************************************************************** K12NewsLetters - From Educational CyberPlayGround http://www.edu-cyberpg.com/ ************************************************************** Date: Thu, 8 Jan 2004 23:48:47 -0800 Subject: PEN Weekly NewsBlast for January 9, 2004 To: "PEN Weekly NewsBlast" <newsblast@xxxxxxxxxxxxxxxxxxxxxxxxx> From: "Public Education Network" <PEN@xxxxxxxxxxxxxxxxxxx> Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** POLITICAL BATTLES SURGES OVER BUSH EDUCATION POLICY Gearing up for an election-year fight over the centerpiece of his education agenda, President Bush hailed his "historic" No Child Left Behind Act Thursday and announced he will seek a substantial increase in its funding for 2005. Speaking to a group of educators and supporters at an elementary school in Knoxville, Bush called the act, which he signed into law two years ago Thursday, "a great piece of legislation which is making a difference around our country." White House spokesman Scott McClellan told reporters Bush's 2005 budget proposal calls for an increase of more than $2 billion for elementary and secondary education, a 48 percent boost over 2001. That announcement seemed a clear effort to counteract fierce criticism on the education front. Many leading Democrats, including some who helped pass the measure two years ago, have lambasted Bush for forcing schools to meet certain testing standards without giving them the resources to do so. Several have said Bush's 2004 budget under funds the act by $9 billion. The No Child Left Behind Act requires unprecedented testing of students. Schools that don't meet federal standards for improvement after five years could be restructured -- a move that could include firing some or all of the staff. Bush, speaking at Westview Elementary School before a fund-raising event, said the act is yielding concrete results. "The fourth-grade math test scores around the nation are up nine points since 2000," he said. "The eighth-grade math scores are up five points. ... Reading tests are increasing for fourth-graders. We're making a difference." Bush said that in the past, the federal government would send money to local schools "and hope something happened." The No Child Left Behind Act, he said, is "historic because for the first time the federal government is spending more money and now asking for results." http://www.cnn.com/2004/ALLPOLITICS/01/08/elec04.prez.bush.education/ BUSH EDUCATION LAW TRANSFORMING SCHOOLS In just two years, a new federal law has shaken up what it means to be a successful school. For the past half century, American public schools have been defined by how well most of their children succeed. Schools (and local real estate agents) touted high "average" SAT scores or the students winning top awards. The No Child Left Behind law shines a bright light on the students who aren't making the grade. For the first time, the federal government is enforcing a requirement that all public-school students be tested annually in core subjects. For the first time, the students in each racial, ethnic, and income subgroup are expected to show results. And for the first time, schools face the prospect of losing federal funding if those results aren't there. By defining the good school as one that proves all students are learning, writes Gail Russell Chaddock, the act is already reshaping US education in controversial ways. Among the criticisms: The requirements don't come with enough new money to pay for them. The new focus on the worst-off kids means the gifted children are now being left behind. The law is prompting some states -- which must each create their own tests -- to game the system by setting low standards. The law's impact relates to enforcement as much as its provisions. Many of the requirements sparking protests have been federal law for nearly a decade. During the Clinton presidency, Congress required that all states should define standards for what students should know at each grade level, measure whether all groups are achieving them, and ensure that there are highly qualified teachers in every classroom. But President Bush's law has tight deadlines and tough penalties. These include requirements that schools deemed "in need of improvement" pass their federal dollars to parents in the district, to pay for alternative educational services such as tutoring. Parents can also transfer students to a higher-performing public school. In one response to criticism the US Department of Education allowed schools to give alternative tests to their most severely disabled students, so long as they represent no more than 1 percent of the students tested. http://www.csmonitor.com/2004/0108/p03s01-legn.html NO CHILD LEFT BEHIND SHOULD BE MORE THAN A SLOGAN Presidential candidate Howard Dean writes that the second anniversary of the passage of the No Child Left Behind Act is little cause for celebration. In his view, while the ideals espoused in No Child Left Behind (NCLB) are admirable, the realities of the Bush plan are not, "NCLB imposes rigid and expensive mandates on public schools. It judges adequate yearly progress using a one-size-fits-all formula, a measure that gives schools an incentive to lower testing standards in order