Chris

NW EDUCATION / Spring 2000 to keep asking, 'What is this? Does his attention. Some tell him they that Fidalgo offers, counselor Jean Would it have been easier for 23 it work?" want experiential, project-based Lungren suspects that few children Borgen to work with the architect The biggest change in the prin- education. Others favor workbooks, are aware of the school's eclectic by himself? No question. "Collec- cipal's job has been the evolution discipline, and a focus on the ba- menu. "What they know is, there's tive problem solving is a lot more in leadership style, from boss to fa- sics. "Can we provide a menu for a comfort level here. It's a secure time consuming," he admits. It cilitator, Borgen says. "For a prin- all these people? If we don't," Bor- place. They will be treated with re- also means giving up some of his cipal to survive and be effective, gen says, "we'll be losing our par- spect here, and Chris is the one who authority. But by opening the dis- the old authoritarian dynamic just ents. Parents today realize they have models that for all of us." cussion to all, he wound up with a doesn't work any longer. Some of options, from homeschooling to Even a recent, major remodel of building that came in under bud- the skills that our good counselors private schools to charter schools. the building turned into an oppor- get and is "owned" by the whole have fit in very well with this job. And many of them are very sophis- tunity for collaboration. Borgen community. "Collaboratively, you You need to be able to get people to ticated in their understanding." surveyed the entire staff for sugges- get better answers. Most of all, you analyze what they're doing, so they If Fidalgo has held onto a last- tions about design elements to help create a better culture for your can look at their own practices and ing lesson from its years as a 21st students thrive. The resulting build- school." 1=1 improve." Teacher Sherry Chavers Century School, it's that "there's ing features tall windows to let nat- praises Borgen for his ability "to no one way to get there," Borgen ural light stream into the library draw out our strengths. He encour- says. The school continues to offer and classrooms, and an air-filter- ages us to take risks. In professional multiage classes, traditional grade- ing system to make breathing eas- growth, he nudges us." And he level classes, teachers who loop from ier for students with allergies. Wide pulls that "nudging" off with good grade to grade with their students, hallways include alcoves for dis- humor, she says, willing to take and training designed to raise in- playing student projects, such as jokes as well as dish them out. telligence and build on multiple papier-mâché dinosaurs or a giant Over the years, Borgen has been learning styles. Some teachers use tree house stocked with library amazed by the number of good a rigorous, standards-based ap- books. A technology center con- ideas that have come across his proach while others take an experi- nects with the library, so that stu- desk from community members, ential route to learning. Teacher dents can move seamlessly between parents, and other educators. Mark Perkins did his own research research and writing. Ricked be- "These may all be good ideas, on the benefits of one-room school- tween classrooms are smaller "util- wonderful programs, but you can't houses, then convinced Borgen to ity rooms" where students can do them all. It's easy to lose your let him teach a third- through receive individual attention or work school focus if you try every idea sixth-grade classroom. in small groups, but remain under that comes along. As principal, "There's room in the building a teacher's supervision. A coun- you need to find a way to let people for all these approaches," Borgen selor's office sits right across from know you appreciate their ideas, believes, "as long as we know specif- the main office, a visible symbol but you also have to say: Our focus ically what we're about. And this of the school's focus on the whole right now is this, and here's why." school still focuses first on student child. Even parents have their own Borgen's open-door policy means academic performance." PTA room, underlining their im- parents have an easy time getting While parents love the options portance in the "Fidalgo Family."

THE NEW PRINCIPAL ?RING?

Bob Goerkegets the best from studentsand staff withan 1 blend of wit andwisdom.

-.....mmommimponummi Story and phot 0 S CATHERINE PAGL1N didl 1Phen I approach a child. be in- Hi. Stephanie. Good morning, Ben. the playground, in the classroom sspires ill me Iwo sentiments Good morning, everybody. Are you "He knows if they collect baseball tenderness irbal be is and feeling better? How s your grandma? cards, he knows if they're a skate- re peel fir trlwl be map become. Good morning, Michelle. Good boarder. He knows each child really. Quote from Louis Pasteur, morning, sweetheart" really well and knows each family," hanging in 1;o1) Goerke's office ob Goerke. Oregon's National says sixth-grade teacher Elaine Distrin Principal for 1999, Reismgerl JACKSONVILLE, Oregon likens Jacksonville to Norman Rock- hile upholding what is good in Jacksonville Elementary looks well's America. It's a place where small-town values. Goerke (say nothing like the one -mom school- people still know each other, and he GUR-kee) brings a forward- looking houses from this town's proud past. dots his part to keep it that way. His vision of education to a historic . . Students don't sit at wooden desks 00 students wouldn't understand community that has undergone

. dipping their pens into ink wells. what it takes to run a school build- many Jacksonville, now No schoolmarm stands at the door- ing. They wouldn't be interested in a tourist destination; boomed in way each morning, clanging a the reams of educational research the mid-19th century it was a busy bell and greeting pupils. But some- he reads. They wouldn't know or gold-Mining town and center of one does wait for them every day care that his work as chairman of trade for Southern Oregon. NIoney without fail. When students jump the Teacher Standards and Practices flowed and mansions rose. Then off the buses and stream through Commission shapes licerisure stan- fortune's wheel turned: In 1883 the the breezeway. their principal is dards for every teacher in the state. railroad bypassed Jacksonville for there, raising his voice over the What they do know is that he cares nearby Medford. With the train general din. about them. Ile makes time for tracks went prosperity, leaving be- i. John. Good morning. guys. them eveiy dayat the buses, on hind a collection of Victorian edi-

NCI EDI 7G1TION 1 Sphng 101X1 , 4+,

"6, 04: 26 fices, souvenirs of the glory days. in the Medford School District; in Goerke points to the pitfalls inher- materials, even students. Thanks to Until recently, the towna Na- some grades and content areas, it ent in long-term principal-staff his sense of purpose, and the staff's tional Historic Landmark since was even scoring below the district relationshipspitfalls that any hard work, Jacksonville now has a 1966was home to a predomi- average on state tests. school can tumble into when peo- system of teams and meetings that nantly low-income population. "I "Resting on your laurels is al- ple stay put too long. "Elementary facilitate communication between got all my student loans forgiven ways a danger," says Goerke. "Ev- school principals work very closely teachers at the same grade level, because I was teaching at a poverty- erybody loved this school inside and with their staff. You have to build within each of the school's three stricken school," says Reisinger, out when I got here, but we weren't relationships with your staff, and wings (kindergarten though second who joined the staff 30 years ago. doing well." Particularly troubling you rely on those relationships. grade, third and fourth, and fifth Today, the Jacksonville area is was that in some cases scores of the There is constant pressure to build and sixth), and between wings. booming again. Following the re- "intact" groupsstudents who positive relationships. Principals are Goerke shifted his staff's use of a gion's influx of retirees have come had always been at the school and going to slowly move toward keep- districtwide weekly early-release service and healthcare profession- should have benefitted from that ing things positive, instead of push- day. Before, teachers used the time als, and now telecommuters, many consistencywere lower than ing people out of the little envelope as they wished, for general plan- from California. These newcomers those of the general school popula- they're so comfortable in." ning. Now, the time is dedicated to bring new expectations. Though tion. Goerke joked at a staff retreat Over the course of his career, weekly wing meetings and monthly they like Jacksonville's small-town that it looked as if "the longer you the 50-year-old Goerke has become cross-wing meetings. A calendar feeling they want big houses on big stay at Jacksonville School, the adept at building and maintaining committee, working a year in ad- spreads just outside of town. And worse you do." Actually, he says good relationships while still chal- vance, put a stop to unscheduled they want big-city services, such as of the intact scores: "It wasn't a lenging staff to change and im- assemblies and those unrelated to a recently instituted nonstop flight chronic problem in that you couldn't prove. In his 18 years as a principal, curriculum. from Medford to Los Angeles. They point to it everywhere in every test. he has overseen improvements at Goerke didn't tell his staff exactly support the high-quality cultural But it was a symptom of an issue, four schools that span the spectrum how to make change. Instead, he offerings of Jacksonville's Peter Britt and that was a curriculum-articu- of need. At one end of the spectrum gave them the professional latitude Music Festival and nearby Ashland's lation issue." was a rural, Title I building in to work out a plan and manage the Oregon Shakespeare Festival. They Instead of a well-articulated K-6 northern Los Angeles County, with a details. "At times it was a little frus- support education and demand a curriculum, Jacksonville had teach- 94 percent free-and-reduced-lunch trating," admits fifth-grade teacher lot from their schools. ers operating what Goerke calls "ed- population. At the other end was a Curt Shenk. "At times I thought, Bob "Part of what I need to be most ucational franchises," each with his suburban Medford school where you're the boss, make the decision. concerned about as principal is or her own pet projects and field only 7 percent of students were on But at other times, looking back meeting the high expectations of trips. In addition, assemblies were the lunch program. now, I take a lot more ownership the community, seeing that their often impromptu events, unrelated to At Jacksonville, Goerke con- of our accomplishments and our students achieve up to that," says curriculum. The result was gaps and vinced the staff to give up pet pro- progress and successes. He's really Goerke. But when he arrived at overlaps in the system as a whole. jects, coordinate field trips, develop enabled our staff to grow together." Jacksonville School three years ago, The school's complacency with common instructional units. He "He kind of built on it each year;" achievement was lagging behind this situation can be traced to old encouraged joint planning, pur- says third-grade teacher Cindy those expectations. Jacksonville was patterns that had become so in- chasing, and scheduling. He per- Schubert. "The first year he had not one of the top-scoring schools grained over time, no one noticed. suaded teachers to share ideas, us start working together at grade

NW EDUCATION / Spring 2000 T `g C 1r

levels. The following year he devel- 27 oped the wing meeting. Then last year he really had us work on helping kids meet benchmarksthat means meeting with the grade levels ahead of you and behind you. So it's kind of evolved, but he's done it in a way that we had some ownership. It 4 I s wasn't just a mandate, because that doesn't work real well. So I think "No everyone's bought into it." The increased coordination and cooperation have created more learning opportunities for students. Teachers have begun doing some team teaching and ability grouping, particularly in the upper grades and particularly in math, moving students between classrooms and grade levels to meet individual needs and fJ draw on individual strengths. "My fourth-grader goes to the other fourth grade for math," reports par- e ent and PTO President Michelle Gor- don. "In second grade, one of the teachers is real strong in science and the other is real strong in art, so they switch. There's a lot of team teaching that happens as opposed to before he was here." -at Jacksonville is seeing the results of a more streamlined approach to curriculum. In 1999, third-grade math katung and reading scores were the highest , 11. , in the district. And the gaps between ''l1 ., - . the whole-school group and the in- .--:.---_. ,,,,,_ tact group have closed. i47 __...... Success in meeting benchmarks frombeimensconced olfiEePrincipal(ffleike'kits nearly morning I DVI MUM Vadtheguatyid'I ny winspointswith CMGOUI mgesthem do theii

THE NEW PRINCIPAL. in basic curriculum areas means He'd like to continue adding art Sixth-grade teacher Mike Yunk- the school can continue to provide and music offerings, perhaps even- herr started his first year at Jackson- the well-rounded education that tually centering the school's cur- ville attired mainly in shorts. Along parents expect and the staff believes riculum around the arts. with his shorts, he wore black socks in. While some schools in the dis- OIE the only socks he owned. One trict have abandoned music and art day, Goerke, who prefers slacks and to focus on raising test scores, Jack- MIL-FACOK ties for male teachers, pulled the sonville School begins its day with new staff member into his office. . I I , I s. I a music-appreciation program pur- Goerke's leadership style combines "He says, 'Mr. Yunkherr, your black

51 S I IP o chased by the Britt Festival, one of professionalism and high expecta- socks are dorky,"' Yunkherr relates. the school's business partners. A tions with a frankness and humor Yunkherr acknowledges he might

.I different composer is featured each appreciated by teachers and students have bristled at the comment had it IIf _IS week. During the first week in De- alike. (See the sidebar for student come from someone else. But from 559 I .15 9. If 4 5 I I 9 II cember; for instance, a William Byrd comments.) Sometimes he opens Goerke, he viewed it as benign. "He I s harpsichord melody trills out over the staff meeting with an exchange would like me to be more profes-

, the PA system. Kids learn about the of funny stories about incidents at sionalthat's just his nature," he " composer, the piece, the instru- school. At other times his humor says. "He doesn't do it out of spite. I ,I ments, the musical style. is deadpan and unexpected. He does it out of encouragement." After music appreciation, the At a recent staff meeting, a seri- Goerke is attentive to staff-devel- III if I I I II school's intermediate students are ous young teacher is presenting site opment issues far beyond attire. "He I III in a music block, in addition to their council recommendations. "To the cares about improving the profes- I S.5 twice-weekly general music classes. best of my knowledge," he says, "we sion," says media specialist Anne I .5 551 , *II "Come sing a song of countries had 100 percent of the third-graders Mitchell, who is working on an edu-

I ,I far away, down south of the bor- meet or exceed the benchmark in cational administration degree. I I der, and ring in Christmas Day" writing." "He has professional pride and goes I sings the chorus, accompanied by a "Well, we can do better. Right?" through the effort to teach me. Not

I I .1 parent on the piano while the music says Goerke in a grim undertone. everybody will give you that time." II I S teacher conducts. The band toots a Still fixed on his notes, the pre- Fourth-grade teacher Jim Finne- " I 9.99 5 I " lively rendition of "Up on the House- senter continues earnestly with his gan says, "I've learned about teach-

11- I I II top," while orchestral students re- review of the facts. A few seconds ing from him." A veteran Oregon 5 If MI I Shakespeare Festival actor who I I .I view a score, chanting "A, E, D, D, later laughter rolls across the room " If E, rest, rest." Meanwhile, an artist- as the joke sinks in. "105 percent changed careers three years ago, I S "I I in-residence is teaching younger meeting benchmarks!" exclaims Finnegan describes a math lesson "I I' I I students about quilting. Each spring another teacher. that Goerke watched him teach. "I II " the school stages a musical in the When Goerke expresses disagree- was asking questions and leading el Britt Theater tucked in the hills ment or discomfort, he does it in the students toward a particular I above town. Goerke is hoping to add such a way that "you don't feel put solution," he recalls. "Every time I I I .I a dramatic production in the fall. down," says Reisinger. got another answer, I would say

NW EDUCATION / Spring 2000 'No -o -o." Afterward, Goerke sug- has been getting away from me. I doing next. Sometimes when he Goerke," clamor the students. 29 gested that Finnegan respond more have been learning to appreciate comes in and we're taking a spel- "Bye. See you tomorrow. How positively, saying something like, you as a person, and as a teacher. ling test, he asks how I'm doing come your backpack is open?" he "That would be the answer if I were I have also been learning to ap- and I let him look at my paper." says to one child, zipping the pack. asking about the factors or the mul-preciate your students. They are The love and respect Goerke To another, he cautions, "Don't tiples." The idea was to make stu- neat kidsneedy but neat. You shows to his students inspires a love forget." dents feel good about their efforts have a nice way with children of learning, says Reisinger. "It's so "Don't forget what?" says the and then redirect the questioning. calm, yet insistent. They must important because we're here for girl, who borrowed lunch money Goerke models an affirming ap- know you care about them. Bob the kids. They feel their principal from him that day. proach to teaching in his interac- These small gestures have a big cares, their principal's their advo- Inside the buses, the children tions with staff. "Once he gives impact. Observes Schubert: "I've cate. They don't see him as an au- crowd against the windows, laugh- feedback or points out some area had principals who've never been in thority figure. Yes, they respect him, ing and pointing as Goerke scrawls for growth, when you act on it he the room unless there's some crisis, but they also feel he's part of their "Merry Christmas" and sketches a always makes a point of coming and they don't have a clue as to teamand therefore they do better snowman and Christmas tree on back and saying 'I see how well what's going on. He's in here just in school. Other things can be dele- the dusty panes. A passing staff you're doing that,- says Finnegan. about every day when he's in the gated. The kids and the relationship person reacts in mock horror. "He's really good about giving posi- building. He knows the kids. He with the principal is Number One, "Oh my, don't do that," she says. tive feedback and then I realize how knows my teaching style. It makes because that sets the tone for the "We had four students reported for good that makes me feel and I try to a huge difference as to knowing school." writing on the windows." do the same thing for my kids." how your building is functioning." The bond Goerke has forged Goerke ceases his handiwork as Goerke visits every classroom al- g-LIOU with students speaks for both his he runs out of prime canvas for most every morning. He sits and lis- managerial skills and his personal images, saying, "That window's tens, talks to students and teachers, ENCOIRI warmth. "He has the organization, not dirty enough." and checks for maintenance prob- WE ER the organizational plan, to limit The buses rev their motors. The lems. Ilivo or three times a year, he When Goerke enters a classroom, unnecessary things and focus on last few children run up for their writes a note to each teacher, always students light up as soon as they the necessary things," says Reisinger, hugs. The principal waves good-bye. containing positive observations. spot his white hair and ready smile. "and the most necessary thing is "Without this can you imagine To a first-grade teacher, he wrote: Some open their arms for hugs. He the child." how lousy the job would be?" says Janie, Looks as if you are off to pats them on the shoulder, ruffles Goerke with both humor and feel- another good start. Your class- their hair, and asks about their work: HOW 7713 ing, as the last bus pulls out of the room is always so well organized. "Is that a reindeer with sunglasses?" TO MEI parking lot and silence falls. Children are on task, and you "He comes in our class every As the children scramble onto the make certain all students are day," says a third-grader named idling buses, their principal is there paying attention when directions Jacob. "That's my favorite part of to say good-bye. "Hi Kendra. Hi are given. Great job. Bob the day because we get to say hi to guys." He lifts one of the guys off To a resource room teacher, he him. He gets to see how we're doing, the ground. "Come here, Katie." wrote: Jeanne, I have been mean- and sometimes he'll talk to our He gives her a hug.

ing to get you a notebut time teacher about what we might be "Bye, Mr. Goerke. Bye, Mr.

IRE NSW PRINCIPAL NCIPA16 KIDS LOVE TO HUG nts are crazy about David Nufet who has knit together a divided school with his warm, flexible style.

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Nearly all are greeted, by name, by year for funding." And, in the six It's a sub-zero morning in early Principal David Nufer, whose attire years that Nufer has been principal, December. The last of the late-night this morning features a tie that, five Finger Lake students have died stars twifilde and slowly fade Over- when squeezed gently at its tip, dis- of causes ranging from leukemia head. The snow -covered glacial plays an illuminated Santa Claus. to homicide. One of the students peaks that rise out of the Tallreetna Eller, Alaska's National Distin- who died was the child of a Finger and Chugach mountain ranges guished Principal for 1999, smashes Lake teacher which made the loss take center stage as crystallizedsil- to bits every stereotype of the stem, even more acute. houettes against the backdrop of autocratic principal of eras gone °i ht things make you who you an enormous, deep-blue Alaskan by. His connection to the students, are," Nufer says softly. 'We pulled sky. Nestled between the mountain staff, and parents in his building is together and got through it." ranges in the Matanuska-Susitna as profound, complex, and tangi- Mot that long ago, a trip to the ValleMat-Su to the localsat ble as the Mat-Su Valley landscape. principal's office meant you were the end of a fpnde, almost poeti- Uhile the feeling at Fmger Lake in serious trouble. But at Finger cally winding lane sits Finger Lake is overwhelmingly positive, the Lakein the midst of a school Elementary School. Nearly 400 school is not without its scars. Every district the size of West Virginia students emerge from school buses year it has to yield to the reality of and at least three times as rugged and all manner of parent-driven budgetary issues, which often re- you're likely to get a hug on vehicles and scurry into the build- quire staff reduction. Being in one your way out the door from the ing along the mendfully short of the most tax-resistant states in principal himself. Throughout walkway from the parking lot to the United States, the district has to the day, the 42-year-old Nufer hugs the front door contend with a heavy dose of anti- students in the hallways, the class- some of the students are accom- public-education sentiment, and, rooms, and the lunchroom. panied by a parent; many are alone. as Nufer describes it, "do a jig every "You definitely get your hugs in .1111...-...1111111

NW EDUCATION / Spring 2000 130 41. 32 elementary school," says Nufer. a combination of third and fourth to, and Dave does what he can says that Nufer's approach to the "The hugging just happens natu- grades. "If we run into him in the within his power to help. He doesn't principalship allows her to be more rally. Kids need to know that you halt, I'll definitely lose control of even get mad at me, and I can be effective at adapting the curriculum love them." the class." relentless when I'm advocating for for children with special needs. And Nufer does, on so many lev- She's not complaining, though. my students." "You can tell he genuinely loves els, love the kids. Himself the father Currently in her 11th year of teach- Indeed, Anderson grew so at- children," she says. "He goes out of of two students at Finger Lake, one ing, Anderson has witnessed the tached to her second- and third- his way to make this the best envi- in first grade, the other in third, contrast between Nufer and his pre- grade combo class last year that ronment it can be, and he's very Nufer first caught the elementary decessor, who took a more top-down she couldn't bear to let them go, good at giving specialists the flexi- education bug while doing field- approach to the principalship. Back so she persuaded Nufer to allow bility we need to do our jobs." work for an undergraduate course. then, the staff was deeply divided. her to stay with the group. In addition to bringing teachers A native of Vancouver, Washington, "Walking in here six years ago "The principalship is about the into the fold in more meaningful Nufer came to Alaska to direct was like walking into the Grand kids," Nufer. "I have strived to give ways, Nufer has made parental in- Christian education for the Luth- Canyon," Nufer recalls. "One group the teachers the resources they need volvement a priority. Since Nufer eran church in nearby Palmer. After was on one side, while the rest were rather than putting ourselves in a assumed the principalship at Finger substitute teaching for two years, on the other, and between the two box. I don't want to be bound by Lake, parents have come to think he taught third, fourth, and fifth was an enormous pit. That's where tradition." of the school as much more than a grades for five years. we started." One of the traditions Nufer has collection of classrooms. More than In his six years at Finger Lake, The main split, he says, was the parted with is the dictum that edu- 90 parents are members of the Fin- Nufer has spearheaded shifts in the perception that the principal re- cators must educate until they drop. ger Lake PTA. They attend and school's culture that are evident warded favored teachers with cov- Anderson says that working with teach adult education classes at throughout the building. At the eted assignments. Nufer's solution Nufer has taught her the impor- the school on topics ranging from front entrance, for example, a do- was to turn over the scheduling tance of a full and rich life outside anger management to accessing nated collection of coats and gloves process-483 students spread out of the classroom. the Internet. They volunteer and other cold-weather accessories among 50 staff, 21 classrooms, and "The most important thing I've throughout the day, overseeing is free for the taking for families three specialiststo the teachers. learned from him is that while it's basketball and soccer before classes who are in need but too modest to It turned out to be a good move. important to put in your time to be start, and tutoring one-on-one in ask for help. The buildingNufer's The teachers now feel valued a good teacher, there is more to life math or reading long after the office, the library, the long and or- and supported. Anderson says the than teaching," she says. "He makes day's final bell. derly hallwaysis adorned with changes Nufer has brought about it OK to have other priorities. He "Parents want to get involved, student artwork. The teachers wear at Finger Lake have played a major models that by being involved in and we make sure that's possible," relaxed faces and move gently role in improving the quality of her his church and the community, says Nufer. "They care about their among their students. And the stu- teaching. and by making time for his family. kids, and they feel welcome and dentsthe true barometers of a "We now have an atmosphere And, of course, the quality time we needed here." school's climateare ecstatic here that more closely approximates spend away from school only en- Ley Schliech, mother of two Fin- whenever Nufer is nearby. home and family, which of course riches our time here." ger Lake students and current pres- "The kids love and adore him," allows for greater learning," she Diana Jobin-Vig, a specialist at ident of the Finger Lake PTA, says says Diana Anderson, who teaches says. "I most definitely feel listened Finger Lake for the past five years, that Nufer's style of leadership cer-