to meet federal requirements and, sadly, to push out students that may bring down a school's average score. Under these new standards, 26,000 of America's 93,000 schools "failed" to make adequate yearly progress in 2003 and many are not receiving the additional support they need to improve. This federal takeover of public education is the last thing we need. I never understood why Washington politicians think they can design a cookie-cutter policy that will work for all local schools. Parents, teachers, and school boards need resources and support, not Draconian measures that set them up for failure. But perhaps worst of all, the president and Congress have consistently underfunded the NCLB budget. The president's own 2004 budget proposal would underfund the act to the tune of $9 billion, leaving local communities -- many of which are already facing severe budget gaps -- to make up the difference. It is absolutely unconscionable for the president to demand that states pay for federally required programs without properly funding them. Since NCLB passed, we have been hearing horror stories from states desperately looking for money to meet requirements? Most communities will likely meet NCLB budget shortfalls by raising property taxes, local government's usual source of education funding? It doesn't have to be this way. We can reform NCLB so that it invests in schools and assists students in meeting high standards judged by more than just standardized tests. We can make sure that the federal government fulfills its responsibility to give every child a chance to succeed, especially in our poorest schools, so that No Child Left Behind becomes more than just a campaign slogan. http://seattletimes.nwsource.com/html/opinion/2001831790_dean08.html NCLB OVERLOOKS HIGH SCHOOL STUDENTS Despite an increased focus on improving education in this country, some worry that high schools are being overlooked, reports Claudette Riley. A recent national report by the nonprofit Alliance for Excellent Education contends that every state -- including Tennessee -- needs to boost high school reading scores, graduation rates and college readiness. "Where are high schools today? They are in need of improvement," said Alliance Executive Director Susan Frost. The crux of the report is that public education cannot make long-term progress unless some of the extra money and academic help now pouring into elementary and middle schools gets siphoned off into high schools. "We are investing in young children and in college aid, but we have created a 'missing middle' -- little or no investment in our older students," Frost said, noting that elementary and middle schools are getting the bulk of the new federal money allocated under the No Child Left Behind law. "We've got a lot of measurement of high schools but not a lot of focus on how to help kids to graduate or to be able to take high school courses." To meet new state and federal accountability goals under NCLB, districts must test students in grades 3-8 in reading and math every year. In high school, students are tested only once in reading and math. http://tennessean.com/education/archives/04/01/45110572.shtml?Element_ID=45110572 COUNT ME IN: SPECIAL EDUCATION IN AN ERA OF STANDARDS States are struggling to meet federal requirements on academic proficiency for students with disabilities, according to a new Education Week report. "Quality Counts 2004: Count Me In: Special Education in an Era of Standards," Education Week's eighth annual state-by-state report card on public education, examines what the states are doing to test special education students, hold schools accountable for their performance, prepare teachers to educate such students, and pay for special education services. The report found that, in general, the percentage of special education students performing at the proficient level or higher on state tests lagged 30 percentage points or more behind that of general education students -- a important gap in light of the performance goals of the federal No Child Left Behind Act. "Quality Counts 2004" also updates Education Week's annual report cards on education in the 50 states and the District of Columbia and presents extensive state-by-state data on a wide range of education policies. http://www.edweek.org/sreports/qc04/ SUPPORTING COMMUNITY ORGANIZING ON EDUCATION ISSUES Community organizing is a vital strategy for improving education. Because community organizing engages students and their families, mobilizes constituencies that are deeply and continuously invested in educational success, and is explicitly about building power and citizen ownership, it offers an avenue for sustained educational change. "Supporting the Education Organizing Movement: An Exchange Between Intermediaries" by Rosanna Bayon Moore and Susan Sandler has been recently released by Justice Matters Institute. This report documents a gathering in June 2003 of organizations that provide various types of support to community organizing efforts to improve schools. The report captures the themes that emerged from this discussion of challenges, questions, and opportunities for those working to support and enhance the impact of education organizing. This report can be downloaded at: http://www.justicematters.org/images/Ed_Organizing_Intermed_Exch.pdf WOMEN LEAD FEW SCHOOL DISTRICTS Traditionally, the ideal candidate to lead a school system was someone who had experience supervising large staffs and managing big budgets. Someone who had been a coach and who knew the ins and outs of school construction. You know, a man. But some say that it's time for a new tradition, one in which women -- who make up about 75 percent of the national school system work force -- assume more superintendent positions and are more widely recognized as being capable of doing so. They say that on the route to a superintendent's job, women should no longer walk alone. "There is still a belief out there that won't go away that women in tough leadership positions are not equipped to handle that. Some school boards are in the dark ages and are not ready to move forward," said Margaret Grogan, chairwoman of the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. "I think that the more women who are successful and the more their stories are out there, the more school boards will say the gender issues don't matter." Gender has always been an issue in the hierarchy of school system leadership. Grogan said many women don't speak publicly about the gender-related challenges they face for fear of being perceived as weak, or of wanting preferential treatment or hand-holding. But privately, reports, Kayce T. Ataiyero, they recount anecdotes about conversations with colleagues and community members in which gender bias was clear. http://www.newsobserver.com/front/story/3189810p-2868935c.html VOUCHERS, CHOICE & CONTROVERSY Spend a few hours talking about education in Greeley, 60 miles northeast of Denver, and a familiar pattern emerges: Community members are upset with failed reforms and low student performance in the Greeley Public Schools, one of the voucher districts. They point to the achievements of the Catholic and Lutheran schools in town, noting that they don't have "the same problems" as the public school district, writes Glenn Cook. They're glad the state is doing something -- anything -- to bring improvements to a district that has struggled for decades. But dig a little deeper, and those same community members conclude that vouchers are not necessarily the answer. Indeed, their answers mirror national polls showing that support for vouchers declines considerably when questions are asked about accountability and church-state issues. Litigation has proven to be synonymous with vouchers, and organizations and advocacy groups on both sides of the debate line up to take part in every lawsuit. http://www.asbj.com/current/coverstory.html DOES HOME-SCHOOLING IMPACT YOUR NEIGHBORHOOD SCHOOLS? YOUR WALLET The creative adaptation of school choice policy has beset state officials with troubling questions. Cyber and home school charter schools have become a prominent part of the charter school movement and begun to challenge conventional learning by delivering curriculum or instruction through the Internet and by minimizing the use of personnel and physical facilities. Most controversially, these institutions use taxpayer dollars to help families provide unsupervised instruction within a private residence. A recent paper by Luis Huerta and Maria Fernandez at Teachers College, Columbia University, and sponsored by the National Center for the Study of Privatization in Education, examines how alternative charter school designs impact state policies, with particular attention given to developments in California and Pennsylvania. In these two states, the public scrutiny of cyber and home school charter schools has led to demands for public accountability, legislative debate, and litigation. Of pressing concern is the need to construct a regulatory framework to accommodate these new models of schooling. Blurred definitions of non-classroom charter schools may lead to exploitation by speculators and budget crises in local districts. Huerta and Fernandez conclude that it is important to determine the appropriate financial allocations for schools that operate with reduced personal and facilities, as well as, establish the division of financial responsibility between state and local educational agencies. http://www.ncspe.org/readrel.php?set=pub&cat=89 URBAN PREPPIES The SEED School is the nation's only publicly supported boarding secondary school in an inner-city setting. Kids live at SEED from Sunday evening to Friday afternoon and go home most weekends, reports Perry Bacon, Jr. The academic program is challenging. High school students are required to take four years of math and three of science and Spanish. To help those who aren't used to this level of work, class sizes are small -- usually fewer than 14 students -- the school day is an hour longer than at most D.C. public schools, and the focus, particularly in the lower grades, is on periodic tests that determine each student's progress. The school is not designed for kids with mental disabilities or behavior problems, but it is not an elite academy that caters only to the best and the brightest. Places are doled out strictly by lottery. Last spring 213 youngsters applied for the 140 spots in last fall's entering seventh-grade class. Yet several challenges