. NWEDUCATION /Spring 2000 132 tainly makes her feel welcome teachers and parents onboard as in reading or math, or simply pass- a story while the class eats lunch. 33 and needed. full partners in planning and re- ing down the area's historical legacy At a few minutes before noon on "David is accommodating and fining the school's two-track sys- via good, old-fashioned storytelling. this wintry Wednesday, he swings supportivea partner," she says. tem of mixed and single-age "Most people don't have an ex- by the janitor's office to pop a tray "He is willing to allow parents into classrooms. Parents and teachers tended family here," Coan says. of chocolate-chip cookies into an the process." can choose between the standard, "The schools are like family and oven. While the cookies bake, he Schliech, a trained health edu- single-grade classroom and classes we develop very strong bonds. I talks about how far Finger Lake cator who has scheduled her life that blend kindergarten with first think that collaboration is the has come since his arrival. He is for maximum flexibility, says she grade, second with third, and one thing that gets us through." characteristically modest about admires the way Nufer carries out fourth with fifth. And collaboration may as well the role he's played in the school's his duties. Coan admits she wasn't crazy be David Nufer's middle name. turnaround, and equally optimistic "He's optimistic, he has a great about the idea at first, but that she Since arriving at Finger Lake, Nufer about its future. sense of humor," she says. "He can "There are so many openings ride out stuff, like personalities and down here at the elementary level, differences of opinion that come and "Walkin in here sixyears ago so many opportunities to intervene go. He doesn't personalize things. A wasike walking into and nurture before it's a problem principal's work is never simple the Grand Canyon. that can't be solved," Nufer says they have to be willing to take the when explaining what keeps him heat and criticism from all differ- motivated, and inspired. He pauses ent sides. I admire his willingness warmed to it over time. "The mul- has started a site management team before opening the door to Ander- to do that." tiage classrooms form pods of fam- that includes parents and staff. In- son's classroom, where he will Paddy Coan, a Finger Lake parent ilies that develop very strong bonds," stead of isolating itself, Finger Lake serve his just-baked cookies and who has volunteered and worked she says. "It also enables the teach- communicates its successes to the read Because a Little Boy Went as a paid staff member at the school ers to really get to know the parents." community through student-led Ka-Choo! by Dr. Seuss while the for the past seven years, says Nufer Although Coan was raised in conferences, portfolios, performance children eat their lunches. "But brought enthusiasm and an ability nearby Anchorage, most of the assessment, science fairs, math we have to let kids drive the train. to build partnerships to his role families at Finger Lake aren't na- nights, family days, and school We have to put them first." as principalwith magnificent tives. The school, therefore, plays a programs and performances. The results. much greater role than it would in entire Finger Lake community is "He takes parental involvement a more urban setting. Senior citi- playing a role in developing stan- above the classroom level," says zens, for example, visit regularly to dards that will meet or beat those Coan, who was PTA president at the play cribbage to supplement math set forth by the state of Alaska. time of Nufer's arrival. "I admire lessons. And the highly revered men But perhaps most important is the way he took a look at what was and women who arrived in the Mat- Nufer's commitment to collaborat- going on before making major Su Valley in the 1930s and now live ing with the studentsa collabo- changes." at the Pioneer Home in nearby ration that takes many forms. On Probably the most notable Palmer visit frequently. They help Wednesdays, for example, Nufer change at Finger Lake is bringing out in a variety of waystutoring visits a classroom, where he reads t33

THE NEW PRINCIPAL II Ui 4;4 ,

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NASSP President John Lewis sees himself as a "farmer," sowing Itheor and nurturing seeds of change in the schools he leads. regon native John Lewis brings three decades of school lead- 35 ership to his new position as President of the National Association of Secondary School Princi- pals (NASSP). His nearly 30 years as a secondary principal and assistant 'V principal in rural and suburban Oregon haven't dampened his enthusiasm for what he calls "the best job in the world." Now in his first year at the helm of Woodland Middle School north of Vancou- ver, Washington, Lewis recently talked with Northwest Education

+V Editor Lee Sherman about the challenges and rewards of the principalship.

Ni I I NASSP President John Lewis

NORTHWEST lot of life. Do you agree? may not always translate that re-

EDUCATION: things that Lewis:The training I received fit search into practice effectively How did you find successful coacheswell with the way schools were con- NW: Do you see a shortage of your way into the do, successful administra- figured at that time and with the qualified candidates for the principalship? tors do You're organized, you work needs of students then I think the principalship?

John Lewis:I taught at the mid- with a diverse group of people You criticism has come about because Lewis:There is a huge shortage dle school in Estacada, Oregon, in have to have a focus and be able to schools have changed significantly, nght now It's not only m the North- the early '70s, and decided that I withstand a little bit of pressure I and needs have changed signifi- west, it's nationwide In fact, it's in- wanted to get into school adminis- think there are a lot of skills that cantly, but training programs have ternational. I recently was part of tration Never knowing when or are transferable not changed significantly an International Confederation of where that opportunity might come As a teacher, I would always look NW: Which changes in Principals study tour. Sitting around about, I started taking classes to getat things that were going on in schools have created the the table at a meeting in South certified. After six years in the mid- schools and say, "If I were the per- greatest need for reforms Africa last March were people from dle school, I was going to move to son doing that, would I do it the in principal training? Africa, the Far East, Europe, and the high school to teach health, same way? What would I change Lewis:These days you have to be Canada, and we were all talking and I had ordered some materials. within the program?" I was given a everything from a counselor to a the same language: There aren't One day, I walked into the high lot of opportunity by the principals psychologist to a pseudo-parent. enough math teachers, there aren't school principal's office and asked, I worked with to experiment and tryYou're getting a different population enough science teachers, technology "Did my books come in?" And he to put programs together. I really of kidsfetal alcohol kids, kids is lacking. They are all having dif- said, "By the way, one of the assis- liked it. who are less likely to come from ficulty finding people to get into the tant principals just resigned and I still consider myself a teacher. two-parent families. They've gone principalship. One of the things that there's an opening. You ought to You're just doing it a little differently. from mom to dad to grandmother used to attract people was money. think about applying." I said, "OK, NW: What kinds of courses to who knows what. The whole area These days, you would never want

I will." I was an assistant principal did you take to prepare for of special education has mush- to compare a teaching salary with there for two years, then an assis- the principal's role? roomed immensely. Everybody has an administrator's salary on an tant principal at Oregon's Hillsboro Lewis:There is a whole adminis- a condition of some kind. We label hourly basis because of the hours High School for four years, and trative preparation program. You it, have many meetings, and do a you put in. If you did, you'd cry. then became principal. have about 35 hours of classes ton of paperwork to follow up. You may make more money than

NW: Why did you want to dealing with curriculum, finance, I'm hopeful that the criticism a teacher, but you work an extra 20 move out of the classroom law, personnel. you mentioned, which I think does or 30 days a year. The compensa- and into administration? NW: Principal training pro- exist, is being addressed by the uni- tion as a draw is not there.

Lewis:While I was teaching, I wasgrams have taken heavy crit- versities. I think a lot of times, the Another issue for attracting sec- also coaching. I have always felt icism from both practitioners people in those programs have not ondary school principals is the that there is a strong correlation and researchers. Critics say been in the school setting for a night commitments. As a high between the coach's role and the most preparation programs while. I don't want to generalize, school principal, you're probably principal's role. It used to be that are not very practical but often the reason that they like going to have anywhere from 60 to all principals were ex-coaches. I that the coursework doesn't to teach at the university level is be- 100 nights of activities during the think there is a reason for that. A translate very well into real cause they are research-based. They school year. If you go to the FFA 136 NW EDUCATION / Spring 2000 (Future Farmers of America) ban- that struck a chord with them. Ad- present it to everybody and let it sit. But if you ever shut them out, they'll 37 quet, the drama people are mad at ministrators, on the other hand, I feel like a farmer. You plant a lot never come back a second time. If you because you weren't at their will occasionally get a call from a of seeds and you keep sowing those you make that one mistake, they play. Or you go to a school board parent who says, "You're doing a seeds and they keep growing. Prettytell 10 people. Now you have 10 meeting, and the girl's basketball good job." Or a teacher will come soon it's time to harvest the good people who are questioning and team wants to know why you weren't in and say, "I really appreciate the ones. When people have a direct in-looking at the school negatively. at their game. I don't think the direction you're taking us. You let vestment in the decision, they will Over time, that creates problems. night commitments are as great at us work with you." support it. A big mistake principals make is the elementary level, just because If you can create an atmosphere You have to have an open door. not creating a climate within their you don't have all the peripheral in a building where it's "us" As you work with the staff, you have school where communication is cocurricular types of activities. On where everybody from the bus to value what they're doing and open. I hear teachers saying, "This a day-to-day basis, being a high drivers to the custodians to the what they're saying. They want to principal never would tell us what school principal is the most diffi- cooks to the secretaries to the teach- be listened to. We all want to be lis- was going on, would hide in their cult job in a school district. ers are all headed down the same tened to. office"all those kinds of things. I NW: The best teachers often pathyou get a whole lot of plea- NW: What's the biggest mis- say to principals: "Get out of your make the best principals. But sure and satisfaction just in work- take principals make? office. Get to know your students; the best teachers often don't ing with your staff. It's a different Lewis: If you ever get complacent, they need to know you." I enjoy want to leave the classroom set of satisfactionsalways look- somebody is going to pass you by. being down at the cafeteria at because they like working ing for new and better ideas. If you Once I saw a sign above a locker lunchtime. I circulate, talking and with kids directly. Do you ever sit back and think you've ar- room door saying, "Every day you saying hi to kids. That's the time see talented teachers avoid- rived, you're wrong. It's a journey, either get better or you get worse, when I counsellunchtime. ing administration because not a destination. but you don't stay the same." You We had a magazine sale in the they want the more immedi- NW: That "us" idea is a big can translate that into what you're fall. The best magazine salesperson ate rewards of the classroom?focus in school administra- doing with the school. If principals got to be principal for a day, and I Lewis: I'm always looking for po- tion these daysworking get complacent, that's it. When was a student. I went to his classes. tentially good candidates to becomecollaboratively with your you're afraid to admit that you I showed up with baggy jeans and administrators. They are your good team, with your teachers. made a mistake, when you dig into a big wool shirt, tennis shoes, a teachers. When you talk to them, How do you do that effectively a position, you lose support. Occa- backpack. And I went slouching you hear exactly that: "I wouldn't and still provide leadership? sionally, an idea will fail. I don't off down the hall. want your job for the world." Lewis: I try to be very open, very think you can move ahead without NW: In the old days, the only NW: How do you answer honest, very supportive of people failing. When you see the failure, kids who ever saw the prin- that? Why should a really who want to try innovative things you adjust and correct the situation. cipal were the kids who got good teacher consider the always combing the research Parents, by and large, are great in trouble. principalship? and combing the ideas that are out people and they want the best for Lewis: Yes. This is my first year Lewis: You get a different set of re-there. I flood people with articles. their kid. They know things aren't in this school. The first kids whose wards. In the classroom, you may I've got about six or seven teachers always going to be smooth at the names I got to know, of course, see the light come on with one childwho work with me and we brain- school, and they can accept that if were those kids who were continu- because you've done something storm, we talk about it, and then weyou're open and honest with them. ally sent to the office for the first

THE NEW PRINCIPAL 137 I 1

NASSP President John Lewis

month of school sponse and influence them To my friends leadership? It's easy to forget team or a who are thinking about going into Lewis: All the timefrom the that that's only 5 similar team administration, I say, "Being an el- second you walk in in the morning percent It can bog your from the federal govern- ementary principal is where you until you go home at night We're day down ment They closed shop have the opportunity to make the addressing this right now There's a NW: What are the important NW: They circled the wagons. biggest difference " At that level, great new book from AASA (Ameri- issues that the NASSP is Lewis: They did They took care you have a great deal of opportu- can Association of School Adminis- dealing with right now? of the thing themselves. We're now nity to change kids and influence trators) called 7btal Leaders. It's Lewis: The principal shortage is saying that really a national team them At the middle school level, it a synthesis of a lot of research on something that we're struggling isn't where we need to be. We need lessens a little bit, but you've still school leadership We have an ad- with. Principal accountability is to be at the state level. We provided got that window. At the high school ministrative study group, and once another huge issue. When you're some trainings this summer and level, it's a tough battle. The train a week we'll get together and talk dealing with a national organiza- invited states to send people back. is already moving and you can't do about a chapter. The book talks tion, you've got 50 different entities We're going to continue to provide a lot to derail it. High schools are about the balancing that has to who olo-ok at it differently. For in- some regional training and assist the most difficult places to institute happen. You can't just be a man- stance, in the state of Kentucky, all states in forming response teams change. ager, and you can't just be a vision- principals' contracts are tied to the to handle crises in the schools. NW: Why is that? ary. You have to do both, especially superintendent's contract. If he gets We're also looking to do more Lewis: There are many reasons, in- in the smaller schools like this one, fired, you have no job. Instant team-cooperative things with the na- cluding tradition, a feeling of `We've where I'm the only administrator work. Everybody's looking at test tional elementary association. I will always done it that way," and often in this building. If a student gets scores and what they can do to have the opportunity to speak at theresistance to change by staff. Some in trouble, I have to deal with him. raise student achievement. national elementary school printi- high school teachers see themselves You juggle that constantly. School violence is a huge issue. Ipals meeting in March. I'm lookingmainly as curriculum specialists- Another very good book is called was asked to speak on this topic at forward to talking with them about content experts. They focus more Who Moved My Cheese? In that the Hawaii Principals Association that and see what we can do to- on subject matter than on kids. But book, "cheese" is what you have, in early December, and every state gether. We're all in this together. when you observe high school teach-what you're used to, your comfort is struggling with that in a differentNW: Can you talk about the ers, you'll notice that the most suc- zone. The book is about change waywith what you can and can'tdifferences between running cessful ones talk about kids more and how we go about change. It's do. We've tried to set up a frame- an elementary school and than they talk about curriculum. about 100 pages long, and it takes ! work. We have a National Principal'srunning a secondary school? The real successful high school you an hour to read. We've used it Team-12 of us who are trained Lewis: When you talk to your ele- teachers are student magnets. They as a staff development tool. In fact, to respond to work with school dis- mentary colleagues, having a good just draw kids to them. And it's be- Gerald Tirozzi, NASSP Executive tricts. When the Littleton, Colorado,day means they've received a lot of cause they care about the student as Director, bought it for all our board shooting occurred last year, we hugs. When you talk to a high a person, they want to do what they members. We spent time at our couldn't get in. Because of where it school principal, a good day means can, plus they're great teachers. board meetings discussing it. It's happened and the affluent area, they no violence and minimal disruptiveNW: Do you find yourself written by Ken Blanchard, one of had their own resources and they behavior. The younger the kids, the juggling managerial kinds ofthe authors of The One-Minute really didn't want a national re- more chance you have to shape tasks againsiiithuctional Manager.

NW EDUCATION / Spring 2000 NW: I would think it would school if there could be a cants for any position come in, you 39 be very easy to get sucked manager who could deal with give them an in-basket of activities into doing managerial thingsall the paperwork and the eight or nine things that need to all the time, because they'rebureaucratic stuff and then be doneand ask them, "How are always in your face. the principal could just be you going to prioritize those tasks?" Lewis: Always there. Parents drop the instructional leader and That's gives you a real sense of into the school unannounced all visionary and work with their approach to the job. the time and expect you to be there teachers? and accessible to them. Would you Lewis: That's a fantasy. It's not go to your dentist and walk in the going to happen. Again, you have door and say, "I'm here. Would youto balance, prioritize. It used to be mind cleaning my teeth?" I don't that people saw the assistant princi- think you'd do that. But you want palship as a hammeras the per- to accommodate them. You work son who did all those managerial with them. It's just one more ball tasks. But I never viewed it that way. to juggle. About the time you think When I was at Hillsboro, I had three you're getting someplace, you'll get assistant principals, and I viewed a 50-page federal or state report that position as a training ground you have to do. for them. I didn't want them just to If there's a fault or a weakness in be the arm of the law. They needed the principalship, it's that you have to have a background in working to do those managerial kinds of with curriculum, working with de- things. You can't put those tasks partments. They needed to have aside. They have to be done. That's a background in finance, how to why administrators are at schools build a budget, what all the legal on weekends and vacations. ramifications were. So we rotated NW: Do you ever regret goingassignments. in to this field? There are days when I'll have Lewis: Never. I think I've got four or five things I need to get the best job in the world. And I've done, and suddenly the day will thought that about every school be over and I haven't done one of I've been in. What energizes you them. You have to then ask your- and keeps you going are the stu- self, "Which of these can I take dents. You're having a bad day, justhome, or which ones can I deal go sit in the classroom and watch with tomorrow?" It's the returning the teaching and learning that the phone calls and those kinds of takes place. things. That's a very good interview BESTCOPYAVAILABLE NW: Would it be ideal for a question, by the way. When appli- 139 THE NEW PRINCIPAL 40 .4 Cross. She credits a Stanford-initiated levelsmade the Principal Leader- training program with changing ship Institute a perfect fit. (The other and shaping her view of the job. two goals are increased academic The Principal Leadership Insti- achievement and a stable pool of TO LEAD tute, launched by the Alliance for private dollars to supplement tax Seagainvests ilm Education in 1996 at Stanford's be- dollars.) ways trait s hest, aims to help Seattle's principals After doing a national search tackle the new demands of an in- for a suitable program, the Al- creasingly complex role. One key liance adopted the research-based By Lee Sherman change affecting principals in Seattle model developed by the Mayerson and beyond is the decentralization Academy. Every Seattle principal alk with a Seattle educator Rainier-like standards for each and of authority. Site-based management received training from the Cincin- for 10 or 15 minutes about every student and staff memberawhich gives schools more lati- nati-based firm around five strands school reform, and you're commitment that infected the dis- tude to make decisionsputs more of leadership: certain to hear the name trict from top to bottom. power in the hands of principals (in Direction John Stanford spoken in respectful, "He changed our vision from theory, anyway). But power has its Accountability even reverent, tones. The retired `every child can learn' to 'every price: added responsibilities, new Selection and development Army general raised a few eyebrows child will learn, and everybody aggravations, more accountability. of staff when, without the usual education needs to do whatever it takes to see John Stanford wanted to fashion Instructional leadership credentials, he took the superinten- that through, the district's spokes-a whole new identity for these newly Positive relationships dent's post in 1995. But he so en- woman Annemarie Hou told Edu- liberated (and newly burdened) ad- "The beauty of Mayerson is that tirely won over the doubters that cation Week soon after Stanford's ministrators. One of his first moves it takes best practices from business, when he died of leukemia just a death. "A John Stanford only comes was to give them the title of CEO. In but the trainers are educators," says few years into his tenure, all eyes along once in a lifetime, but the borrowing language from the cor- Testa-Cross. "It covers everything were as misty as Lake Washington whole community is committed porate world, Stanford was sending from the conceptual to the everyday. at dawn. to keeping that focus alive." a signal about the enlarged role he It gets right down to nuts and bolts A year and a half after his death, At John Hay Elementary School envisioned for his building leaders. even to doing some simulations. the Seattle Times describes a city on Queen Anne Hill, not far from the "When we talk about the princi- It was very beneficial. I apply it all." "still infatuated" with his memory. central office where Stanford worked, pal as CEO," says Pat Kile of the Al- For Testa-Cross, the training Education Week, noting that new the principal is consciously putting liance, "what we mean is that he or dovetailed perfectly with her role schools chief Joseph Olchefske has Stanford's vision into practice. she is responsible for strategic plan- as the new principal at John Hay "big shoes to fill," asserts that Stan- "John Stanford had a way of ning, for budgeting, for creating Elementary. ford casts a shadow larger than an- making people feel that there was an academic achievement plan, for "I learned how to create a vision, other prominent Seattle "icon," the some greatness in them," says hiring and firing staff, for making how to make it a living, breathing Space Needle. Joanne Testa-Cross. "I have tried decisions about how to use the re- way of life in the school," she says. What was it about this man that to carry that with me." This legacy sources that come in." "I'd had classes on vision, ad nau- so energized the flagging district? bringing out the greatness in The Alliance, a nonprofit chari- seam. What I hadn't learned was Why were disenchanted parents every teacher and every child table foundation dedicated to help- how to make the vision really sub- suddenly giving the district a sec- is, she says, her main mission as ing Seattle schools succeed, was the stantive, alive, and exciting." ond look? Why were disheartened building leader. logical place to locate a districtwide staff feeling transfused with new leadership training program, says BEYOND 'ISOLATED SKILLS. optimism? THE PRIICE OF POWER. It was Kile, Vice President for Strategic Ini- Like many school administrators, Those who worked for him point not just Stanford's words and exam-tiatives. One of the Alliance's three Testa-Cross found a lot to criticize to his zealous commitment to Mount ple, however, that influenced Testa- goals excellent leadership at all in her preservice training. She de-

NW EDUCATION / Spring 2000 140 scribes the university coursework than professional model mentary School Principals declared practices as indepth weekend semi- 41 that led to her principal's credential A part-time student body that in its 1990 report Principals for the nars and mentorships with practic- as fragmented and often unchal- is tired, distracted, and pressed 21st Century that if principal prepa- ing principals. lenging. "There were some very ex- for time ration programs are to keep up with Incorporate field-based excellent courses, and some that were The principal's pivotal role in the accelerating pace of reform, they perienceCandidates are being not," she says. "What was missing school reform makes solid training need "major surgery." By most ac- given such real-world assignments was cohesionthere were gaps, an imperative. At the same time counts, the patient is still on the as interviewing administrators, de- not enough connections. I would that schools face enormous pres- operating table. In a work whose signing a staff inservice plan, con- have liked more rigor in certain sure to improve, huge numbers of conclusions still hold true, Princi- ducting a teacher evaluation, or areasinstructional leadership, experienced principals stand on the pals: How to Main, Recruit, Select, shadowing a principal. effective conferencing with teach- brink of retirement. The shortage of Induct, and Evaluate Leaders for Provide internshipsThe ers, working with high-performing talentalready being felt nation- America's Schools, published by the capstone of a good preparation pro- teachers, building morale, team- widethreatens to become a crisis ERIC Clearinghouse for Educational gram is a carefully designed and work, culture." over the next decade. Management in 1991, Anderson supervised internship in which as- Researchers and practitioners In response, "a broad and influ- speaks in lofty terms of the task fac- piring principals are placed in a alike are blunt to brutal in their ential group of policy contingents" ing principal preparation programs. school and asked to function as a criticism of principal training. In have leapt to action, Education "Preparing enlightened admin- principal. School Leadership: Handbook for Week reported in January. "Among istrators who are committed to the Three of the four points above Excellence, Larry Lashway and the players are the U.S. Department continuous development of their stress the need to link learning to Mark Anderson capture the reign- of Education, the Broad Foundation, intellect and character and who can real schools and practicing princi- ing opinion this way: "If adminis- the Ford Foundation, the Carnegie `lead with their hearts, he writes, pals. Too often, critics charge, prin- trator-training programs were Corporation of New York, state gov- "requires moving beyond training cipal training does little to prepare movies, the reviews would be unan- ernors and education officials, and on isolated skills to the cultivation administrators for the furious pace, imous: 'two thumbs down.' Over the leaders of several national cor- of courage, faith, deep commitment the unwieldy task list, and the bub- the years, critics have strained for porations." Together, they are pony- to collaborative action and shared bling stew of human interactions adjectives to express their low opin- ing up millions of dollars to fund decisionmaking, and reflection and they typically encounter when they ion: `dismal,' dysfunctional,' and research and programs. Much of judgment." report for work. `zombie' are typical epithets." that money is targeted at rethink- Lashway and Anderson have "School administrators face com- Joseph Murphy of Vanderbilt Uni- ing the way we prepare and train pulled together the criticisms of plex problems that aren't solved by versity's Peabody College has sum- principals. current programs to come up with mastering a handful of principles marized the long list of complaints: Nothing less than the fate of a laundry list for a new approach. taught in a college classroom," Little effort to weed out poor school reform is at stake, Educa- Effective principal preparation pro- Arnold Danzig of Colorado State candidates tion Week reporter Lynn Olson as- grams, they say, should: University told Education World in An ill-defined knowledge base serts. "The sheer abundance" of Bridge the gap between a 1998 interview "Universities need with few standards grants and research projects aimed theory and practiceGood to bridge the gap between theory Minimal academic rigor at overhauling principal training, programs will use instructional and practice by drawing from the A fragmented curriculum she writes, "reflects a widespread strategies that simultaneously pro- experiences of practicing profes- Lack of connection to the world and growingrecognition that vide students with a solid theoretical sionals in the field." of practice without strong leaders at the helm, framework and a practical under- One way to do that, Danzig says, Uninspired instructional methods larger efforts to improve student standing of real-world problems. is through a teaching strategy he Poorly regarded faculty achievement will likely falter, if Use new kinds of delivery calls "narrative research." Gradu- Lack of diversity in students and not fail entirely." systemsInnovative programs ate students in Danzig's Leadership faculty The problem is longstanding. are replacing the traditional Development class choose a school Reliance on an academic rather The National Association for Ele- evening lecture format with such leader who's willing to share his or

THE NEW PRINCIPAL 1 4 1 42 her background, philosophy, and what Gardner means by storytellingsimply following the directives of theting schools, the institute will re- experiences in two or more indepth in the context of leadership, accord- central office. UW's new institute will spond with "just-in-time" support, interviews over the semester. The firsting to Lashway. The stories leaders tackle principal training from a newFox says. "We want to be a resource interview focuses on the leader's ca- tell are about themselves and their angle, its creators say. Instead of that school leaders can begin to rely reer history and strengths. The sec- groups, about where they're com- bringing practitioners to the train- on when they encounter challeng- ond zeroes in on a real issue or ing from and where they're headed,ing, the institute will bring the ing situations." problem the leader has run into on about what is to be feared, strug- training to the practitioners. A network of principals and best the job. Danzig's students have stud-gled against, and dreamed about, The UW's institute was billed in practices will be yet another feature ied problems ranging from school to borrow Gardner's poetic words. early announcements as "a unique of the institute, as will residential vandalism to student fights, suicide "Leaders fashion storiesprinci-partnership between higher educa- academies for school leaders. Some threats, contract negotiations, pally stories of identity," he writes in tion and public schools that would programs will start this summer. weapons on campus, hostile parents,his 1995 book, Leading Minds: An move beyond certifying educators The crisis in school leadership drunken studentseven a hostage Anatomy of Leadership. "It is im- and bestowing degrees," the Times presents a national challenge that situation. As they delve into the de- portant that a leader be a good sto- reported in January. "The institute the UW K-12 Leadership Institute tails of these authentic challenges, ryteller, but equally crucial that the would work with educators in the hopes to address. Coupled with a students begin to unravel the many leader embody that story in his or schools rather than in a university- surge in principal and teacher re- threads of meaning that are woven her life." class setting. Ongoing education tirements is a rise in enrollments into each situation. research, at the UW and other that is putting even more pressure "Leadership stories are a powerfulRIESEAIICH MARRIES PRAC- places, would be integrated into on the system. But in that growing tool for connecting the privileged 110E. The story made Page One the training." crisis, Fox sees a chance for change. discourse of universities with the in Seattle's papers when Rudy Crew This "marriage" between research "It is probably one of the greatest smart hands of experience," Danzig signed on to the University of Wash- and practice is an important alliance.opportunities that's been in front told Education World. "Stories add ington in January He will lead "It's not just about bringing hopeof American public education in a a fullness to understanding what it the K-12 Leadership Institute just to the table, but structuring a cogent,generation or longer," he says. "With is people do in their daily profes- launched at UW. The former Tacomaclear pathway between education re-new leaders and new teachers, you sional lives. Professionals need to superintendent is back in the North- search and practitioners," Crew told really have an opportunity to rein- understand not only the technical west after surviving more than four the Times. vent schooling. At this institution, aspects of the job but the moral basisyears as chancellor of the New York The institute will tailor its trainingwe have decided that our focus in of their work. Stories provide a more City schools one of the roughest, to the needs of districts, says Louis that arena is going to be on school complete view of the meaning of toughest tests of leadership skill any Fox, Vice Provost for Educational leadership. We want to do it on a professional practice." administrator could face. Partnerships, the UW office that will national scale." The Mayerson training that Testa- In Seattle, a city still saddened house and operate the institute. Cross got in Seattle draws heavily on by the loss of Stanford, comparisons "In the reform and accountabil- WRESTLING WITH TIECHNOL- stories from the field. between the two administrators "areity environment that we're in," says OGY. The UW is going national "They have amazing stories to go unavoidable," the Times noted after Fox, "some districts would be most with yet another leadership initia- along with their concepts," she says.Crew's arrival. The newspaper de- interested in issues around low- tive. The Smart Tools Academy is Leaders need stories to tell, expertsscribes both as self-made men who performing schools, for instance. well on its way to giving every prin- say. In fact, Howard Gardner of Har- pulled themselves up from humble Other issues might be budget and cipal and superintendent in the state vard University argues that strong beginnings to become charismatic, finance. Here in Seattle, the district of Washington a crash course in in- storytelling skills are essential to visionary leaders and passionate is talking about building genuine formation technologies. Intense in- leadership. champions of children. leadership teams at all 97 schools, terest from other states prompted "The ability to tell a story that Crew now has turned that passionmade up of parents, teachers, and the university to look at sharing its resonates with the deepest ideals toward preparing principals "to act school leaders." strategies across the land. In March, and aspirations of followers" is more like entrepreneurs" instead of And for pressing problems beset- the Bill and Melinda Gates Founda-

NW EDUCATION / Spring 2000 12 tionwhich funded Smart Toolsucation in Washington. Fox sat on guide participants in facilitated DOWN AT THE DISTRICT. 43 committed $100 million to spread- the task force, along with such lu- discussions, online coursework, and Besides applauding the kinds of in- ing the academy's strategies to every minaries as State Superintendent of hands-on workshops with computernovative university-based programs state through grants to business and Public Instruction Terry Bergeson, hardware and software. They touch UW boasts, researchers are calling education consortia. Bill Gates, Sr., and Governor Gary on "all the issues associated with in- for district-based programs. The The need for technology trainingLocke. A series of case studies com- troducing and integrating technol- Seattle School District, with its Prin- for administrators is acute. A 10-yearpiled by the task force spotlighted ogy into a learning environment cipal Leadership Institute, is running study by the National Association a recurring theme. administration, support, issues ahead of the pack. Only a quarter of of Elementary School Principals "One thing came up over and over, around levies, networking, building 400 districts surveyed in 1998 had a reported in 1998 that principals' in districts large and small, urban technological capacity in schools, program for identifying and groom- "greatest professional development and rural, rich and poor," Fox says. curriculum, professional developing leaders among current staff need is help understanding and "For those that were most successfulment for teachers," Fox says. members, Education Week reported utilizing technology to improve ad- in integrating technology thought- The principals bring computer in January. ministrative tasks and classroom fully into the school environment, skills ranging from zero to vast. Most The John Stanford-initiated prin- instruction." the most pivotal thing and the key fall somewhere in the middle. The cipal training in the Seattle district "The proliferation of technology component was school leaders." academy does a lot of "deliberate so-has made a seismic shift in the way has many of us struggling to stay Testa-Cross looks at her job. abreast of the most recent innova- "SCHOOL MIIINSTRATO FAH,COMPLEK "I now believe that leadership tions and applications," researchers PROBLEMSTHATAREN'TSOWED MASTERING makes a difference," she says. "I James Doud and Edward Keller note HANDFUL POIINOWLES'TAUGHT kCOLLEGE have confidence to take risks. I know in their report, The K-8 Principal RAS "g00 systems can work." in 1998. "This issue will consume Before the training, she had deep much of principals' time and atten- doubts about her power to ignite tion well into the 21st century." So Fox pitched an idea: How cial engineering"mixing the old change in her school. She felt sty- Smart Tools germinated a couple about doing a leadership institute hands with the newbies. "There's mied by the bureaucracy. She felt of years ago when a bunch of tech- for each and every school leader in an interesting group dynamic that other hands were at the controls. nology-related businesses in Wash- the state over a short period of time? arises," Fox says. "They begin to "What I have realized," she says, ington were trying to figure out which "For a group of CEOs to reach teach one another. In many ways, "is that with good leadership, you factorstaxes, land use, telecom- out to the CEOs in the schools made they have the kind of experience can align systems to benefit the munications policy, etceteramost perfectly good sense," Fox observes. that you'd like kids to have in a cause. Good leaders know that there helped to "sustain and grow the in- The program was piloted in the classroom working in groups. It's a are definite ways to motivate people novation economy," Fox recounts. spring of 1999, backed by $6 millionlittle chaotic and noisy, but people that make all the difference. And, One thing kept bobbing to the sur- from the Gates Foundation and ad- learn a great deal. It's fun to watch." most important, if you stay focused face in these discussions: education. ditional funds from SAP, a software For more information about on the vision, it can come true." "Being the kind of industries that company. By March, in a series of the Smart Tools Academy, contact they are, they depend on intellectualintensive, four-day, residential acad- Susannah Malarkey, Academy Codi- capital," Fox notes. emies around the state, the programrector, Executive Director of the So this group, the Technology Al- had trained 1,000 of the state's 2,300Technology Alliance, susannahm liancewhich brings together CEOsprincipals and superintendents. @seattlechamber.com, (206) 389- from biotechnology, information The rest will receive training by 7348, or, Louis Fox, Academy Codi- technology, electronics technology, summer's end. rector, Vice Provost for Educational trade associations, and four major The academy's facultywho Partnerships, University of Washing- research institutionslaunched a are mostly practicing educators and ton, [email protected], (206) high-powered task force on K-12 ed- specialists in education technology 685-4745. 143 THE NEW PRINCIPAL PRINCIPAL'S NOTEBOOK

44 ACCOUNTABOLITY AND implementation, and evaluation of Simply accepting a transferring and in assisting staff members in AUTHOROTY data-driven plans for improvementteacher because he or she is the having the resources and knowl- What Principals Need in a of student achievement; (4) assist most senior, as is the case with edge base needed to maintain Performance-Based System instructional staff in aligning cur- many current contractual agree- high academic standards. By Brian Barker riculum, instruction, and assessments, does not ensure that the Availability and Authority to ment with state and local learning best quality teachers are teaching Make Alternative Placements goals; (5) monitor, assist, and our children. A revision of contractfor High-Risk and Disruptive THE NATIONAL STANDARDS evaluate staff implementation of and conferring of authority to staff Students. Principals have to bal- MOVEMENT has made dramatic school improvement plans and the building without seniority as ance individual student needs with changes in teaching and learning. effective instructional and assess- the main means of placement is a the safety and welfare of all students This new performance-based ment practices; (6) manage human critical factor in principal, teacher, in the school. Students who show system is profoundly transforming and financial resources to accom- and student success. a pattern of violent or disruptive the principal's role and responsi- plish student achievement goals; Authority to Appropriately behavior cause serious problems bilities. (7) communicate and partner with Respond to Building Data. in the learning process. The avail- The Association of Washington colleagues, parents, and commu- Just as authentic classroom as- ability of alternative programs and School Principals (AWSP) formed nity members to promote student sessment informs future instruc- the authority to place students in a task force to examine issues of learning. The responsibilities out- tion and may require the teacher such programs are essential ele- responsibility, accountability, and lined in 3, 4, and 5 above are at theto make important and necessary ments for a safe and orderly authority in a system increasingly heart of the principal's new role. adjustments to the lesson plan, so school environment. driven by student performance. The After spirited discussions and the principal wants the authority A principal's key task is to build task forcemade up of adminis- debates on the many issues sur- to respond to the realities identi- a structure of relationships in the trators from all levels of schooling, rounding the principal's changing fied in the building data. Develop- school so that all children have from Eastern and Western Wash- role, the task force has hammered ing the school improvement plan the opportunity to learn. To do this, ington, and from the smallest rural out the following list of the essen- and adjusting the plan as a result principals must have and use pro- districts to the biggest urban ones tial support and authority princi- of yearly data analysis provides a fessional knowledge and skills to is grappling with defining the pals must have in order to succeed clear focus on activities that im- create a school environment in principal's role in improving aca- in the current reform climate. In a prove student performance. Learn- which children can achieve their demic achievement; determining performance-based system with ing becomes the heart of school potential. the skills, knowledge, support, and student achievement as the main programs. The task force continues its authority needed for that task; and focus of principal accountability, Authority to Direct Finances work, focusing on designing a defining the principal's responsi- principals need: Toward Student Achievement set of indicators and authentic bilities in this mission. 1:1 Principal Professional De- Goals. The principal needs the assessments for the specific tasks Student achievement in a per- velopment. Principals express a authority to work with staff in de- and responsibilities facing today's formance-based school is a shared need to receive ongoing profes- termining how building budgets principal. These indicators and as- responsibility involving the stu- sional development, especially in will be spent to improve student sessments will allow principals dent, family, educators, and the the areas of assessment and eval- achievement. That could include, to better evaluate themselves and community. The principal's lead- uation in a performance-based for example, materials purchase, conduct meaningful dialogue with ership is essential to this process. system. There is strong support supplemental materials or experi- supervisors as part of the goal- As leader, the principal is ac- for training before holding the ences for staff development, hard- setting and evaluation process. countable for the continuous principal accountable for knowing, ware, or software. The concern For more information on the growth of students and in- in much the same way that princi- voiced here is that the building AWSP Accountability Task Force creased school performance pals guide and assist staff mem- staff be able to use school re- and a wealth of other issues re- as measured over time by state bers with knowledge and skill sources to do the work they believelated to the principalship, contact standards and locally deter- before holding them accountable to be most important based upon the Association of Washington mined indicators. In this perfor- for knowing. building need and operative data. School Principals in Olympia at mance-based school, the principal Authority to Select and Ac- Authority to Direct Building (360) 357-7951, or visit the Web has a complex set of responsibili- cept Transfers of Teachers Staff Development Efforts. The site at www.awsp.org. ties, including: (1) develop, imple-Based Upon Proven Positive general consensus is that the prin- Brian Barker is Executive Direc- ment, and monitor procedures and Performance with Student cipal, working with the building tor of the Association of Washing- practices that promote a safe and Achievement. Principals clearly team, would be in the position to ton School Principals. I=1 orderly school environment; (2) understand their accountability for know staff needs and to guide staff influence, establish, and sustain student achievement. To truly cause development efforts accordingly. a school culture conducive to con-that to.happen, principals must be As building leader, the principal is tinuous improvement for students diligent and vigilant in recruiting responsible for diagnosis of staff and staff; (3) lead the development, and selecting the very best staff. need in professional development

NW Education / Spring 2000 144 NWREL BOARD OF DIRECTORS

Dr. Donald Robson Henry Beauchamp (Chairperson) (Vice Chairperson) Dean, School of Education Executive Director/CEO 011Etige.61 0 0 University of Montana Yakima Valley Opportunities Industrialization Center (WA)

NORTHWEST EDUCATIION Olga L. Acuna Nancy Keenan Teacher Montana State Superintendent Hillsboro School District (OR) of Public Instruction Quarterly magazine of the Northwest Regional Educational Laboratory Dr. Trudy Anderson Henry Kilmer (Secretary-Treasurer) Superintendent Executive Director/CEO: Director, Center of Educational Excellence Gooding Joint School District (ID) J.A. and Kathryn Albertson Foundation (ID) Dr. Ethel Simon-McWilliams Rachel Lyon Dr. Joyce Benjamin Teacher Editor: Representative of Oregon Superintendent Lewiston Independent School District (ID) Lee Sherman of Public Instruction Rey A. Mayoral Dr. Teresa Bergeson Principal Associate Editor: Washington State Superintendent Salem-Keizer School District (OR) Suzie Boss of Public Instruction Myrle Peterson Mike Bernazzani Issue Editor: Elementary Teacher Businessman Poplar School District (MT) Lee Sherman Vancouver (WA) John Pugh Contributing Writers: Sally A. Brownfield Chancellor Judy Blankenship, Patrick Collins, Teacher University of Alaska Southeast Hood Canal School District (WA) Catherine Paglin Christopher Read Richard S. Cross Principal Graphic Production: Alaska Commissioner of Education and Billings Catholic Schools (MT) Denise Crabtree Early Development Harry Rogers Diana Gonion Superintendent Graphic Design: Businesswoman Valdez School District (AK) Dan Stephens Amanda Park (WA) Barry Rotrock Proofreading: Dr. Marilyn Howard Superintendent Idaho State Superintendent of Public Oregon City School District (OR) Catherine Paglin Instruction Joan Schmidt Steven Jacquier Director Teacher National School Boards Association (MT) Southwest Region School District (AK) Dr. Michael Schwinden EdPress Dr. Michael Jaeger Principal Dean, School of Education Great Falls School District (MT) WINNER Eastern Oregon University 1997 GOLDEN LAMP AWARD Warren T. Smith, Sr. School Board Member Bethel School District (WA) NORTHWEST EDUCATIION can be accessed on Estella Zamora NWREL's Web site on the Internet: District Court Interpreter Caldwell (ID) http://www.nwrel.org From our home page, select Resources

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14 G DION Great Teachers Professional Development That Works

VOLUME 5 NUMBER 4 SUMMER 2000 ARTICLES

Great Expectations Teachers are feeling the pressure to do their job better than ever. What will help them succeed?

Teaching from the Heart a A school on the Warm Springs Reservation ends chronic staff turnover by building community, welcoming innovation, and valuing tradition.

On the Road to Oz Award-winning educators in Edmonds, Washington, learn as they journey toward

t La school improvement. i7,11.0 4,,A_LA Where Good Ideas Travel

ON THE COVER: With their own experts leading the way, schools Teacher Kristen Sprecher reads to an engaged group in Coeur d'Alene, Idaho, enrich the classrooms of students at Warm Springs Elementary School in of rookies and veteran teachers. Central Oregon, where aggressive professional development efforts and an innovative approach to developing the language skills of Native American children have helped both teachers and Spreading the Word students succeed. Story begins on Page 8. When teachers focus on their own writing, PHOTOGRAPH BY JUDY BLANKENSHIP they gain new insights into how students capture ideas on paper. How I Spent My Vacation 32Teachers who venture outside the schoolhouse return with new ideas and renewed enthusiasm. 4A Start with Respect If An interview with author Alfie Kohn.

DEPARTMENTS 40 In the Library

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By SUZIE BOSS t the end of a long day, his classroom empty, anlished last year, "Teaching is the next frontier in the Oregon teacher pushes aside the stack of 'English continuing struggle to improve schools. Standards set papers he's grading, takes of his glasses, and al- the course, and assessments provide the benchmarks, lows himself a moment to vent. "Every time 11but it is teaching that must be improved to push us pick up the newspaper IIread another story along the path to success." questioning the job we're doing as teachers," he The classroom pressures are intense. Teacher Qual- says. "Why aren't our test scores higher? Why ity, a 1999 report from the National Center for Educa- can't our kids do more? Why do Japanese ortion Statistics (NCES), acknowledges that teachers "are German kids do better?" The irony is, this man being asked to learn new methods of teaching, while at happens to be an exceptional teacher, praised bythe same time they are facing the greater challenges of parents, students, and collieues. But somerapidly increasingly technological changes and greater iiiys, it seems as if the whole country expects diversity in the classroom." Less than half of American him to do a better job. teachers feel equipped to meet these new challenges, During the third National Education Summit last according to NCES. Teacher Quality reports that rela- fall, conference co-chair Louis Gerstner Jr. argued the tively few teachers feel well prepared to integrate edu- case for better teaching: "If we don't have great teach- cational technology into classroom instruction, meet ers, we won't have great students. It's simple." the needs of challenging students (such as those with President Clinton has spelled out the challenge thislimited English skills or disabilities), or use the student way: "Every child needsand deservesdedicated,performance assessment techniques that many states outstanding teachers, who know their subject matter,and districts now require. are effectively trained, and know how to teach to How can we hope to deliver on the promise of a higher standards and to make learning come alive forcompetent, caring teacher for every classroom, with- students." out making teachers feel overwhelmed or defensive The National Commission on Teaching and Amer-about the job they're doing? Better teacher prepara- ica's Future has set 2006 as the target date for an am- tion is one focus of current reform efforts. Just as crit- bitious goal, "providing every student in America with ical is on-the-job training to help those already in the what should be his or her educational birthright: ac- classroom meet the expanding challenges of their process to competent, caring, qualified teachers infession. Quality Counts 2000, a special report pub- schools organized for success." lished by Education Week in January, makes a case Teachinglong known as "the essential profes- for stepping up the rigor of both preservice and inser- sion" because it lays the groundwork for all other ca-vice training available to the nation's teachers. The reersis becoming an essential component of"pipeline" for beginning teachers is more of a leaky education reform. During the past decade, reform ef-faucet, according to Quality Counts, and "states are forts have focused on setting high standards for whatnot doing nearly enough to help teachers reach their students should learn and designing tools to measure full potential as educators and to keep them from quit- their progress. Now, the focus is shifting to classroom ting the profession." teachers as the critical link between setting goals and If teaching practices and student results are to im- helping students reach them. As James W. Stigler andprove, research suggests that teachers need time and James Hiebert explain in The Teaching Gap, pub- opportunities to be active learners themselves. School

NW Education / Summer 2000 environments that allow teachers to learn also inspire student learning. As Teacher Quality concludes, "Con- tinued learning is a key to building educators' capacity for effective teaching, particularly in a profession where the demands are changing and expanding." Authors of The Teaching Gap add a hopeful message to the discussion about professional development: "Teaching lies IEILEMENITS OIF IEFFECTIEVE PROGRAMS within the control of teachers. It is something we can According to the U.S. Department of Education, study and improve....Schools must be places where high quality professional development for teachers: teachers, as well as students, can learn."

Indeed, given the right environment, the daily activ- O Focuses on teachers as central to student learn- ities of teachers can be transformed into opportunities ing, yet includes all other members of the school for ongoing learning. Writing in the Journal of Staff community Development last summer, authors Fred H. Wood and Focuses on individual, collegial, and organizational improvement Frank McQuarrie Jr. report the benefits of job-embedded O Respects and nurtures the intellectual and lead- learning"learning by doing, reflecting on the expe- ership capacity of teachers, principals, and others rience, and then generating and sharing new insights in the school community and learning with oneself and others." O Reflects best available research and practice in By observing the colleagues she most admires, a teaching, learning, and leadership young Idaho teacher has arrived at this conclusion: O Enables teachers to develop further experience "A good teacher is an ardent learner" in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards WHAT 1111EILIPS TEACHERS GROW O Promotes continuous inquiry and improvement In education, there's no shortage of opportunities for embedded in the daily life of schools professional development. Indeed, it's a virtual indus- O Is planned collaboratively by those who will par- try, complete with summer institutes, online classes, ticipate in and facilitate that development mountains of how-to books, scholarly journals, Web O Requires substantial time and other resources sites, satellite broadcasts, and experts promising to O Is driven by a coherent long-term plan O Is evaluated ultimately on its impact on teacher deliver smart answers to vexing questions. effectiveness and student learning, and this assess- But a growing consensus holds that such plentiful ment guides subsequent professional development choices have failed to produce consistent improve- efforts ments in teacher quality. "Although nearly all public U.S. Department of Education, Office of Edu- school teachers participate in some sort of profes- cational Research and Improvement, 1997 sional development activity each year, very few educators receive the types of opportunities that have been demonstrated to be effective," assert researchers from the Center for the Study of Teaching and Policy at the University of Washington. Good professional development allows teachers to

GROWING GREAT TEACHERS lYZZ BEYOND ONIE-SHOT WORKSHOPS

Short-term workshopsfor years the orative activities. Science teachers at a close match between visitor and host bread-and-butter of staff development middle school, for example, could form a schools. Visitors will benefit from time to are far from the only choice open to study group to learn how they could im- ask questions and discuss what they have teachers who want to expand their skills prove the school's science fair through the observed with their hosts. or deepen their knowledge. High-Quality use of inquiry-based learning. NetworksWhether conducted face-to- Professional Development: An Essential Staff retreatsTaking a cue from busi- face or through electronic means, net- Component of Successful Schools, a ness professionals, educators are discov- works allow teachers the opportunity to 1998 NWREL "By Request" booklet by Kit ering the benefits of getting together for an exchange ideas, tap into the expertise of Peixotto and Jennifer Fager, outlines sev- uninterrupted brainstorming session to colleagues, and build learning communi- eral alternatives to one-size-fits-all work- develop goals and action plans targeting ties. Networks are often organized around shops and describes promising programs specific needs of their school. Similarly, specific content areas. throughout the Northwest. In addition to work days enable teams of teachers to Peer coaching and mentoringBoth summer institutes and college courses to focus on a particular task, such as plan- approaches strengthen teachers' practice strengthen a teacher's subject knowledge, ning a thematic unit. in the environment where it matters the authors suggest: Scoring student work samplesTo mostthe classroom. Coaching is most better tie standards with staff development, often a peer relationship while mentoring Action researchWhether conducted staff come together to learn to use scoring typically involves a more experienced individually or in teams, action research guides or rubrics to evaluate student work.teacher paired with a novice. engages teachers in designing and pursu- Such activities not only provide teachers ing investigations. Teachers pose questions with an opportunity to gain and practice The booklet High Quality Professional related to their own school goals or class- new skills in the area of assessment, but Development is available at no charge room situations. Then, by collecting and also engage them in thoughtful conversa- from NWREL, Planning and Program De- analyzing data, and sharing results with tions with colleagues about standards- velopment, 101 S.W. Main Street, Suite colleagues, teachers gain insights that can based instruction. 500, Portland, OR 97204. Phone: (503) inform and shape classroom practices. Site visitsTeachers who are consider- 275-9720. Study groupsTypically organized ing a new approach or strategy benefit around a particular topic of interest, study from a chance to observe what such a groups bring colleagues together for read- practice looks like in "real life." School ing, discussion, site visits, or other collab- visits are more informative when there is a

ii NW Education / Summer 2000 , 154 I 1:ot ' °

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INEGMENG THE skills, but beyond that we were in for a tutoring session. She ran looks like when students are in the "ii-KARCUM looking for teachers with good into him at the Safeway in Madras hallways; this is what assembly "NO ILIESS 71-116 hearts, those who had a mission the other day, she says, and "when behavior looks like; this is what a Ti AU" and who had the courage to stick ithe said he was having trouble in classroom should look like when out. That's what we looked for fromschool, I told him to come see me. the teacher is doing direct instruc- In the summer of 1993 Smith then on, and that's what we got." I feel responsible." tion.' And then we agreed on how launched into the most serious Cary Varela was one of those who Six years later, nearly half of we were going to teach those be- problem facing the school: recruit- showed up for an interview that those teachers hired in 1993 are haviors to the children." ment and retention of staff. She let year. "I was recently divorced, rais- still at Warm Springs, and turnover Slowly, change began to happen. candidates applying for teaching ing a daughter alone, and looking of staff hired since then has slowed The graffiti disappeared, the daily jobs know that if they wanted to for a place to put down roots. Dawnto a trickle. "The teachers that Dawntrashing of the bathrooms stopped, work at Warm Springs, they neededasked me to commit to five yeas. recruited have stayed because of herstudents began to walk quietly in to make a commitment of five years.She said she was looking for some- ability to retain them," says Keith the hallways, and they learned to That eliminated a lot of applicants,one who was going to make a dif- Johnson, Assistant Superintendent pay attention when a teacher was she says, but it inspired others to ference." Varela adds, "I feel I haveof Jefferson County School District, talking. "No principal before Dawn rise to the challenge. found a community here. I have no"and because they are a unique was able to get control of the kids' "My first year as principal I hiredintention of leaving." Not that the bunch of young people. The sense behavior," recalls Johnson. Today 16 new staff members," Smith re- work is easy. "As a bank teller I usedof community among her staff is the school appears to a visitor as a calls. "By then I knew I needed peo-to think that getting held up at really rare, and nice when you can model of decorum as nearly 400 ple who were committed to teachinggunpoint was hard, but this is get it." youngsters move between several every single kid in the school. Mostharder!" she says. "It's the hardest The first challenge facing Smith buildings through the rhythm of of those who applied had good job I've had, but it's also the most and her team was to gain control ofa crowded school day. rewarding." student behavior. "We came up with As Varela talks, her second- behavioral guidelines for every area graders have gone home for the of the school," says Smith, "and we day and she is waiting for an ex- wrote them down: 'This is what it student, now a sixth-grader, to come 15

NW EDUCATION / Summer 2000 become actively involved in their own learning and ac- This new paradigmin which professional devel- 7 tive participants in school reform. "Opportunities to opment is ongoing, collaborative, built into the daily engage in reflective study of teaching practicesroutines of the schoolhouse, and tied to student suc- through reading, dialogue, experimentation, collabo- cesscouldn't be more different from the one-shot, rative problem solving, observation, and peer mentor- pull-out workshops that most teachers have attended ing are considered critical to effective professionalon designated staff training days. As Linda Darling- development," reports Dr. Rebecca Novick of theHammond, Executive Director of the National Com- Northwest Regional Educational Laboratory in her mission on Teaching and America's Future, explains, 1999 publication, Actual Schools, Possible Practices: "These new programs envision the professional New Directions in Professional Development. teacher as one who learns from teaching rather than Drawing on research about best practices, the U.S. as one who has finished learning how to teach." Department of Education has identified 10 principlesDoing What Matters Most: Investing in Quality of effective professional development and uses themTeaching, the National Commission report that Dar- as the basis for recognizing model programs around ling-Hammond coauthored in 1997, highlights profes- the country. (See sidebar, Page 5.) As the department's sional development strategies that are: 1998 report, Promising Practices: New Ways to Im- Experiential, engaging teachers in concrete tasks of prove Teacher Quality, explains, "There is now muchteaching, assessment, and observation that illuminate agreement about what professional developmentthe processes of learning and development should be. It should be focused on what teachers in Grounded in participants' questions, inquiry, and individual schools need to know and be able to do forexperimentation as well as professionwide research their students. Teachers should work together to de- Collaborative, involving a sharing of knowledge sign and implement professional development based among educators on shared concerns and strengths. Ultimately, profes- Connected to and derived from teachers' work with sional development should build 'professional com- their students, as well as to examinations of subject munities' committed to higher student learning." matter and teaching methods Island of Hope in a Sea of Dreams, released in Sustained and intensive, supported by modeling, October, reports on schools that have won the U.S. De- coaching, and problem solving around specific prob- partment of Education Model Professional Develop- lems of practice ment Award since its establishment in 1995. Lead Connected to other aspects of school change author Joellen Killion of the National Staff Develop- A Washington teacher describes what happened ment Council writes, "Teachers in these schools did when he changed schools a few years ago: "I moved not walk on the moon, fight in great wars, write sig-from a building where teachers either felt isolated nificant pieces of literature, discover a cure for life-or were bickering with their colleagues to one threatening disease, or invent a way to end worldwhere the whole staff was engaged as a team, fig- hunger....They work hard....They support anduring out better ways to help our students learn. coach one another in a community of learners. TheyBeing in such a positive environment has brought demand the best of themselves and their colleagues.back my enthusiasm to teach. Its good for kids and And, their efforts pay off in the only way that matters togood for staff" themincreased student success." See GREAT EXPECTATIONS, Page 36

GROWING GREAT TEACHERS 155 ACrG

the school and u th su 'round-perieneesays South ivhia On the Warm Springs ' e ing hills With 380 students in th y 't ins cadWILS Reservation teachers V .11" kindetigagen to fourth grade, hock' Some idn't eYen'sttWsftiv4 offer students stabilitythe school sits at the heart o th the year. Studentattendance was new pathways to rezas eve yau here calls th spotty;'"actnevenient seoret1 wet 'e, learning, and a reseivation.in ty- ightrent at rock-W(09m; and o the child 'ene Na ëTh wn connection to their , can, descended from One of three Theseparkable turnaround b tribal heritage. tr hesthWasc uiutc,and; Warm SpringsElementary , Warn :ping settled -attriblite'd to many factors, but, e"v- Story and photos by JUDY 131.ANKENSIIIP of the 6,00 'etvation eryOile the school WARM SPRINGS Oregon-- by a th-een -lent earlier this year agrees that the The Warm, rings Elementary treaty. transfoimationdslargOy due to Sehool, with its long low, central theteatleNhip of Dawn Smith buil 'ng and sate-Ili e single-wides 'A Klamath Indian, Smith was m- and modulars, sits like a ome yThat Wat gs -t e tined by the Warm Springs tribe cousin amid thstately, tw -sto vwould b emifinalist ih last' .6-years ago while an education brick structures e ove from v&z_tr's .Sv..4epartment,pf Educa- senior Itt.the University of North- Bureau ot Indian Affairs das tion'sationalAwards Program,. ern Colo' ado She was invited to when a boarding school occupiedfor od -1rofkssiOnal'Develop- do a vearsanternship with the .'"'"464410#4)444t,' thsit. ogging trucks t mble in -nt seemed,'-an inhi11 Jeffei son County SChoeirDistriet, by on the hi , twa jus above th dr am whr Dawn Smith 'cline..- with the pi onnse of a Job if there plawinund, caing timber from 1i board aspmcipal six years wei e openings , Oientral Oregon to Portland, 00 agoiAlchroniCally high exodus The following year Smith was miles awayhsprinkling of Of,istaff 'that lad pei sisted for 25 hired as a fit st-grade teacher at w(..4 r:.ott houses and tribal gown vetnisAad left the school in a Warm Springs, where she was buildings that constitu w6eelmblesv d princi- one of two native teacheis She of Watm Spin s rat itfjiis come hare, the ex-staved 13 years in the first-grade .,

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IDU=G Then the entire staff came togetherschool like this, where everyone is The next year the program went THE IFJUZSLIE to make sure each grade-level cur- encouraged to go out and gather schoolwide. It was exciting that DEMUR riculum was thorough, systemic, information and bring it back to everyone agreed to try it." CURIUM:1M and met district and state goals. share," says Varela. "It's not an at- Varela was so inspired by the IREE7ORM AND "Dawn has a gift for identifying titude of 'we'll try anything,' but ifsuccess of the method that she paid INEOIFIESSIONA_, talent in her teachers and matchingyou can show her research, or a ra-her own way to New Zealand to see IEVEILCTMEIIT that talent to the job that needs to tionale, or at least some good ex- the program firsthand. Last year be done," says Johnson. "She foundample of others who have tried it, the reading scores for Warm Springs When Smith describes the thorny the people on her staff who are she's willing to send us for trainingfirst-graders had climbed to the process she and her staff undertooknatural curriculum writers and or bring training here." 40th percentile. to create a unified curriculum, it who could get down to the core Varela gives a good example of a Other professional development sounds a lot like a bunch of peopleof what needs to be taught at what staff-initiated innovation. "My first initiatives unique to Warm Springs trying to put together one of those grade level, and in what order. Thisyear here, the average first-grade include inservice training for new giant landscape puzzles. The tiny school does more in curriculum reading score was 17 percent. So theteachers by tribal members on the pieces were laid out on the table, development than any school I kindergarten, first-grade, and second-history, infrastructure, and customs and the eager players gathered know in terms of teachers knowing grade teachers formed an action re-of the tribe, such as those around around. They had a vision of what what they're supposed to be teach- search team and got money from a death and grieving. All Warm the final product should look like, ing and how to teach it." state department grant to hire a Springs staff are encouraged to but the challenge was fitting the According to her staff, Principal reading consultant. Darla Wood take advantage of native language pieces together to make a coherent Smith also has a particular talent Walters, who lives in Bend but is classes offered by a tribal Culture big picture. Smith cut whole-staff for promoting creative professionalfrom New Zealand, came to the and Heritage Department. meetings to once a month and or- development. "I've never been in a school and trained the K-2 teachers ganized grade-level teams to meet in a reading and writing technique the other three weeks. Each team we call the New Zealand method. was charged with developing language arts and math curricula. 159

GROWING GREAT TEACHERS break

j azuPs: benchmarks. Title I funds also pro-were forbidden to speak their na- we've never had anyone who could 11 Amp) Ea vide parent resources such as Fam- tive language. Although that gen- figure out what is was, or what to G ily Math & Science Nights, and eration learned to speak enough do. Dawn was able to define the support the popular Book Bucks English to meet basic communica-problem." As in many turnaround tales, program, which awards "money" tive needs, their language learning With input from Johnson, Smith money has played its part in the for the purchase of books to chil- tended to stall, or "fossilize," once submitted a proposal to the Oregon Warm Springs transformation. In dren who show exemplary behaviorthey left school. They used what re- Department of Education outlining 1996, Smith proposed to the state such as good work, kindness, or mained of their native language why 98 percent of Warm Springs that the entire school be classified courteousness. with one another, but with their own children should be classified as as a Title I school. "So many of our However, even with a stable staff, childrenthe parents of present- English-as-a-second-language kids are at risk," she says. "We de- better behaved students, and alignedday Warm Springs studentsthey (ESL) students. The state agreed, cided early on we wanted to use thecurricula, the achievement scores tended to use their limited English. and the bilingual funding dollars Title I funds as we saw fit rather of Warm Springs students stayed This practice created a second, and that subsequently flowed into dis- than targeting a few kids." perennially low. In an effort to un- then a third, generation of non- trict coffers have made an enormous The redistribution of funds cover the cause, Smith discovered fluent English speakers who have difference to the school. Smith means, for example, that classroomresearch showing that Native Amer-no second language. enumerates some of the benefits: assistants can team-teach languageican children whose culture is based According to the research, the ESL training for all Warm Springs arts in each grade to bring up read-on another languageeven if that low academic achievement of Na- staff; the purchase of reading and ing scores. Individual and small language is no longer spokenaretive American students is directly math curricula such as Accelerated group tutoring can be offered to dealing with language-loss issues linked to their incomplete profi- Reader and Accelerated Math; cre- students who do not meet the state that affect their learning. ciency in either English or a native ation of a schoolwide, monthlong Smith knew that many of the language. "We knew there was a grandparents on the reservation problem here," says Johnson, "but today grew up in boarding schools in the 1940s and '50s, when they

160

NW EDUCATION / Summer 2000 13

summer academy rich in experien-A ?AMER= "I was absolutely delighted and tial learning and language activi- ILEWE touched by how much the Warm ties; and ESL classroom assistants Springs teachers care," says Reer. These days, the future is much on to support the tribal language pro- "They respect the community and the minds of those who care about gram. The funds have also helped In 1998, with the ESL classificationwant to know more about how to Warm Springs. After a drop in en- the school purchase "an amazing in hand, Warm Springs joined forces include their students' experiences,rollment in the mid-1990s due to number of books," Smith adds. with Lewis & Clark College in Port-culture, and home life in their an aggressive tribal birth-control Three years ago, as part of a newland to create a unique, onsite, ESLclassroom instruction. They work education program referred to as Heritage Language Program, nativeteacher-training program. Dr. Lynn hard and are eager to pick up on "the Norplant years," the birth rate language speakers from the com- Reer, Visiting Assistant Professor of anything we bring them." is up again. A surge of kindergart- munity began teaching kindergart-Education at Lewis & Clark and re- The last class of the two-year ners is expected next fall. The tribal ners Sahaptin, the Warm Springs spected by colleagues as one of the series is scheduled for June. Some government is working with the language, for a half-hour each day.best language-acquisition experts teachers will earn their ESL endorse-district to build a new school on The teachers carried over the in- in the Northwest, worked with Smith ment, while others will put their the reservation to accommodate struction with the children as they and Johnson to design a program credits toward a master's degree. the newcomers and to add the went into first grade, and began of instruction to equip teachers to fifth grade. with the new group of kindergart- work with the special needs of Warm Julie Quaid, director of the tribal ners. This year, the Wasco and Springs students whose language is Early Childhood Education pro- Northern Paiute languages have caught in transition. The program gram, feels strongly that kids from been added, and next year every consists of six classes, given onsite Warm Springs need more time to child from K-4 will have a daily, by Lewis & Clark instructors. The build self-confidence and firmly es- half-hour heritage language lesson.classes are offered on weekends tablish their academic skills before (See sidebar, Page 14.) through the school year and also they leave for school outside the during the summer academy, which in 1999 served as a "laboratory" for staff training.

1 01

GROWING GREAT TEACHERS SMALL THINGS COUNT FOR

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Myra Shawaway, manager of the The following year a curriculum speakers, 50 years or older, who tribal Culture and Heritage Depart- developer came on staff to help didn't have the opportunity to go to ment, was born in Warm Springs develop a syllabus and ongoing college, but we are continually doing of a Paiute father and raised by a curriculums for each grade. We professional development. Right grandmother who spoke Sahaptin, had to start from the bottom up now the teachers are taking college the language of the Warm Springs because there is no information on courses to build a foundation to people. Typical of her generation, a curriculum for the Sahaptin lan- apply for teacher certification. The she did not learn a native language. guage. We're barely staying one professional development here has

For the last 20 years, Shawaway step ahead of the classes. The really contributed to our ability to has worked for the Confederated "Then we came back home and kids learn so quickly. keep the languages in the school.

Tribes of Warm Springs in various sat down and said, 'now, where do "One of our reasons for introduc- "In the future we hope to develop programs. But with the Heritage we start?' The written language de-ing our language program in the content standards and benchmarks

Language Program, she has found veloped by the linguists was good, schools is that we have a captive equivalent to what the state of Ore-

"the place where my heart lies." but we felt it was too complicated audience. We could not generate gon requires. Right now we have a Shawaway describes the pro- for teaching young children. So weenough interest in the community group from the University of Ore- gram's evolution: simplified it, keeping it as phonetic in language classes, but now we're gon and the Oregon Department of

"A charter school grant in 1995 as possible but making it user- seeing that as the children learn in Education working with us to de- helped us get started on planning friendly. Some of those who had school, the grandparents and par- velop benchmarks that will be cul- and implementation. All our staff learned the linguists' way of writ- ents are also beginning to use their turally sensitive to Native American trained for one month at the Amer- ing dug in their heels a little bit and native language. Grandmothers will languages. ican Indian Language Development said this was not the way we shouldcorrect the kids when they're not "I we can grow with the school

Institute at the University of Arizona. go. But we faced our critics and pronouncing a word right, for ex- system and get heritage language It was an experience. Many of us said that's fine for writing, but whatample, and when I see people in curriculum into the high schools, had never been in a college setting, we're looking for is the ability to the supermarket, they'll greet me we'd be really happy. In 10 years, but by the time we left we had stud- teach a way to speak. in Sahaptin. That's never happened our hope is to have 300 fluent ied linguistics and curriculum de- "In 1997 three Sahaptin teachers before. Small things are counting speakers coming out of the velopment, and we knew how to began teaching the kindergarten for big things. schools." use the library and computers. kids at Warm Spring Elementary. "Most of our teachers are fluent

B S AVAILABLE NW HWICAflON / Sumner Galkp language MAWDallas 110464,07 MOWN tote etOkiiigheritage

community. "These kids already The lack of Native American That Smith can casually mention have a lot of challenges, and then teachers is another concern. Smith she didn't have a job opening last at age 12, to pull them away from remains one of only two certified year indicates just how far Warm the school and community they've Native American staff at the school.Springs has come. If pressed to known all their lives and to put "The Warm Springs people have name the one thing most responsi- them in a strange environment withstruggled to produce their own ble for turning the school around, a mix of other cultures, with teach-teachers, and that's been a problemSmith would say it's been her staff. ers and children they don't know, for a long, long time," says Smith. Her staff would say it's been the that's very hard." "But now the tribes have a teacher principal. Smith speaks for both There are good reasons for education partnership with Easternsides when she says, "If it weren't concern. Out of 100 students who Oregon State University. Right now for the people here, willing to sacri- started first grade at Warm Springs I've got a college student coming fice and to change the way they're Elementary in 1986, only 12 grad- once a week, and next year she'll doing things, to try something new, uated from Madras High School do her practicum here. Another we'd never be where we are." last spring. "We're able to retain Warm Springs teacher graduated them in grades five and six," says from Arizona State last year, but I Quaid, "but by grades seven and didn't have an opening so she went eight the dropout rate is drastic." to the middle school in Madras." Quaid supports a plan, once the new elementary school is built, to convert the old school into a middle school. This will allow Warm Springs students the option of staying on the reservation through grade eight.

GROWING GREAT TEACHERS 4410arnte

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IC/1(1114 Ike in the late 1980s, educatois in the klmonds School Distract found themselves walking a - cat difficult and m6111110 load In addition to the adjustment to (ken- tralvation, teachers woe being whisked into the technology !evolution and the standards movement They laced the steady onslaught of new concepts, suategics, and skills that teacheis must stay abreast ol, while pi miffing continuity in then class' ooms

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18 strange beasts to confront (lest we no magic wand in sight. Still, Sally "The priority," she says, "is to pro- committees have been formed forget the Winged Monkeys). But, Harrison is undoubtedly the "Good vide high-quality instruction for through which teachers,have a voice like the beloved characters in the Witch" of Edmonds, helping teach- kids. What needs to be included in in district decisions. Site visits have Frank Baum classic, dedicated edu- ers throughout the district to find learning opportunities for teachers evolved from obligatory drop-bys cators forge ahead, keeping sight of their way. Now in her 27th year of keeps evolving. The objective is to with little communication to visita- worthy objectives and working to- teaching, the last eight with the dis-increase individual and team or tions that include all stakeholders, gether to solve problems. Never mindtrict office, Harrison is Executive Di-collaborative wisdom, and that can including parents and students, and that there is no wizard, no shortcut, rector for Teaching and Learning in be accomplished in a lot of ways." candid discussions regarding both no easy answer. To them, the goal the Edmonds School District. Around Over time, Edmonds has devel- progress and challenges. is worth the effort, the journey is anhere, she's the teachers' teacher. oped an interactive approach to The district's philosophical com- opportunity to learn. And so, forward Since the U.S. Department of Ed- mitment to professional develop- they march. ucation award, Harrison says, the ment is backed up by real dollars. And they're making progress. So phone has been ringing off the hook Edmonds invests 6 percent of its much so that the U.S. Department with educators wanting to know Ed- budget on professional development of Education named the Edmonds monds' secret. "'What's the model?' about six times the national av- School District as a winner in the they ask." erage, according to the National 1999 National Awards Program for The funny thing is, there is no Staff Development Council. For the Model Professional Development. model. Teaching and Learning Division that Edmonds, one of only seven win- "'Model' just doesn't fit what we Harrison heads, that means an an- ners, was recognized for outstandingdo," Harrison says. "It's really not a nual budget of about $1.5 million efforts to improve teachers' knowl- model. It's a way of thinking, a way for professional development from edge and skills, and raise student of working together." the district. Last year, her program achievement. Located north of Seat- Outsiders, it seems, don't like this also received $972,000 in grants tle amidst towering fir trees, coffee- answer. Many are looking for a quick that focused on professional devel- houses, and Northwest urban sprawl, fix, an easy-to-follow recipe that they opment. The consistent funding Edmonds has become a place wherecan take home and replicate. professional development that can base, Harrison says, shows that the teachers team up and pool resources It's not that simple. accommodate evolving content. district "has established a priority to to gain ground. On any given day, Edmonds "Heuristic" is an apt label, meaningsupport the change to a standards- "How can I get there?" asked might be doing all sorts of things inthat learning takes place through referenced school system." Dorothy. the area of professional developmentinvestigations and discoveries. Harrison is in constant commu- "You must walk. It is a long one site visit, one advisory board At the heart of this approach is a nication with educators throughout journey, through a country that meeting, two workshops on curricu-deep-seated respect for teachers and the district and spends her two-hour is sometimes pleasant and some- lum mapping, one class on writing an emphasis on building strong re- commute from Snohomish listen- times dark and terrible. However, assessment. But observers who note lationships and solid, straightforwarding and responding to voice-mail I will use all the magic arts I these activities may miss that the communication. Those at the dis- messages. She is constantly asking know of to keep you from harm." how is as important as the what. trict level view teachers and princi- teachers, "What do you want to learn She's not wearing a pointed hat or Harrison believes it's crucial to pals as capable professionals and and how do you want to learn it?" sitting on a throne of rubies. There'skeep sight of the bigger picture. value their input. Several advisory and "How did you learn that and

NW EDUCATION / Summer 2000 how do we replicate it?" head with brains. I cannot tell youteachersparticularly at the ele- chance to be students themselves. 19 Teachers play an integral part in how to use them, however, you mentary levelwere unhappy withThey experienced learning math planning their own professional de- must find that out for yourself" the mathematics textbooks they werein a new way. Many self-confessed velopment. And this involvement So what does this professional using and wanted help finding a "math haters" had a revelation: yields more than the obvious bene- development work look like? better way to teach math. they loved math. fits. Of course, teachers acquire new Of course, there are the tradi- In 1991, Darlene Atik, then a Susan Ardissono, then a third- knowledge and skills in developmenttional workshops and seminars. Teacher on Special Assignment grade teacher at Evergreen Elemen- activities. But, in determining what There's a mentoring program for (TOSA), suggested that the district tary, was one of them. sort of professional development new teachers that involves training apply for grant funding for training "Prior to that experience, I was would be helpful, they improve theirfor the mentors as well as the neo- to restructure math instruction. An math phobic, and I came to see how ability to analyze their students' phytes. A wealth of written resources application written by teacher leaders talented I was in math," Ardissono needs and their own needs as their is readily available to teachers via and a grant writer landed Edmonds says. "I remember one 'Ahar came students' teachers. newsletters, Web sites, recommendeda National Science Foundation when we were learning about mul- It's no surprise that teachers al- reading lists, and research sum- matching grant worth more than tiplication. We were cutting out lit- ready pressed for time might say, maries. In fact, one of the first pro- $1.6 million over five years. The pro-tle triangles whenwham!I "Just tell us what to do." But Harri- jects Harrison and her staff under- ject enabled the district to train a finally realized what square num- son believes it's imperative for teach-took when embarking on this cadre of teacher leaders in a sum- bers were. It made me sit up and ers to learn how to identify their journey was a research project in- mer institute with outside math take notice. If kids don't get it, we own, as well as their students', needs. vestigating best practices for profes- consultants. These teacher leaders need to give them hands-on learn- "It's like teaching your children to sional development. Their findings then shared their learning with col-ing experiences. It changed my un- dress," says the mother of two. "Al- were published in an 82-page re- leagues throughout the district. To derstanding of how kids learn. It though it would be easier to do it search synthesis, cowritten by teach-support the effort over time, the changed the way I teach." yourself, they need to learn to dress ers and district personnel. (See In teacher leaders attended regular Other teachers recount similar themselves." the Library, Page 40.) meetings throughout the school bolts from the blue. In becoming Participation builds a sense of But perhaps the most effective year to further their training and students again, teachers were better ownership in the process, an elementprofessional development strategy discuss implementation issues. In able to understand what their stu- Harrison believes is necessary for the has involved the creation of "teacherthe beginning, only a handful of dents require in order to learn. What process to thrive long term, even with leaders" and, later, "learning teams" schools opted to participate, though happened in those initial math inevitable changes in personnel. throughout the district, an examplethere was interest in rolling out the trainings became infectious as "It's important that they under- of the evolution Harrison describes. program throughout the district teachers began to approach teach- stand what they are doing and that After decentralization, the district over subsequent years. ing all subjects differently. it's their work. If the culture is stronglost its central staff development of- For teachers participating in the As the process evolved and was enough," she says, "the work will fice. Teachersbusy with day-to- program, the experience was noth- fine-tuned, teacher leaders became go on as it should." day operationsrealized that they ing short of profound. The workshopknown as learning teams. Regard- "Well ," he said, with a sigh, "I'mhad little time for keeping abreast ofwas far from another dry lecture or less of nomenclature, however, the not much of a magician, as I said;educational issues or planning on- preachy sermon. Instead of listeningconcept remains essentially the but if you will come to me tomor- going education. They needed some to someone drone on about how to same: Take a small group of teach- row morning, I will stuff your support. In particular, a number of teach math, teachers were given the ers, provide them with an intense 1_61

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20 learning experience, ask them to With a high population of cial to make it work." They tackled Today, both reading scores and take their learning back to share English-language learners and a such topics as standards, instructionteacher observations provide evi- with other staff members, and sup- mobility rate of 40 percent, College and assessment, student learning, dence of success. port them all as they experiment in Place Elementary is one of the mostand reflection. The training, she Kathleen Seymour, a first-grade the classroom and continue to sharesocioeconomically challenged says, "really helped us buy into the teacher, says, "I've already had to their learning with each other. schools in the district. Even so, it standards movement. We could see retool my program since the kids An important aspect of this kind is a school where professional devel-how phenomenal it would be for are so much further ahead this year of training is what Harrison calls opment effortsspecifically, learn- the kids." than last." "watercooler learning," One of the ing teamsare making a visible As the team came to understand Meanwhile, the original learning richest things teachers have to sharedifference in student performance. what was necessary to make stan- team has continued its focus on is their own experience. When teach-While grade-level test scores still dards work, and as they examined whole-school issues such as devel- ers have the opportunity to share have room to grow, the rate of im- current practices at College Place oping a portfolio system to chroni- their own stories, they learn from provement in recent years has been Elementary, they came up with rec- cle student progress and help with each other and grow collectively. impressive. "We've come a long ommendations for some big shifts assessment. These portfolios stay in the classroom. Among these werewith children throughout their years aligning the curriculum and devel- at CPE, providing tangible evidence oping appropriate assessments. To of improvement. assist them in this endeavor, two Without a doubt, CPE teamwork more learning teams were formed, has helped to create a more cohe- one specializing in literacy and one sive and effective staff. in math. "Communication is so strong, In addition to their work on not just at grade level, but through- alignment and assessment, the out the school," says teacher Taylor Today, every school in the district way," says Principal Sue Venable. teams learned to analyze test data Frazier. "We're a team." relies on learning teams for staff Four years ago, College Place and identify areas where instruction "I am terribly afraid of falling, development. Many even have mul-began working with a staff learningneeded improvement, then make myself;" said the Cowardly Lion, tiple teams in different areas. team. The first year was devoted to recommendations for change. For "but I suppose there is nothing to The four travelers passed throughthe district math project. The next example, to address the unique do but try it. So get on my back the rest of the forest in safety, and year, the learning team turned the needs of their students who are and we will make the attempt." when they came out from its gloom focus to the complexities of institut- learning English, the literacy team The added time and weight of all saw before them a steep hill, cov- ing state standards. A three-day recommended that the staff make athis training and development can ered.fromtopto bottom with greatsummer seminar provided an inten-shift in reading instruction, adopt- take a toll. pieces of rock. sive introduction to the subject. ing a flexible grouping approach "Teachers have gotten smarter "7hat will be a hard climb," said "It was the first time I was ex- where smaller groups of students and are using their time more effec- the Scarecrow, "but we must get posed to what it really means to havewould receive more intense instruc- tively," says Harrison, "but they're over the hill, nevertheless." a standards-based system," says tion with the help of both teachers also working longer days." So he led the way and the oth- sixth -grade teacher Emily Lauder- and educational assistants. The rest The district compensates teachers ers followed. back, "and what elements are cm- of the staff agreed. at an hourly rate for after-school

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workshops and provides a small to make sense of these puzzles, a up their training and then get on for me to stop teaching," Lauder- 21 stipend for teachers participating dozen more come hurtling their way.with their job. back says. "We can always improve in learning teams. "We recognize So where does the motivation The truth is, professional devel- our practice." how hard it is for teachers at the come from? opment in the Edmonds district is "Your Silver Shoes will carry you end of the day," says Harrison. "If "I already see that it's benefiting job-embedded, and that's one of theover the deserL" replied Glinda. there's something we want teachers the kids," says Lauderback. "I see underlying lessons Harrison has "If you had known their power to participate in, we budget for that." them learning about themselves as been attempting to impart. In train-you could have gone back to your Teacher Nancy Williams says she learners, and I'm willing to do what-ing new teachers, Harrison describesAunt Em the very first day you often takes advantage of after-schoolever I can to make that happen." what a "system" isfor example, came to this country" training to improve her practice. She Other teachers express similar the human immune systemand "But then I should not have had also says that receiving compensa- sentiments. After all, helping kids notes that change and challenge my wonderful brains!" cried the tion for this time is a nice bonus. "I learn is why they chose this profes- and frustration are not necessarily Scarecrow. "I might have passed came from a district where they didn't sion in the first place. bad things, but natural occurrences my whole life in the farmer's pay us for this time. Here, they're "The district has provided me in a working system. "We're always cornfield" showing me that they value my timewith more professional development enough to pay me." than I certainly ever got in my certi- Yet, the compensation is small fication program," Lauderback says, compared to the weight of the task. "and I feel very fortunate to be in "All that planning takes a lot of this district because of that." extra time," says Lauderback, "and But traveling this yellow brick that can be difficult. Plus, there are road is both "rich and pleasant" the challenges that come along and "rough and dangerous." with reform." "On one hand," Lauderback says, Because the standards system is "I feel empowered in my classroom working to improve," says Harrison. "And I should not have had my still relatively new, and even states and school. On the other, I wish the The irony is, over the past several lovely heart," said the Tin Wood- and districtslcontinue ironing out district could provide even more helpyears, educators have been working man. '7 might have stood and the wrinkles, confusion at the schooland more resources." to teach students to value the pro- rusted in the forest till the end of level can sometimes be dizzying. Lauderback ponders that it mightcess as much as the end result. the world" Lauderback, for example, talks aboutbe easier if materials were "finished" Portfolios, for example, include "An d I should have liveda cow- the ambiguity of some specific grade-at the district level before heading early drafts as important to chartingard forever, " declared the Lion, level standards and tasks, as well as for the classroom. But at the same progress as that all-important final "and no beast in all the forest the challenge of documenting stu- time, she sees that teacher input essay. The lesson that teachers are would have had a good word to dent achievement in areas that are and classroom experimentation is now learning is the same. The jour-say to me." less than clearly defined. She and necessary to finish the work. In ney is as important as the goal. .1 her colleagues call their Teacher on short, she observes, "the reform is It's not without difficulty, but this Special Assignment at the district andongoing and will never be done." ideological shift is visible in Ed- try to hash out some of the discrep- This state of flux can be agoniz- monds. ancies. But while they're attemptinging to those who might like to wrap "When I stop learning, it's time 69

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panhandle, Lake Coeur d'Alene ing the sights, but I didn't really to the Of teaching;What'spal at Fernan Elementary, Patti . 'sparkles and,shirnmerOhrowirig know what iWaS seeing and why new-is the extra time, that's. Veen erry, fiist7grade teacher at Perna% off reflections of pine-covered, it WaS important," she says. *earved out of the daily routine's° and Hazel Bauman; Director of slopes. If you pause to ponder this Today, Bohanek is one of nine that all elementary teachersfrom. ,Curriculum and Instruction forlhe awesome scenery; diseover a exceptional teachers who are the rookie interns to polished veterans, district, wanted to better serve the story that begins in the last Ice Age.linchpins of an innovative ap from those working in higb-poYerty students most at risk of not succeed-,

Study the mountains and bigwa,-, PrOach to professional schools to those working with afflu ing kn,school, They noticed that ; ters, and you'll learn howlactrs in the Coeur d'Alene School .His ,eat populationshave ongoing many:Children from low-in'come

carved the hills and basins of today'str.i.ct. For these lead teachersone 'Opportunities to pose and answer. families had to 'move during the Inland Northwest. Without -taking from each elementary school in questions among themselves. "Yon 4101 year, Settling into a new time to reflect, however; it's all too:: the'9,200-stUdent di4rict---Lyeflec- can't be reflective' observes a leadschool, with a new teacher, became easy to notice the scenery but over- tion comes as naturally as breath- teacher named Char Soucy, "if you another risk factor in young lives look the bigger story behind it. ing. They constantly pepper don't have time to think." already disrupted at home. Read- The same holds true in the class-themselves with questions: Why ing and other literacy skillsthe room. Raina Bohanek, a Coeur do we do what we do in the class- 'ME RE5OUJECIE ©IF 'TIME foundation for so much classroom d'Alene teacher for the past 26 room? How could we do our jobs The thinking behind Coeur d'Alene'sinstructionwere a special con- years, says she was a "pedestrian even better? What new approaches lead teacher program started a cern. What's more, administrators

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ing at: risk children, or'who were- from the Alberto-n Foundation, the.their own classrooms before, Being_touch on ashoulder here, a pat on tinting out dter juste few years district leas found a *ay to make matched with a lead teacher for a-the back there, and'qUick smiles all

betthe job. 'staff training more Orli:fit:1g, inten-year gives these rookies a chance to.around, shutOrts them on a warm- Rathei.thaU seeldng an outside, siv,e,and multifaceted. Everye_i learn the ropes from a master prac- up math problem to get them . , solution,. the district turned to its rbentary sehdotriow has' alead titiOner 'But the learning isn't all thinking own.in,h,iSeteaching,experts,`` Ve.;:teacher, -chosen through' a rigorous one-sided. Being in the lead teacher As soon as the pencils are busy, ivehad pockets of knoWledge:-'::application process, who is avail- position turns out to be a powerful Bieze is out the door, turning the

. ...and expertise in our` oyindistrict," ableb help her colleagues develop learning opportunity, as well. room over to her intern. Bieze says Baurrian. `.`And We knew that new skills in language arts. To allow stakes out a quiet corner in the teachers have great credibility with time for that growth to happen, MIT FORTIER ©IF A NIUDGIE staff lounge to work one-on-one other teachers, because they're in lead teachers are paired with in- When her second-graders start with a student from another sec- the classroom every day. They knowterns who can cover the classroom trickling into the classroom to ond-grade class. The girl's teacher what works. And teaching is their for part of the day, giving the leads launch another day at Hayden is puzzled about why she's strug- passion. We wanted to find a way time to consult with colleagues, Meadows Elementary School, Judy gling. By doing an individual to share that knowledge, so that model a lesson, or observe what's Bieze is ready. She makes the assessment, Bieze hopes to learn classroom practices would be morehappening in other classrooms. Therounds as students hang up jacketsenough information to explain

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"' 24 why the girl is getting stuck, and small groups before or after school moment to suggest ideas," she says.pervisors' shoes. "And it needs to suggest some teaching strategies to to debrief after a workshop or talk "They aren't pushy. They know howstay that way," Bieze says, "so other help her move forward. about a particular concern. If a to honor their colleagues." Not only teachers will feel comfortable chat- Almost 20 years after she 'started teacher asks for individual help, theare lead teachers expert at working ting with us." teaching, Bieze, 51, stays interested lead teacher might do an assess- with children, adds administrator Still, some teachers hesitate even in her work by "learning new ways ment to better guide instruction, orHazel Bauman, "but they know to consider an approach that might to help my kids." Last year's Teachermodel a word-study lesson, or coverhow to teach adults." upset their familiar applecart. "We of the Year for the state of Idaho, the other teacher's class so she can Classroom change hasn't been do have some reluctant teachers," Bieze considers teaching an oppor- go observe an effective practice in sudden or sweeping since the lead admits Raina Bohanek, "and they tunity for lifelong learning. (As partanother school. Often, the leads teacher program started. Instead, present our most difficult hurdle. I of the National Teacher of the Year pass along good resources or re- it evolves one little step at a time. don't want to force my way into Program, sponsored by the Council search they have gleaned from "Teachers might pick up a nugget their classrooms. But when I see of Chief State School Officers and meeting with other lead teachers. from talking to me," explains Bieze.someone struggling, and I have Scholastic Inc., each state educa- The leads don't model one right "They'll get one new little piece, ideas of how to help, based on re- tion agency selects a Teacher of the way to teach. "We all have differenttake it back to their classroom, andsearch and experience, it's hard. Year who is exceptionally dedicated,styles," acknowledges Bieze, as try it out. They might come back toWhy are some so willing to learn, knowledgeable, and skilled at help- unique as the decorations on their me with more questions, then go tryand others resist it?" In her own ing all students learn.) The turningwalls, the cadence of their voices, it again. Improvement is a process. journey as a teacher, Bohanek re- points in Bieze's career have come and the facial expressions that let I know," she says with a grin, "be- calls specific experiences with the about when she has bumped into children know when they've done cause I do the same thing myself." right mix of school climate, colle- a new concept or wrestled with an something wonderful. But they do One young teacher praises Bieze giality, support, and information unexpected challenge. Early in her share a view of education that puts for always framing her feedback in that helped her learn and grow. "If career, for example, she learned the child first. "When I was in a positive way, "even if I'm doing you're tuned in, those opportuni- about the Reading Recovery methodschool back in the '50s," Bieze re- something wrong." That takes someties can open a new path for you for helping struggling students suc-calls, "you plugged the child into of the risk out of asking for help or as a teacher," she says. ceed in reading. "That moved me your framework. Today, we lead leading a lesson in a different way.

off where I sat," she says. "It openedfrom the childwhat he knows Of course, some teachers are 1111DIEA5 MAUI my mind to change, and I have and can do." When a child isn't more open than others to consider- Before Char Soucy became a first- pursued it ever since." succeeding, that means the teachering new ideas. Lead teachers work grade teacher in Coeur d'Alene four The lead teacher program "is a needs to try a different method to hard to keep their relationships withyears ago, she taught in an outdoor- way to nudge people off the status help him learn. "You need a mar- other teachers collegial. "We're noteducation program in upstate New quo," Bieze says. "We're providing riage between personal style as a here to evaluate," Bieze stresses. York. She still fits the part, with opportunities to help people move teacher and the individual needs "That's not part of our job, and wavy hair falling to her waist, a off baseif they're ready." of the learner," Bieze says. we've tried to make that clear from singing voice that would sound Lead teachers use all sorts of Principal Pam Pratt credits the.,, ,the beginning." The leads don't great around a campfire, and a methods to nudge their colleagues program's success to the lead teach-carry tales back to the principal, passion for hands-on, experiential into considering new ideas for the ers' diplomacy, people skills, and don't file teacher evaluations with learning. classroom. They might meet in patience. "They wait for the right the front office, don't step into su- As the lead teacher at Fenian Ele-

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process of earning certification 25 I from the National Board for Pro- fessional Teaching Standards, a process "that asks you to examine everything you do in the classroom," Larsen says. (See sidebar, Page 26.) The lead teacher program im- mediately appealed to Larsen as 111\AL "a learning opportunity for myself. v, The chance to get together with =1 talented people throughout the district and discuss what we're doing in the classroomthat sounded mentary, Soucy, 36, doesn't try to Soucy herself is always on the has been recognized as Idaho's powerful." As the program has push her ideas about education ontolookout for great ideas that will Teacher of the Year for 2000. evolved, Larsen has realized that her colleagues. "People have to be advance her own classroom skills, "If I don't do something new it goes well beyond professional ready to learn," she believes, "and whether it's integrating technology every two or three years, I become development. "It builds profes- they'll only learn something new if into a first-grade classroom, or stagnant," Larsen says in the same sionalism in teaching," she em- they have a need to learn it" Typi- finding new ways to connect brain soft, calm voice that holds the at- phasizes. "We can do so much cally, she waits for other teachers to processes with whole-body move- tention of her second-graders at more when we reach out and build ask for help rather than interjecting ment. She watches more experi- Ramsey Elementary. After her first connections with other teachers." herself into their classrooms. enced teachers for clues and ideas. few years in the classroom, she went A staff development program The teachers she "worships," she back to earn a master's degree. RaunJAIL ADIROIRATIRIM that's based at the school level says, "are never satisfied. They're Then she started teaching literacy Barbara Howe, 43, is brand-new to means that teachers can learn newalways improving, always adding classes as an adjunct professor at teaching, "but it's what I've wanted teaching practices right in their more tools to their toolbox. A good the University of Idaho campus in to do since I was a child," she says. own classrooms, with their own teacher is an ardent learner." Coeur d'Alene, working with edu- As she leads her second-graders in students and materials, during the Nancy Larsen is a perfect exam- cation students "who are where I a discussion about maps, asking regular school day. It's the oppositeple. Before she started teaching, was just a few years ago." She de- about their personal travels to build of training workshops that pull Larsen, 43, spent a dozen years as avoted one summer to an intensive understanding, she hardly seems teachers away from their kids and full-time mom, volunteering in her teacher-as-writer seminar spon- like a rookie. It helps, she admits, classrooms. "People tend to learn two daughters' classes and activities.sored by the Northwest Inland Writ-that lead teacher Larsen is perched from what they see, what they ob- Ever since she started her profes- ing Project, an experience that has on a desk just outside the student serve," Soucy says. "This program sional career nine years ago, she's shaped how she teaches language circle, listening and observing. "To gives teachers a chance to see goodbeen stretching herself, reaching forarts. Last year, both Larsen and fel- have someone right there with you, ideas in action. Great ideas travel new challenges that will make her low Coeur d'Alene teacher Judy guiding and coaching youit that way." a better teacher. It's paid off: Larsen Bieze went through the difficult would be so overwhelming other- 113 GROWING GREAT TEACHERS Z17:r_fflIL

26 I or more than a in public schools, they areare currently pursuing the intangible rewards that _pdecade, the National well dispersed geographi-certification, according the application process Board for Profes- cally, with 29 percent to a recent story in The brings. Barbara Kelley, past sional Teaching Standards teaching in rural schools,Oregonian. chair of the NBPTS, said (NBPTS) has been raising 32 percent urban, and 39Why the disparity from the application process the bar for what teachers percent suburban. state to state? A key factor"requires intense self- should know and be able North Carolina and Ohioseems to be the amount reflection and analysis to do in the classroom. lead the nation in the of support states offer of one's practice, and has Established after the number of nationally their teachers to pursue proven to be a terrific pro- landmark 1986 Carnegie certified teachers. In certification. In Idaho, forfessional development report, A Nation Prepared: the Northwest, Idaho hasexample, candidates re- experience." Teachers for the 21st Cen- emerged as a regional ceive assistance with the Judy Bieze, Idaho's Teacher tury, the National Board is leader, with 88 nationally$2,000 application fee of the Year for 1999, earned an independent, nonprofit,certified teachers by the from both the state and national certification last nonpartisan organization end of 1999, according tothe Albertson Foundation.year, nearly 20 years into her that aims to improve stu- the NBPTS. Washington Successful candidates in teaching career. The process dent learning by strength- follows with 23; Montana,Idaho also receive a $2,000confirmed her sound class- ening teaching. 12; Alaska, 10. So far, Ore-per year salary boost for room practices in most The board's rigorous na- gon has no nationally cer-five years. areas, and helped her stretch tional certification processtified teachers, althoughTeachers who have pur- in her teaching of science. asks teachers to reflect on34 of the state's teacherssued certification stress "In science, the goal is to their own performance and teach to the big ideas. Going skills. Teachers submit through certification helped portfolios, student work me think about what that samples, videotapes, and means and how I can im- analyses of their class- prove." What's more, Bieze room teaching and student says, earning the certificate learning. More than 4,800 is affirming to good teach- teachers have successfully ers. "Teachers today do a completed the grueling, better job than we've ever yearlong application pro- done even though many of cess so far, earning praise the kids are more challeng- from President Clinton for ing to teach, the dynamics "being challenged to fulfill of families are different, and their greatest potential." what's expected of us keeps Who are they? Nationally expanding. We're on the right certified teachers average track, and national certifica- 15 years in the classroom. tion is a way to say that." More than half have earned master's degrees, and 2 percent have doctorates. Although 95 percent teach

174 wise," Howe says. "And to have in her eye that reflects a keen inter-velopment concept alive. Without concept into the secondary level. 27 someone of Nancy's caliber to learnest in children. "Without these op- outside financial support, the dis- In whatever form the program sur- fromshe makes it look so easy." portunities for mentoring, we lose trict probably won't be able to affordvives, she says, "I hope we can re- Mentoring may be the official too many of our best and bright- to hire interns, suspects Bauman, tain the same flavor." term for how the lead teachers helpest," says the veteran. even though the program has been The teachers themselves have the interns, but it doesn't begin to Although the interns learn plenty a boon for recruiting good teachers.enjoyed networking too much to capture all that transpires through about the nuts and bolts of leading More than 90 percent of previous let it stop with the grant. "This pro- these one-on-one relationships. Thea classroom, they also pick up some interns have been hired by the dis- gram has changed the perception lead teacher acts as cheerleader, of the nuances of the profession: howtrict, she says, "and they are so wellof whether a teacher can open her coach, counselor, critical friend, to pace themselves; how to frame prepared to teach. They really hit classroom door and ask a colleague and more. The intern grows from the day, then reframe it on the fly the ground running." Student a question," observes Bieze. "That novice into colleague, becoming if the kids seem overwhelmed by achievement is also up in the dis- won't change. We will continue to another set of eyes on the children'slunchtime; how to pull apart "the trict, reflected by improving scores raise inquiries, to create opportuni- learning, another voice in class- why" of things; when to reach for on the Iowa Tests of Basic Skills. ties to dialogue, to look for an- room discussions. Most of the care- the phone to call a child's parent. What won't end anytime soon is swers, to work together collegially." fully matched lead-intern pairs "These are sophisticated subtleties I a commitment to drawing on the Adds Bohanek, "We may not evolve into mutual admiration was never aware of my first years ondistrict's own talent for staff devel- have the same luxury of time for societies over the course of the the job," Bieze admits. opment. "It's honoring for our staffstaff development in the future, school year. Bohanek also coaches her internswhen we say that we have knowl- but I don't see us going backwards. Intern Kristen Hutchison, 26, to strike a balance between life andedge here. Some of our best re- It's too good for us as teachers, admits she follows lead teacher work, home and school. "You've gotsources are our own folks," says and it's good for kids. We'll keep Bieze around "like a puppy. We eat to take care of yourself and keep thisPrincipal Pratt. A new state law re- putting our energy into people and lunch together. I'm always asking job in perspective," she says. "And quires teachers to pass a reading practices." her questions, and she's always it's healthy for the interns to see us course for recertification, and the sharing ideas with me, planting struggle. I struggle every day," she district is exploring having lead seeds." Bieze's steady tutelage has admits. "All my lessons are not teachers serve as instructors. boosted Hutchison's confidence. taught as well as I'd like. But how Even without the intern compo- Still, the intern worries that "there'sdo I fix the mess? That's real life, nent of the program, the district so much on you as a teacher. I'm and it's good for them to see that hopes to continue to support lead always asking myself, can I do it? we struggle with these things, too," teachers. "To identify someone in Can I be what the kids need?" No she says. every building with expertise and matter how busy she is, Bieze man- passion about teaching language ages to find time to address her in- MAKING IN' 1A51' arts, and have that person network tern's concerns, Hutchison says, With less than a year remaining onwith her colleagues, is a powerful "whether it takes five minutes or the grant that has made this pro- model," says Bauman. If money an hour. She's so good to me." gram possible, the Coeur d'Alene were no object, she would like to Bieze, in turn, loves the rookie's district is hoping to find a way to introduce the same approach for energy and appreciates that sparklekeep its innovative professional de- math, then expand the lead teacher

GROWING GREAT TEACHERS 175 ,,.4..,4114

Nature writer Sheltey Washburn (at right and bottom left) 'hU coaches students to be keen observers Teacher Rebecca Erickson (top left) dives into the hands- on activity along with her fourth-grade students (center photos, left)

-14 gog

PORTITAND, Oregon such words as "magical," "inspir- Portland Public Schools Founda- The chairs were hard, with no ing," "awesome " For that one tion, has been creating opportuni- cushions Desks were too small for week, they weren't teachers sepa- ties for teachers to connect with spreading out papers There wasn't rated by classroom walls or grade their peers, draw inspiration from even a window for framing day- levels They were a community, professional writers, and develop dreams or catching a breeze But drawn together to focus on writing new skills for teaching their stu- when the 47 teachers who shared For the past three years, Com- dents how to write Improving this space for a week last August munity of Writers (COW), a spon- teachers' classroom practices is a describe the experience, they use sored project of the nonprofit step toward a bigger goal: improv- 17G ti NW EDUCATION / Summer 2000 EACHERS COME OGETHER FOR A CHANCE TO OMMOVE -HER OWN WRING, HCN DSCOVER &METRE EVEN BSTER° A COMMUNOTY THA T CARES

I Ills s i1 ing student achievement in writing.person. "I work full time. I'm a as writer" model. It's an approach while he did it. It needed so much 29 "I think of this as a teacher supportmom with three kids. When am I that's been used with success by thework, and I was just going to junk group," explains program founder ever going to sit down and write?" Bay Area Writing Project in Berke- it. But he convinced me to start in and director Larry Colton. "We The summer workshop gave ley, California, since 1974, and by a different place, keep a chunk of change attitudes about writing Wilcox and her fellow teachers similar teacher training programs it, get rid of another big chunk, and for teachers and kids." ample time to write. And revise. across the country, including sev- move forward. That was a lesson for Working in partnership with And read their stuff aloud. And theneral in the Northwest (see Writing me: to see how valuable the editing Portland Public Schools and Port- write some more, prompted and in-Resources, Page 31). process can be, and to remember land State University, COW gives spired by the parade of poets, nov- Why should teachers care about that you don't want to defeat your teachers in grades three through elists, and essayists who came to talkimproving their own writing skills?students when you work with them 12 much more than a summer shotabout their craft. "Not in 20 years "Many teachers have not been on revising." of inspiration. After the intensive have I had a chance to do this," saystrained how to write," believes Riming teachers into enthusias- workshop, where they hone their Wilcox, one of eight teachers from Colton, who was a high school tic writers is just one component of own writing skills with the help of Laurelhurst Elementary School par-teacher before launching his own Community of Writers. Equally im- people who write for a living, teach-ticipating in COW under a special nonfiction writing career. Even portant is bringing writers into the ers can look forward to scheduling grant this year. "This program has teachers who have studied grammarclassroom and turning them loose four guest writers for weeklong res-reminded me of the value of being and composition, he suspects, "haveto teach. idencies with their students. Their a writer myself. And it has rein- probably never focused on the writ- schools get to host Family Write forced for me that anybody can ing process." Like most professionalWRITER AS TEACHER Nights, where kids and parents workwrite. As a teacher, that's valuable writers, Colton knows from experi- Nature writer Shelley Washburn together with a guest writer. Teach- to know" ence that "the real work of writing opens her gig in Rebecca Erickson's ers receive $400 apiece to spend on Similarly, for fellow Laurelhurst starts with rewriting." That's one ofclass with a promise. "The rest of books for their classrooms. And teacher Ron Norman, the workshopthe lessons teachers take to heart the week, I won't talk as much as I throughout the year, they have op- provided an incentive to pick up hiswhen they struggle to improve theirdo today," she says. "You'll be doing portdnities to get together with fel- pen. "I don't write enough. I labor own writing in the workshops. stuff instead of listening to me." low participants, and recharge. over my own writing. I get stuck on Debbie Bradway, Principal of But these fourth-graders aren't "It's hard to explain," says Ron a choice of words. I tend to do all Wilcox Elementary, says the experi-complaining. They're too busy lis- Norman, a fifth-grade teacher with the things I tell my kids not to do,"ential learning that goes on duringtening, wide-eyed, as Washburn 25 years of classroom experience, he admits. "This class forced me the summer "gives teachers a hook"tantalizes them with a mystery she "but it just feels good to be with to write. And it reminded me how I for understanding writing. "It's nothad to solve in order to write a story. this group. We get time to talk, to throw stuff at my kids all the time. like sitting in lectures. They learn Her challenge? "How could I de- Connect as professionals. That's I'll tell them, I want five pieces fin-the process by doing it." scribe an animal most people have valuable, and we get so little time ished by this date. Now I can see Norman, for instance, recalls never seen?" during the school year to do that." how hard that can be for them, be-turning in a draft of a first-person As Washburn prowls the class- cause I've been tossed back in the story for Colton's review. "He just room, describing her field research TEACHER AS WRITER classroom myself." tore it apart. And it was bad," Nor-to track down an elusive, nocturnal Like most of her colleagues, fourth Community of Writers doesn't man admits, "but he edited it in creature known to forestry folks as grade teacher Sue Wilcox is a busy claim to have invented the "teachersuch a way that I was laughing a "boomer," the students try to catch 177 GROWING GREAT TEACHERS 30 a glimpse of the photograph she then draw, their magnified finger- variety of genres and personalities phone, who did they call with it? holds tight to her torso. "It's not a prints and assorted objects from the on the COW roster. Norman choosesBy week's end, students had created nice picture," she warns them. "I'mnatural world. Once they've looked writers "to fill the holes I have. I notebooks, life histories, and even sorry a dog killed this animal." Nowclosely and drawn huge enlarge- feel like I'm weak in poetry," he rubber stamps of their fully devel- the kids must have a look to gaugements on paper, they're ready to says, so he's invited a poet for one oped characters. the gross-out factor for themselves. offer comparisons. Scribbling furi- of his classroom visits and a song- Wilcox participated right along- Washburn finally tips the photo ously, Washburn records their de- writing duo for another. He also side her students: "I shared my their way, asking them to compare scriptions of fingerprints: whirlpool, likes how the professional writers writing with themand I was as the boomer corpse with another bullseye, end of a skateboard, maze,who receive training in how to eager to share as they were! We were animal readers might recognize. swish of wind, monkey swinging work with studentsreinforce whaton equal terms, all working to be- Using comparisons and analogies through the jungle then dropping he's been doing in the classroom. come better writers." was how she solved her own writ- from a branch. "Do you have a classOne guest writer asked his students ing challenge. The students suggestof poets?" Washburn asks, turning if they knew how to use similes andSCHOOL AS COMMUNITY prairie dog, mole with a short tail, to the teacher. But Erickson doesn'tmetaphors. Norman was thrilled. Although all the teachers in COW squirrel, small beaver with no tail hear at first. She's too busy study- "We had just worked with those. I get well acquainted during the all apt comparisons, it turns out,ing her own fingerprints, learning had assigned kids to pull examples summer session and occasional to the animal more properly known to see. of each from a novel we had read. get-togethers, the eight from Lau- as the mountain beaver. Within Reflecting on the writer-in-the- This validated for the kids what I'drelhurst Elementary who are par- minutes of Washburn's arrival in classroom experience a few weeks been working on with them. They ticipating this year have enjoyed a the classroom, she has engaged later, Erickson says she came away could see, here's a real, live writer special bonding experience. "We've students in her favorite exercise: with some fresh ideas to guide her who uses metaphors. That's not justall had the same training. We all capturing the natural world with classroom practice. "Taking time Mr. Norman's thing." look at writing as an active process words. for observation, and describing ob- Wilcox had been working with now We talk more as peers, be- During her weeklong residency, jects in that much detail, was new her class on character developmentcause we've made more connec- Washburn uses a variety of teach- for me. I'll keep finding ways to do in the weeks leading up to a resi- tions. We share resources. It's ing methods to help these fourth- that," she says. "And I liked how dency by writer Jennifer Lauck, created a real dialogue in this build- graders become more keen at Shelley had kids share little snippetswhose memoir, Blackbird, will be ing about writing," says Wilcox. observation and more artful in of their work while they were still published later this year. "Her whole While teachers are free to apply their use of description. Before she writing. I've tended to wait until approach to creativity was so differ-to COW individually, principals are ever asks them to write, she teachesthey're finished before asking thement from anything I could have starting to ask about involving their them how to look. "Good writers to read. She showed me the value imagined," Wilcox says. The au- whole staff or a particular grade- not just science writersobserveof having them share just a beauti-thor had students start by creating level team. Generous grant support the world carefully," she explains. ful phrase" from a work in progress.the face of a trucker, then add de- from community-based programs "Seeing, smelling, hearing, tasting,The guest residencies give teachers tails to flesh out the whole charac- such as the Meyer Memorial Trust and touching all give us facts that "a shot in the arm," Erickson says. ter. She had them list five things has helped the program grow The good writers put into their writing." "You pick up a couple new ideas ortheir character might carry in a summer workshop will expand this Washburn hands out jewelers' techniques. It's energizing." pocket or purse, for instance, and year to four separate weeks, to ac- loupes and asks students to look at, Teachers say they appreciate the tell why. If characters carried a cellcommodate up to 120 teachers.

1 78 NW EDUCATION / Summer 2000 WRITING RESOURCES

Bradway, who has five teachers fromand became more open to trying Professional development workshops that use the teacher -asher eight-person faculty at Wilcox new methods of teaching writing, writer appicaPh are offerer] throughout the region. Many program are affiliates] with the National Writing P wjeot NWP , which grew participating this year, says the pro- according to the NWREL evaluation. out of the successful Bay Area Writing Project.ppording to the gram "gets the whole building But objective measurements Obtain' of School RemModels NWP aims to impicke the jazzed about writing," including so important in this era of achieve- teaching of writing at all ode 'vets, improve piolemiostal de- students, parents, and teachers. ment, accountability, and writing velopment program for teachers, and imp,ricke the nolesioial "In my 25 years of education," the assessmentswill tell only part of standing of classroom teachers. NWP includes prow/arts in 46 principal adds, "this is one of the the story of Community of Writers, states Gael site: www-gzet erkeley.eduLiksim4/NWP/nwp html Writing resources for teachers in the Northwest best [professional development] predicts Laurelhurst Principal Teri a a Alaska Nate Writing Consortium a nonprofit organi- programs I've ever seen." Geist. Sometimes, growth happens oj Alaska school districts working together to picartole aLd The roster of writers also contin- in more subtle, less measurable improve the teaching of writing in the state. Contact 11$8 F Street ues to grow as word gets out about ways. "Let's say you have a few kids Juneau AK NM. Phone: (9®7 465 -$754. ((tab site pec Jan the program. It doesn't hurt with who were at risk of needing reme- alaoka.edu aswolage.html) recruiting, Colton admits, that writ-dial help at the start of the school I I Northwest Inland Writing Project, based at the Univer- sity of Idaho. Contact: College of Education Divicion of Teacher ers are paid for their time. Added year. A visiting sportswriter or poet Education, University of Idaho Moscow, ID NW Phone2108 value comes from stronger school- might grab their interest or trigger community ties. Writes who are a new way for them to approach The Montana Writing Projept, based at the Univer- active in the program often wind writing. Maybe they get inspired sity of Montana, trains teacher consultants to conduct writing up being cheerleaders for the work and manage to write a clear para- workshops and inoervipe progrtarits for teachers and school dis- that teachers do every day. graph. That's huge!" she says, for tricts. Contact: Nepaltratt of Engle, University of Montana, Missoula, MT 5981 2. Phone: (406) 243-2a1. (tad site www Theoretically, all this attention students, teaches, and all the rest umt.edu/englieh/mwp.htm) to developing teachers' skills shouldof the community that celebrates I I Oregon Writing Project includes five campus sites result in stronger student writing writing. appall the state (University of Oregon kggrit; Lewis & Clark skills. To track the impact of COW, College Portland; Willamette University Salem; Southern Ore- researchers from the Northwest Re- gon Slate College Ashland. Eastern Oregon State College La gional Educational Laboratory are Grande). For contact information, see the We site of the National Writing Project (www-guAerkeley.eduReaearipteNWP/network/ assessing student writing samples stateo/Gregon.html). Community of Writers, a separate progrga,n at the start and end of the year. An is sponsored by the Portlaksi Public Schools Foundation Con- earlier evaluation, conducted dur- tact 16.61 Northeast Broadway, PMI3 #121 Portland OR 9724.2 ing the 1997-98 school year, showed Phone (503) 493 -1473 a positive impact on both student 0 Writing program are offered on the campuses achievement and teaching practice. of CRattkal Washington University, Ellensburg,, Washington State University, Riphland and University of Washington Seattle, For Participating students wrote more, contact information, see NWP We site www-gse berkeley edu/ liked writing more, and became Re-searph/NWP/network/state-s/VVashington html) more competent writes. Teachers collaborated more with their peers, felt less isolated in the classroom, improved their own writing skills,

GROWING GREAT TEACHERS VAGkTION During the off-season, many teachers seek out experiences 32 DOING to deepen their own knowledge. They come back to the REAL SCIENCE: classroom with new ideas, Montana's Richard Jones renewed excitement about How does a landlocked science teaching, and a fresh teacher from Billings, Montana, appreciation for the work get to spend two months aboard a of learning. research ship in the tropical Pa- cific? By filling out an application, By SAMANTHA MOORES of course. For Richard Jones, Mon- tana's "Teacher at Sea," the answer is that simple. As head of the science department at Billings Senior High, Jones, 38, keeps his eyes peeled for anything interesting that comes across _ his deskapplications, invitations, project bulletins. "I'll fill out any- 1 thing," he confesses. "It can't hurt to try." After 10 years in the classroom, this intrepid teacher has learned that long shots often pay off. Take his two months at sea 0 aboard the National Oceanic and slCbo o r Atmospheric Administration re- 0 search ship Ka'imimoana. As part of NOAA's Teacher at Sea program during the summer of 1998, Jones worked with researchers exploring the role of the tropical ocean in modifying the world's climate. The ship's crew deployed, recovered, and serviced deep-sea moorings that measure ocean currents, ocean temperature, and atmospheric vari- ables throughout the equatorial Pacific. These measurements were transmitted in "real time" to the

NW EDUCATION / Summer 2000 NOAA Pacific Marine Environmen- 12th-grade physics classes, for ex- unit based on his experiences at can run as high as $14,000 per 33 tal Laboratory in Seattle and are ample, Jones used a NOVA video on sea; and either write an article for teacher. But as an NSF spokesperson available to researchers around the El Nifio and the daily journal en- publication or make a presentationtold the Anchorage Daily News, world working on a variety of cli- tries, digital photos, and data he to colleagues at an educator's "This is a small investment to bring mate studies, including El Nirio re-collected during his trip to give stu-conference. actual research experiences to stu- search and weather prediction. In dents an indepth look at how re- He chose to present at the Na- dents in the classroom." addition to the buoy operations, thesearch is conducted and findings tional Science Teachers Convention For Jones, the motivation is sim- ship measured upper-ocean cur- are used to solve real-world prob- in Boston last summer, and has alsople: "As teachers, we require our rents, sea surface temperature, lems. He also has kids involved in talked about the Teacher at Sea kids to learn new things, but we salinity, carbon dioxide content, more inquiry-based learning pro- program at smaller, regional con- ourselves tend to slack off. We get Carbon 14 and chlorophyll, and jects, such as individual research ferences. comfortable in a job and get in a upper-air atmospheric soundings. exploring water consumption and Next up for Jones is a New Year's rut, teaching the same stuff year An ongoing census of barnacles andpopulation growth. Students use trip to Antarctica, where he will after year. I want to do something marine life that inhabit the recov- statistical sampling and mathe- work alongside researchers throughnew every year." ered moorings was also conducted matical modeling, and report theira program funded by the National during the mission. findings to the rest of the class. Science Foundation. While there, The project was a dream come Jones' students get more out of he'll be online on a daily basis, true for Jones, who has won nu- his travels than just interesting checking in with his students and merous teaching honors, includingclassroom projects. "When kids ask,giving them project updates. a Tandy "Champions of the Class- `Where is this ever going to apply?' Several other teachers from the room" award and a 1996 Presiden-I can cite dozens of examples," Northwest region have participated tial Teaching Award in Secondary Jones explains. "I also use my ex- in NSF field projects, which send Sciences. Although his voyage was periences to teach a unit on coop- classroom teachers along on scien- nearly two years ago, the rush he eration and team building. Living tific expeditions to both the Arctic got from the trip is still fresh. "The on a ship, your life really depends and Antarctic regions. A Vancouver, experience was phenomenal. For a on how well you work with other Washington, teacher camped near science teacher to actually get to dopeople. All of this is giving kids real-Kennicott Glacier in Alaska last science is really rare," says Jones. life connections to education, giv- summer, collecting data with a "I think the kids respect you more ing them access to more than just team of scientists. A high school when you have actually gone out the four walls of the classroom." teacher from Barrow, Alaska, sailed and done the things you are teach- The Teacher at Sea program alsoaboard a Coast Guard ice breaker, ing them about. It's more than justrequires teachers to share their pro-helping researchers analyze the a lecture or a passage from a text- fessional development experiences chemistry and biology of ice in the book." with other educators. Jones had to Beaufort Sea. After two months at sea, Jones submit a report to NOAA's Education NSF's program picks up all ex- returned to the classroom rechargedOffice detailing the cruise events penses, including the teacher's air- and brimming with ideas for class- and providing ideas for classroom fare and the cost of a substitute to room projects. In his 11th- and implementation; develop a mini- cover his classroom. The investment

GROWING GREAT TEACHERS BUILDING CULTURAL BRIDGES: Washington's Cheryl Koenig As a "perpetual student of Span- ish," Cheryl Koenig is always looking for ways to bone up on her grammar and practice her conver- sational skills. Six years ago, this veteran teacher from Manson, Washington, spent a month in Cuernavaca, Mexico, soaking up the country's language and culture. Living with a Mexican family and spending six hours a day in intensive Spanish classes gave Koenig plenty of opportunities to grasp the subtleties of the local di- alect and learn the proper use of the subjunctive. But the most valuable thing Koenig brought back from her summer abroad was a deeper understanding of her students at Manson Elementary. Located in rural North Central Washington, Manson Elementary serves a growing Hispanic community. Lured by steady jobs in the area's orchards, packing sheds, and burgeoning tourism industry, migrant families from Mexico have steadily become permanent residents, causing the school's Hispanic population to explode by 350 percent since 1993. Today, close to 70 percent of Manson's 390 K-6 students are Hispanic, and nearly half have limited English ability. "Visiting Mexico gave me a huge

82 t NW EDUCATION / Summer 2000 understanding of where my kids struction, staff are eligible to travel whatever commitment people are three Mondays a month through- 35 are coming fromboth them and to Mexico for a two- or four-week willing to give, the school is usu- out the school year. Staff spend an their families," explains Koenig, 48,program. Koenig looks for estab- ally able to meet everyone's needs. hour or two after schoolthey are who has been teaching since 1973. lished study-abroad programs that This summer, for example, a Title paid $25 an hourdiscussing such "When the entire culture is new to offer college credit. In addition to VII bilingual grant is sending the topics as Washington's assessment, you, and you don't understand whatCuernavaca, teachers have visited six eligible staff members to Mex- teaching and learning strategies people are saying or what you're Morelia, Mexico, through a programico. Some teachers, like Koenig, for bilingual students, and using supposed to be doing, it is over- at Central Washington University. have even made repeat trips, and technology to enhance teaching whelming. This helped me know Many Manson families have come last year the school nurse, librar- and learning. what our students are going from both regions. ian, and counselor went, too. Eigh- While professional development through." The program has three primary teen peopleabout a third of is just one part of Manson's im- With language barriers making goals, according to Janet Cline, Di- Manson's staffhave visited Mex- provement plan, these programs the school's traditional curriculumrector of State and Federal Programs ico so far. An additional 15 have seem to be making a difference. ineffective for a growing number offor Manson School District: participated in the weeklong sum- Student achievement levels have students, connecting with kids and To have teachers experience the mer Spanish course. improved dramatically over the their families has taken on new frustration, the breakthroughs, the Teachers at Manson don't have past five years, families are more importance at Manson over the progression of learning a second to search to find other opportuni- involved in their children's educa- past few years. Inspired by her trip, language ties for staff development. Adopt-A- tion, and Manson was named a Koenig, who is also the school's To increase their Spanish skills Family is a summer literacy and 1998-99 Blue Ribbon School by the Title VII grant coordinator for bilin- To provide a sense for staff of enrichment program that pairs paidU.S. Department of Education. After gual education, came up with an where students come from staff members with families in need17 years at the school, Koenig has idea for a program where other With effective professional devel- of one-on-one literacy support. seen what these programs can do. teachers could study Spanish and opment, notes Cline, "there is neverAbout once a week, staff visit the "We used to be a disjointed staff," travel to Mexico. The district and a single thrust. It has to be many family home to work on literacy she admits. "This has really pulled school board agreed to set aside things, at many times, for many activities. Last year the program us together." money from the budget, and Man- people. This program does that." culminated in a group field trip to son's Spanish for Educators pro- After five years, what keeps the Seattle, where a busload of students, gram was born. program going strong? Flexibility parents, grandparents, siblings, Staff can participate in the is key. While the staff has enthusi- teachers, and paraprofessionals vis- program in two ways. During the astically welcomed these opportu- ited the zoo and shared a picnic in summer, the district pays for an in-nities, sometimes interest and a nearby park. Cline explains that tense, 40-hour week of Spanish in- available dollars don't match up. while the program "is not really struction for interested staff. Those New babies and other commitmentsstaff development in the usual who want to take classes on their meant that one summer no one sense," it does improve school cli- own can do so; the district will paycould make the trip to Mexico; mate and encourage communica- for the classes, but it doesn't com- another year there wasn't enough tion between teachers and families. pensate them for their time. After money in the budget. By taking it Monday Madness, another activ- completing 40 hours of Spanish in-one year at a time and accepting ity funded by Title VII, takes place

8 al t GROWING GREAT TEACHERS 36 training their workers. Further, NSDC recommends ME' -TEECIMONS that 25 percent of teachers' timetwo hours out of Continued from Page 7 every eightshould be devoted to their own learning. WHAT HAMPERS GROWTH What shapes a good teacher? An Idaho veteran re- Despite the consensus on what makes for effectivecalls an experience that had lasting impact: "A few professional development, relatively few of this coun- years into my career, I was reassigned to a small try's 2.8 million public school teachers work in envi-school. Physically, we worked in an open space so ronments designed to foster ongoing adult learning. we could all see each other. We could hear what was Stigler and Hiebert, who compared videotapes ofgoing on in one another's classes. There were no teaching practices in the United States, Japan, and closed doors. For the first time, I had people nearby Germany, conclude that in this country, "Teachers to coach me. Because I was willing to be critiqued, work alone, for the most part, and have little time to I was able to learn and grow. Being part of that interact, much less collaborate." cadre turned me into a real teacher" In addition to isolation, teachers fight the clock to fit in the demands of the dayleaving little time forMAKING A CAREER OF LEMMING the reflection or collaboration that have been proven Kounaikenshuu, a Japanese term that has no easy to improve teaching skills and invigorate teachers. The translation in the English language, describes a pro- greatest challenge to effective professional develop- cess that is foreign to most American schools: school- ment, according to a 1996 ERIC Clearinghouse report, based professionaldevelopment that Japanese is a lack of time. Teacher Quality reports that typicalteachers engage in throughout their careers. As au- professional development activities last from one to thors of The Teaching Gap explain: "In the United eight hoursthe equivalent of a day or less. States, teachers are assumed to be competent once Money also plays a role in whether teachers can af- they have completed teacher-training programs. Japan ford to focus on their own skills. During lean budget makes no such assumption. Participation in school- times, even a paltry budget for staff development tends based professional-development groups is considered to be one of the first items to be trimmed. And wealth- part of the teacher's job in Japan." The groups provide ier schools typically have deeper pockets for profes-a context in which teachers are mentored and trained sional development than schools in high-povertyby their peers, and also a laboratory for the develop- settings, reports the Department of Education in ment and testing of new teaching techniques. Promising Practices, creating "a strong disincentive Although the high achievement of Japanese students for teachers to choose schools in urban and rural often captures headlines in this country, Japan's cul- areas." This inequity "denies development opportuni- ture for improving teaching merits more attention ties to the very teachers who face the most challenge." from school reformers in the United States, suggest A report released in December by the National StaffStigler and Hiebert. "What is most impressive about Development Council (NSDC) reveals that school dis-Japan is that the culture genuinely values what teach- tricts spend less than 1 percent of their budgets on ers know, learn, and invent, and has developed a sys- teacher training. NSDC urges districts to increase their tem to take advantage of teachers' ideas: evaluating professional development budgets to 7 percentthem, adapting them, accumulating them into a pro- comparable to what for-profit businesses sink intofessional knowledge base, and sharing them."

NW Education / Summer 2000 Making a career of learning starts with the recogni-writes. An effective school leader can make that 37 tion that "a teaching career is a continuum, not a se-mate more favorable by encouraging teachers to ex- ries of disconnected steps stacked on top of eachamine their classroom practices and beliefs, and other," according to the U.S. Department of Education structuring the school day so that teachers have time report, Promising Practices. "A professional career to devote to their own development as professionals. begins with recruitment, continues through prepara- Schools that have been recognized by the Department tion and initial licensing, and extends to lifelong de- of Education for model professional development tend velopment. Every stage in this continuum must beto have strong principals. According to the authors of rigorous." Islands of Hope in a Sea of Dreams, "Teachers need A recent study of nine successful schoolsurbanstrong principals to support them, guide them, main- elementary schools where children of color living in tain a focus on the desired results, protect them from poverty have achieved impressive academic resultscompeting demands, and hold them on course." makes a powerful case for supporting teachers so that The right questions can often help teachers advance they can support their students. Hope for Urban Edu-their own learning. Novick highlights four broad top- cation, researched by the Charles A. Dana Center at ics worthy of ongoing inquiry and reflection: the University of Texas at Austin and published in 1999 Examining current practice: What does my by the U.S. Department of Education, reports that teaching look like? Why do I work this way? these schools differ in such factors as demographics, Setting priorities: Are my practices consistent reform model, grade configuration, and others. Butwith what is known about how people learn? Am I they share key strategies, including two relating to aware of alternative models of teaching? teacher support: school leaders make sure that teach- Creating an optimal learning environment: ers have adequate materials, equipment, and profes-What learning experiences are essential? What assess- sional development; and school leaders createments are appropriate? opportunities for teachers to work, plan, and learn to- Expanding teacher knowledge through class- gether around instructional issues. As a result, the au-room research: What dilemmas, questions, or con- thors conclude, "educators in the nine schoolscerns about teaching and learning do I want to exhibited a true sense of professionalism. Theyexplore? How can I collaborate more with my col- worked together (often on a daily basis) to improve leagues? How will I share my research? their teaching and enhance student learning." Raised by two teacher-parents in Montana, the One of the report's key recommendations: moreyoung woman has always known she wanted to support for "high-quality, school-based professionalspend her career in the classroom. But now that she development that dramatically increases the amounthas a class of her own to lead, she hears a nagging of time that educators spend working with and learn-voice, asking: "Will I be able to do it all? Will I be ing from each other." good enough? Will I find time to teach all that my In Actual Schools, Possible Practices, Novickstudents need, and teach it all effectively?" stresses the critical role of the principal in creating a school environment that promotes ongoing teacher SIE It 11 ENG THE STANDARD growth. "Collaborative inquiry can only thrive in a cli-Just as the standards movement has defined what stu- mate of mutual respect and interdependence," she dents should know and be able to do, a national effort

GROWING GREAT TEACHERS 3$ is underway to distill the essence of good teaching. The practice and learn from experience. They evalu- National Board for Professional Teaching Standardsate their teaching, seek advice from others, and inte- (NBPTS), established in 1987, has developed a rigorous grate research into their practice. process to encourage teachers to look critically at their Teachers are members of learning communi- own performance and determine what they can do to be ties. They work collaboratively with colleagues and better at their job. National Board certification, the gold with parents and use school and community resources standard of teaching credentials, takes several months for their students. and requires applicants to take exams and submit a An Alaska teacher uses the hallway outside her portfolio of videotapes, lesson samples, journals, es- classroom to display student projects and, she says, and other documentation of classroom and colle- hopes, pique her colleagues' curiosity. "Everyone gial work. doesn't have time to attend workshops and find out Although voluntary national certification has earnedhow to do multimedia projects," she admits, "but praise from Secretary of Education Richard Riley andI'm so eager to share what I've learned. I get excited President Clinton, among others,states have re-when another teacher asks if our classes can do a sponded with varying degrees of support. Some statesbig project together. It usually winds up better than pay all or part of the $2,000 application fee, or reward what either of us could do alone." certified teachers with bonuses or permanent salary increases. Others offer no incentives. NORTHWEST TRENDS Even states where teachers have been slow to pur- Although all five states in the Northwest scored poorly sue national certification can benefit from the workin Quality Counts 2000 on efforts to improve teacher that the National Board has done to define good teach- quality, there are plenty of spots in the region where ing. These five essential ingredients of good teachingpromising approaches are underway. No one model is that NBPTS has identified support the link betweenbeing used consistently to develop teachers' class- professional development and student success: room skills. The district in Edmonds, Washington, Teachers are committed to students and their winner of a 1999 professional development award learning. They make knowledge accessible to all stu- from the Department of Education, doesn't use a dents by adjusting their teaching to student abilities, model at all. Instead, the district's teachers approach skills, and backgrounds. staff development more philosophically, as a way of Teachers know the subjects they teach and working together to improve instruction. how to teach those subjects to students. They are Around the region, professional development ef- aware of students' prior knowledge and preconcep- fortswhether organized at individual schools, by tions and can create multiple ways of acquiringdistricts, states, or regional consortiashare an un- knowledge. derlying belief in teachers' capacity to grow and learn Teachers are responsible for managing andthroughout their careers. Other hallmarks include: monitoring student learning. They draw upon a CollaborationIn Montana, three districts lo- variety of instructional strategies and know how to en-cated within the Flathead Indian Reservation have over- gage students in learning; they use multiple ways ofcome the challenge of geography by pooling resources measuring student growth. for professional development. The Mission Valley Con- Teachers think systematically about their sortium is built on the premise that conversation, re-

., . 41 p6 NW Education / Summer 2000 t L) flection, and continuous improvement are essential forflective school culture through long-term professional 39 effective staff development, Novick reports in Actualdevelopment. A partnership that includes four school Schools, Possible Practices. Teams made up of repre- districts, two universities, the state superintendent of sentatives from each school review research in suchpublic instruction, and organizations such as the areas as cognition, school culture, and leadership. TheWashington Education Association, NWIFTL isre- consortium has sponsored study groups, workshops, searching the relationship between professional devel- and courses for credit. Similarly, in Salem, Oregon, 13opment and student learning. Creating time for school districts and the Willamette Education Serviceteachers to reflect and collaborate at the building level District have formed a consortium for professional de- boosts professionalism through such building-based velopment and school improvement. The Willametteprojects as faculty study groups, peer coaching, and Curriculum Coalition recruits teacher leaders fromgrade-level teams focusing on specific content areas. throughout the region to provide collegial, interactive At a Washington school, one teacher remembers professional development related to Oregon's stan-how she felt the first time a peer coach asked to dards-based learning and assessment system. visit her class. "I wondered, was she coming in to Teachers of teachersTeachers from all cornersjudge me? Would she think I couldn't do my job? I of Alaska have a chance to deepen their understand-was pretty reluctant. We older teachers were used to ing of technology and share their learning with otherclosing our classroom doors and doing our own teachers through an ambitious program called ARC-thing. But I took a chance, invited her in, and TIC (for Alaska Reform in the Classroom through watched her model a reading lesson with my kids. Technology Integration and Collaboration). The five- She had such high energy and was so knowledge- year professional development project, a Technologyable. I saw my kids respond. I was so excitedand Innovation Grant Project funded by the U.S. Depart-suddenly, eager to improve myself. She and I wound ment of Education, is designed to improve the wayup team teaching, sharing ideas and building on teachers teach and students learn by using technologyeach other's strengths. Teaching has become so as a tool for classroom change. Montana, also throughmuch more fun. I'm not alone anymore." a Technology Innovation Grant, has launched a collaborative project between a dozen schools and the ONLINE RESOURCES University of Montana. Montana TALES (Teaching and Doing What Matters Most can be downloaded from the Web site of the National Commission on Teaching and America's Future Learning in Every School) trains teams of teachers to (www.tc.colmbia.edu/-teachcomm/) integrate technology into classroom instruction. Journal of Staff Development is available at the online library Teams then use technology with students, K-12, to re- ofNationalStaffDevelopmentCouncil(www.nsdc.org/ search and relate multimedia "tales" that reflect local educatorindex.htm) National Board for Professional Teaching Standards (www. culture, history, legends, and traditions. Having teach- nbpts.org/nbpts/) ers lead projects in their own buildings is having a Northwest Initiativefor Teaching and Learning (www. snowball effect, with staff interest in integrating tech- nwiftl.org/) nology expanding across all disciplines. Promising Practices: New Ways to Improve Teacher Quality Growing professionalismIn Washington, the (www.ed.gov/pubs/PromPractice/) Quality Counts 2000, the 50-state report by Education Week Northwest Initiative for Teaching and Learning (www.edweek.org/sreports/qc00) (NWIFTL) is attempting to build a collaborative, re-

A 187 GROWING GREAT TEACHERS IN THE LIBRARY FUME

40 WITH THE INCREASING na- school teachers about their pre- tional focus on teacher quality, service and continued learning as professional development is re- well as their work environments, ceiving plenty of attention from Teacher Quality uncovers key areas education researchers and writers. in which teachers feel less than In their 1998 booklet, High-Quality well prepared. These areas in- Professional Development, NWREL clude integrating education tech- authors Kit Peixotto and Jennifer nology, teaching culturally diverse Fager report that, since 1978, more students or students with limited than 5,600 citations related to English proficiency, and using professional development have student performance assessment been catalogued by the Education techniques. When surveyed about Resources Information Center the value of ongoing professional (ERIC). Here's a look at a few of development, teachers report the most recent studies, books, greater satisfaction with long-term and other resources. training, mentoring, and collaborative opportunities than with THE TEACHING GAP (The Free short-term workshops. Press, 1999) draws on research To order a copy of Teacher gathered during the Third Interna- Quality, call the U.S. Department tional Mathematics and Science of Education toll free at 1-877- Study (TIMSS) to provide a fasci- 4ED-PUBS. nating comparison of classroom practices in Japan, Germany, and WHAT WORKS IN THE MID- the United States. James Stigler, DLE: Results-Based Staff Devel- a psychology professor who di- opment by Joellen Killion, pub- rected the TIMSS, and coauthor lished in 1999 by the National James Hiebert, an education pro- Staff Development Council (NSDC), fessor, argue that American edu- describes promising programs for cation will finally be reformed by boosting middle school student improving the culture of teaching, learning in language arts, mathe- not by recruiting better teachers. matics, science, and social stud- Drawing from videotaped class- ies. The book is the result of a room lessons in the three coun- two-year NSDC study, supported tries, they point out deep-seated by the Edna McConnell Clark cultural differences, much more Foundation, to identify staff devel- profound than differences between opment programs that have suc- individual teachers in any single ceeded in raising student achieve- country. "We began to see some- teaching. They outline six princi- National Center for Education ment in core academic areas. thing that surprised us," they write. ples for improvement, namely: Statistics, starts from the premise NWREL's A 6 + 1 Trait Writ- The systems of teaching within Expect improvement to be con- that "good teachers are the hall- ing AssessmentlM model is one of each country look similar from tinual, gradual, and incremental mark" of a sound educational sys- 25 programs featured in detail in lesson to lesson." They go on to Maintain a constant focus on tem, "integral to children's intel- the book. Some 500 programs identify "scripts" for teaching in student learning goals lectual and social development." were nominated for consideration, each country that "appear to rest Focus on teaching, not teachersThe report examines the quality and a national panel of experts on a relatively small and tacit set of Make improvements in context of the nation's teachers from two winnowed the field, based on core beliefs about the nature of the Make improvement in the work broad perspectives: teacher prepa- evidence of improved student subject, about how students learn, of teachers ration and qualifications; and achievement and other factors. and about the role that a teacher Build a system that can learn teaching practices. The two ele- The 6 + 1 Trait model helps teach- should play in the classroom." from its own experience ments are related, the study notes. ers become more competent, con- Rather than pushing for whole- "Excellent teacher preparation and fident assessors of student writing. sale reform of schools in this coun- TEACHER QUALITY: A Report qualifications should lead to ex- Copies of What Works in the try, the authors make a case for on the Preparation and Qualifica- emplary teaching behaviors and Middle can be ordered for $30 "small, cumulative improvements" tions of Public School Teachers, practices." from the NSDC online bookstore that will improve the culture of released in January 1999 by the By surveying full-time public (www.nsdc.org/bookstore/books.

NW Education / Summer 2000 41 htm), or by phone, (512) 523- ementary School in Poison, Mon- tact Susanne Lyon, Edmonds teachers are used liberally to il- 6029. NSDC's Web site (www. tana. For a decade, this school has School District, 20420 68th Av- lustrate research-based concepts. nsdc.org) is an excellent resource worked to create a community that enue, W. Lynnwood, WA 98036. One chapter, "Investing in Teacher for staying current on trends, supports children's learning. Staff Or call: (425) 670-7150. Learning" by Richard F. Elmore promising approaches, and new development practices include time and Deanna Burney, provides a publications in the field of staff for collaboration, planning, read- detailed case study of New York development. ing, discussion, visiting other City's Community School District schools, and peer mentoring. 1 2, which enjoys a growing reputa- The publication costs $9.15 and tion for school improvement can be ordered through NWREL's through professional development. Document Reproduction Service. 1 In a chapter on "The Essentials Phone: (503) 275-9519. of Effective Professional Develop- ment," authors Willis D. Hawley AS A STEP TOWARD improving and Linda Valli describe "an al- POSSIBLE PRACTICES their own classroom practices, most unprecedented consensus teachers from Edmonds, Wash- ... on waysto increase the knowl- ington, teamed up to research edge and skills of educators sub- different models of professional stantially." The new consensus, development. The resultan 82- the authors report, calls for colle- page research synthesis called gial opportunities for staff learn- "Professional Development: Best ing linked to actual student Practices"uses accessible lan- TEACHING AS THE LEARNING performance. Synthesizing recent guage to outline general concepts PROFESSION: Handbook of Pol-research, they identify these eight as well as generic models that can icy and Practice (Jossey-Bass, characteristics of effective profes- ACTUAL SCHOOLS, POSSIBLE be adapted to fit individual schools. 1999), edited by Linda Darling- sional development: PRACTICES: New Directions in Not only is the material well re- Hammond and Gary Sykes, in- Using goals and student perfor- Professional Development (March searched, but it carries the scent cludes essays from leading thinkers mance to define what educators 1999), by Dr. Rebecca Novick of of success: The Edmonds District and researchers in education, ex- need to learn NWREL's Child and Family Pro- was the winner of a U.S. Depart- ploring both policy and practice Involving teachers in identifying gram, examines the role of effec- ment of Education Model Profes- relating to what, and how, teach- what they need to learn to in- tive professional development in sional Development award last ers learn. The focus throughout crease their motivation and elementary school reform. The year. (See related story, Page 16.) the book remains squarely on commitment booklet synthesizes academic re- The Edmonds educators distill teachers, as Lee Shulman, Presi- Basing professional develop- search, recounts trends in educa- research concepts into practical dent of the Carnegie Foundation ment at school tion, shares understandings from tips, such as the qualities of a good for the Advancement of Teaching, Providing opportunities for developmental psychology, high- staff development model and best explains: "The more we learn from collaborative problem solving lights promising practices, and practices for follow-ups to train- empirical studies of school reform Making professional develop- relates the results of a survey of ing. They also highlight the quali- ...the more irreplaceable class- ment continuous and ongoing Northwest educators on the topic ties of leadership to support staff room teachers turn out to be. ... Making professional develop- of professional development. development, examine strategies Although there may be curricula ment information-rich In a school climate that sup- for working with adult learners, and that strive to prescribe teachers' Providing theoretical under- ports true reform, Novick writes, identify factors that motivate or behavior with great precision, for standing by making research "everyone involved will be both prevent change. most teachers a typical day is accessible to teachers a teacher and a learner." She cau- The section of the report that fraught with surprises....Their Integrating professional devel- tions that turning schools into focuses on models provides a work cannot be controlled by rules, opment with comprehensive learning communities will require question-and-answer overview of even though it must be governed school change changes at the very core of educa- nine applications, including study by standards." tion, and outlines barriers such groups, mentors, and distance Covering a wide expanse of is- EDUTOPIA, a newsletter pub- as time and funding, bureaucratic learning. Each section organizes suessuch as teacher education, lished twice yearly by the George structures, evaluation practices, information under such useful ongoing professional development, Lucas Educational Foundation, and personal resistance to change. headings as "How do you do it?", schools as sites for teacher learn- promotes innovative efforts to im- Actual Schools, Possible Prac- "Where has it worked?", and "What ing, and policy-related issues in prove K-12 education through the tices delivers on its title by de- are the pros and cons?" teacher learningthe book is integration of technology with scribing the ambitious, ongoing Copies of the report are avail- grounded in the real life of the teaching and learning. Stories reform efforts at Cherry Valley El- able for $20 each. To order, con- classroom. Comments from tend to focus on schools that are

1 GROWING GREAT TEACHERS 42 using interactive media to enliven Written by Emily Hassel and standing. In place of fragmentation, the learning process. Professional published by the North Central we seek to integrate; we bring to- development of teachers is also a Regional Educational Laboratory, gether skills, topics, and disci- consistent theme. Recent issues, the toolkit-style booklet distills plines in a meaningful context. In for instance, have focused on best practices from the first 20 place of student passivity and iso- teachers who serve as technology winners of the U.S. Department of lation, we value learning that is mentors for their colleagues, a Education award. The winners, rec- both active and interactive." university partnership project to ognized between 1997 and 1999, Good teachers, Kohn argues, train new teachers in San Fran- represent a wide range of schools: see their job as providing the right cisco public schools, and per- urban, rural, and suburban; tradi- conditions for learning. "They de- sonal reflections from a leading tional and innovative; diverse and vise challenges and, if necessary, education expert about the princi- homogenous; schools with tre- help illuminate for students what's pal who helped her survive her mendous financial resources and Moving Beyond Traditional Classrooms interesting about those challenges. first year in the classroom a quar- schools with very little "extra." As and Sometimes they offer guidance and "Tougher Standards" ter-century ago. Resource listings Hassel promises readers, "chances criticism, directions, and sugges- steer teachers toward help avail- are very good that one or more of ALFIE KOHN tionsand sometimes they keep author of No Conies, and Punished by Rewards able in print, audio, video, and the award winners is similar to their mouths shut." A chapter on multimedia formats. you in many respects." "Education at Its Best" describes Print subscriptions are available The 71-page toolkit takes read- ALFIE KOHN, known for previouseffective practices such as project- at no charge. Edutopia is also pub- ers through a step-by-step pro- books on provocative topics such based learning, open-ended prob- lished online (www.glef.org). For cess to design, implement, and as competition and rewards, takes lem solving, cooperative learning, more information, contact the evaluate a program for staff devel- on high-stakes testing and the ed- and teaching that probes for deeper George Lucas Educational Foun- opment. Checklists and other ucational standards movement in understanding. dation, P.O. Box 3494, San Rafael, planning tools highlight key points his latest work, The Schools Our Such student-centered ap- CA 94912, or call (415) 507-0499.to consider, while general themes Children Deserve: Moving Beyond proaches require a special set of and specific examples from award Traditional Classrooms and teacher skills. "Any kind of teach- winners bring in ideas from the "Tougher Standards" (Houghton ing that's more rigorous and de- PROFESSIONAL real world. Mifflin, 1999). manding of students is likely to be DEVELOPMENT Schools embarking on a new Kohn makes a case for replacing so for teachers, too," Kohn admits. approach to professional develop- traditional teaching with more pro- "One has to make a concerted, ment should benefit from the sec- gressive classroom practices that courageous effort to dispense with Or' tion of the toolkit that addresses foster creativity and curiosity in the textbooks and grade books, the goals. Award winners set clear children. Buttressing his argumentsteacher-directed lessons and the goals of two types: lofty principles with research, classroom observa- assumptions that math must be 4i NE867 or beliefs that serve as guideposts; tion, and the ideas of thinkers such separated from social studies." and nitty-gritty, measurable objec-as John Holt, Alfred North White- The book closes with what Kohn tives usually driven by specific head, and Howard Gardner, Kohn calls a "visitor's guide" to the class- student learning goals. Although argues that the standards move- room, highlighting the details par- A Tonkil (or (shoo!, dnd Di$1riLos Card . Prafe,brusal Dukehipentyrt Alyind ttinners winners' goals vary somewhat, the ment "tends to favor Old-School ents should see as promising NC REL toolkit reports, all of them share teaching, the sort of instruction that signs (eager, engaged student the following: treats kids as though they were inertfaces; a teacher who works the Improve all students' learning objects, that prepares a concoction whole room; walls covered with Improve teacher effectiveness called 'basic skills' or 'core knowl- students' projects; room overflow- WHAT CAN WE LEARN from Set high standards for teachers edge' and then tries to pour it down ing with "purposeful clutter"), as schools and districts that have Promote continuous staff children's throats." well as possible reasons to worry won national recognition for their learning Instead of transmitting specific (teacher's voice is the loudest or approach to professional develop- Enhance staff intellectual and facts in order to boost test results, most often heard; walls displaying ment? Plenty, according to Pro- leadership capacity schools would better serve their student assignments that are "sus- fessional Development: Learning In limited numbers, free copies students and communities by nur- piciously flawless"; reliance on from the Best, a new publication of Professional Development: turing children's innate drive to textbooks and worksheets). designed to help schools plan andLearning from the Best are avail- find meaning in the world, Kohn Suzie Boss implement effective programs by able from the Northwest Regional argues. In a few broad strokes drawing inspiration from winners Educational Laboratory. To order, he paints the elements of better of the National Award for Model call NWREL's Document Repro- schools: "In place of superficial Professional Development. duction Service at (503) 275-9519. facts, we emphasize deep under-

NW Education / Summer 2000 people sit in back rows and work antly pull themselves up and say, one year that was very difficult. I as- 43 ect crossword puzzles. I'm a very good teacher, thank you sumed the kids got together at night very much. And that's the end of theto figure out ways to make my life a Continued from Page 44 NW:What about motivating discussion. You need to give them living hell. I didn't realize until years and problem solving. What makes itthose teachers who aren't yetongoing support and coaching. later that the problem wasn't that hard for teachers to improve their motivated to examine their the kids were trying to make me craft is that many parents, journal- practices? NW:Are there structural miserable. They were trying to make ists, and public officials are nervous,KOHN:The more a given teacher changes schools can make the time pass faster. When I think if not hostile toward the best kind ofneeds to hear something, the less to better support teachers? about the curriculum I was using instruction. Either they don't recog- likely that person will voluntarily KOHN:Yes. We can restructurefull what of stuff like, "Our Friend the nize it, or they are misinformed show up at the event. That's the happens in schools so that teachers Adverb" and "Meet Mister Semi- about its implications and the re- damning paradox of staff are able to be in and out of each colon"I can't blame them for search supporting it. Or, they figure development. others' classrooms. Both the observer acting out. But no one ever invited that if kids are having such a good and the observed can learn from thisme to think about throwing away time, they can't be learning. NW:You've spoken about process, and it's not construed as that god-awful text or my drill-and- inviting teachers into staff an intimidating evaluation session. skill assumptions about how learn- NW:As you point out, it takesdevelopment opportunities inThere also has to be time for teaching happens. I didn't understand more skill on the teacher's a way that's more respectful. ers to get together and talk about the connection until years later, part to help children be ac- What would that look like? their craft. We need a culture cre- when I observed the classrooms of tive learners, right? KOHN:You can appeal to teachers' ated from the top down that values talented, skilled practitioners. If KOHN:It takes a lot more skill to long-term goals for their students. and encourages the admission of there is a common characteristic help children think for themselves You might say, if you want your kidsfallibility. That's what will allow of the very best classrooms, it is that than it does just to give them to be interested in science or think teachers to say to their peers, 'I don'tkids are taken seriously. Superb information. like an historian or get hooked on know what to do with this kid.' Or, teachers strive constantly to imag- making sense of ideas, then let's take`I feel like I've reached a dead end ine how things look from the child's NW:Which leads us back to a look at what you've been doing in in my teaching.' point of view professional development. the classroom. Let's compare that to How can schools use their what else might be available. To haveNW: So asking for help isn't aEducation Now and in the Future time and resources in a way any chance of succeeding, it will take signal of failure? will offer participants two days of that will lead to better prac- an enormous amount of delicacy KOHN:Right now, experienced interactive, skill-building sessions tices in the classrooms? and skill and respect on the part of teachers assume they're supposed todesigned to inspire and educate. KOHN:Effective staff development those inviting the teachers to recon-know what to do. New teachers wantThe conference aims to improve sessions help some teachers reflect sider their methods. to pretend competence. The result the skills and performance of on how they can move in the right is that, individually, people feel too practitioners who can positively direction, and help others realize NW:What about the teachers vulnerable to say out loud that theyaffect student learning and out- that they're on the right track al- who agree to reconsider howcould use some help. comes. Check out the conference ready. It's important to remember they teach? Web site at www.nwretorg/comm/ that you can't compel people to KOHN:It takes a fair amount of NW:And changing that cultureenf/. E-mail questions to enf@ learn. You can't compel students if gumption their part. You're asking so that teachers are more nwrel.org, or call IVWREL at they aren't motivated to get it. Simi-them to confront the fact that they free to ask for help, and have(503) 275-9500. larly, incarcerating teachers in an may not have been doing things as time to carry on discussions And for more information auditorium for a mandatory inser- well as they couldfor years. That with their colleagueswill about Alfie Kohn's research, visit vice day is likely to generate resent- can be hard to acknowledge. Many help students learn? his Web site at www.alfiekohn. ment or at least resignation as teachers will defensively and defi- KOHN: Iremember a class I had org.

191 GROWING GREAT TEACHERS 44 tionally known advocate for child- eventually become teachers them- order to raise scores. Are students centered education cautions, "The selves. In the meantime, there are spending their time doing practice best kind of staff development is verythings we can doand things we tests or more multiple-choice exer- difficult to sustain and sometimes can stop doingas a way to pro- cises and worksheets? Is there less even impossible to begin when the mote better instruction. time in class for following kids' imperative is higher test scores." questions and interests? Is it difficult Kohn will have a chance to ex- NW:What approach is likely for teachers to build a sense of com- pand on these thoughts this fall to help teachers develop bet- munity, allow for creative play, or when he is the keynote speaker for ter classroom skills? develop their students' conflict reso- Education Now and in the Future, a KOHN:You can't take even good lution skills because those things two-day conference focusing on pro-ideas and shove them down the aren't on the test? Raising the scores fessional development. Sponsored bythroats of teachers, because they'll may be ruining the schools. the Northwest Regional Educationaljust cough them back. But we can Laboratory and scheduled for Octo- issue an invitation that's respectful NW:Your new book contrasts ber 30-31 in Portland, Oregon, Edu-and collaborative and appeals to what you call "Old School," Start with cation Now and in the Future will teachers' long-term goals for their traditional education with showcase the latest in research and students. more progressive classroom Respect good practices for educators from practices. What's the differ- Conference throughout the region. As a preview, NW:What needs to stop? ence? Kohn spoke recently with Northwest KOHN: keynoter highlights Above all, we need to stop KOHN:Traditional education is Education about some of the im- confusing better learning with based on treating kids as passive re- what helps, hinders plications of his research. higher test scores. The extent to ceptacles into which a "bunch good teaching which we conflate those two and de-o'facts" is poured. Traditional NORTHWEST EDUCATION: mand better results on dreadful teststeaching methods teach students to Your latest book, The is the extent to which experimenta- memorize facts and definitions, and Schools Our Children De- tion with more rigorous and engag-have skills "drilled into" them. It's When he was a young teacher, Alfie serve: Moving Beyond Tra- ing kinds of teaching is stopped in a process that relies on getting the Kohn remembers "being left to my ditional Classrooms and its tracks. It's not that standardized child to listen to lectures, read text- own devices" to seek out opportuni- "Tougher Standards" test scores are partial or inadequate books, and, often, practice skills by ties for professional development (Houghton Mifflin, 1999), measures of meaningful teaching completing worksheets. This ap- that might improve his classroom makes a powerful case for and learning. They are often in- proach prevents kids from connect- skills. Back then, he admits, "if an changing classroom practicesversely related to meaningful teach-ing ideas, exploring deeply, and administrator had asked me, 'How'sso that children will be moreing and learning. Every hour that finding what they're doing impor- everything going? Anything you avid, active learners. But teachers have to spend preparing tant enough to pursue. need?'which no one ever didIaren't you asking a lot from kids to take standardized tests is an wouldn't even have known enough teachers? hour not spent improving their craftNW: So the more progressive to ask the right questions." ALFIE KOHN:Real change may and helping kids to become critical, approach is about helping More recently, as an author of take a generation. As Dewey pointed creative, curious thinkers. children learn to think for seven books on education and out, teachers don't necessarily teach themselves? human behavior, Kohn, 42, has the way they were taught to teach. NW:What happens to teach- KOHN:A nontraditional or progres- sharpened his thinking on what willRather, they teach the way they wereing when the focus shifts to sive classroom is a place where a help teachers improve their craft so taught. We need a cohort of stu- standardized test scores? community of learners engages in that they can help children learn to dents taught in better, nontradi- KOHN:You have to ask what's beendiscovery and invention, reflection think for themselves. But as this na-tional classrooms who will abandoned in the classroom in See RESPECT, Page 43

NW Education / Summer 2000 192 NWREL BOARD OF DIRECTORS

Dr. Donald Robson Henry Beauchamp (Chairperson) (Vice Chairperson) Dean, School of Education Executive Director/CEO Ira University of Montana Yakima Valley Opportunities Industrialization Center (WA)

NORTHWEST EDUCATION Olga L. Acuna Nancy Keenan Teacher Montana State Superintendent Hillsboro School District (OR) of Public Instruction Quarterly magazine of the Northwest Regional Educational Laboratory Dr. Trudy Anderson Henry Kilmer (Secretary-Treasurer) Superintendent Director, Center of Educational Excellence Gooding Joint School District (ID) Executive Director/CEO: JA and Kathryn Albertson Foundation (ID) Dr. Ethel Simon-McWilliams Rachel Lyon Dr. Joyce Benjamin Teacher Editor: Representative of Oregon Superintendent Lewiston Independent School District (ID) Lee Sherman of Public Instruction Rey A. Mayoral Dr. Teresa Bergeson Principal Associate Editor: Washington State Superintendent Salem-Keizer School District (OR) Suzie Boss of Public Instruction Myrle Peterson Mike Bernazzani Elementary Teacher Issue Editor: Businessman Poplar School District (MT) Suzie Boss Vancouver (WA) John Pugh Contributing Writers: Sally A. Brownfield Chancellor Judy Blankenship, Joyce Riha Linik, Teacher University of Alaska Southeast Hood Canal School District (WA) Samantha Moores Christopher Read Richard S. Cross Principal Graphic Production: Alaska Commissioner of Education and Billings Catholic Schools (MT) Denise Crabtree Early Development Harry Rogers Diana Gonion Superintendent Graphic Design: Businesswoman Valdez School District (AK) Dan Stephens Amanda Park (WA) Barry Rotrock Superintendent Proofreading: Dr. Marilyn Howard Idaho State Superintendent of Public Oregon City School District (OR) Catherine Paglin Instruction Joan Schmidt sio Steven Jacquier Director Teacher National School Boards Association (MT) Southwest Region School District (AK) Dr. Michael Schwinden Ed Press Dr. Michael Jaeger Principal Dean, School of Education Great Falls School District (MT) WHINWE Eastern Oregon University 1997 GOLDEN LAMP AWARD Warren T. Smith, Sr. School Board Member Bethel School District (WA) NORTHWEST EDUCATION can be accessed on Estella Zamora District Court Interpreter NWREL's Web site on the Internet: Caldwell (ID) http://www.nwrel.org From our home page, select Resources

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