remain. While students at SEED outperform their counterparts in other southeast Washington schools on standardized tests, their scores are still low. SEED seniors have an average SAT score of 834, not much higher than the 800 average throughout the Washington system. The school has tried to improve its performance by strengthening its curriculum. But as a result, 21 of the 63 eighth-graders were unable to move on to ninth grade last year. Six of those youngsters chose to drop out rather than repeat the grade. Retention was a problem even before the tougher standards went into effect. Only 23 of the 40 students in the school's first entering class are still there. "SEED looks like a very innovative model, but it is too early to tell," says Nina Rees, a U.S. Department of Education official who studies charter schools. And SEED is expensive. Because of the extra cost of housing students, SEED spends about $24,000 per student, more than double the allotment for the typical D.C. public school. Despite those problems, the school's founders remain committed to their mission and have set their sights on an even more ambitious dream: developing a network of public boarding schools around the country. http://www.time.com/time/magazine/article/0,9171,1101040112-570286,00.html DESPITE CONTROVERSIES, ZERO TOLERANCE POLICIES ARE APPROPRIATE Parents expect school leaders to provide their children not only a quality education, but also a safe and secure learning environment. Unfortunately, the drugs and violence that plague many communities sometimes penetrate our schools with outcomes that range from disruptive to tragic. This reality weighs heavily on school principals, who bear the daily responsibility to ensure the safety of their students and staff. Gerald N. Tirozzi writes that there is no magic solution to curbing violence or the sale of drugs in our society -- let alone in our schools. Our elected officials regularly create laws meant to protect citizens from these acts and punish violators. In that context, zero tolerance policies created by local school boards and district personnel to deal with weapons, physical violence or drugs in school are altogether appropriate in the continuing effort to protect students and staff. However, as zero tolerance policies are developed and implemented, several rules should be heeded: (1) Engage parents and the entire school community in developing the policy. Clearly articulate the policy to staff, students and parents to mitigate misinterpretation; (2) Fairly and consistently administer the policy. Ensure the punishment is age- or grade-appropriate and fits the "crime"; (3) Assure due process for accused students. Provide suspended or expelled students with alternative educational services and counseling; (4) Ensure that disciplinary action taken against students with special needs is consistent with the provisions of the Individuals with Disabilities Education Act; and, (5) Collect and analyze, and disaggregate student discipline data. Review the policy and practice annually. Detractors of zero tolerance policies point out well-publicized cases of unreasonably severe penalties for what some consider minor incidents. Supporters don't have it so easy, writes Tirozzi. You won't see many news reports praising schools for an "uneventful" week. It is difficult to measure how often zero tolerance policies prevented violence, drug traffic or a student from carrying a weapon into school. School leaders too often have been placed in a "damned if you do, damned if you don't" position over zero tolerance policies. http://www.principals.org/advocacy/views/usatoday_policies.cfm DOCTOR'S GROUP URGES SCHOOL SODA BAN TO FIGHT STUDENT OBESITY Soft drinks should be eliminated from schools to help tackle the nation's obesity epidemic, and pediatricians should work with their local schools to ensure that children are offered healthful alternatives, the American Academy of Pediatrics says. In a new policy statement, the academy says doctors should contact superintendents and school board members and "emphasize the notion that every school in every district shares a responsibility for the nutritional health of its students." Some schools already limit contracts with vendors of soft drinks and fast food, though the soft drink industry has fought efforts by some states to mandate such restrictions. Legislation limiting the amount of fatty foods and sugary drinks that could be sold in Massachusetts schools -- and would have banned soda sales in the facilities -- was introduced last year. Although some schools rely on funds from vending machines to pay for student activities, the statement by the pediatricians says elementary and high schools should avoid such contracts and that those with existing arrangements should impose restrictions to avoid promoting overconsumption. http://www.boston.com/news/nation/articles/2004/01/05/doctors_group_urges_soda_ban_in_schools_to_fight_obesity/ FITNESS GUIDELINE DOUBLED FOR KIDS Five years after a groundbreaking study warning of a growing childhood obesity trend, the group that said kids should get 30 minutes of daily physical activity has now doubled its recommendation. The National Association for Sports and Physical Education issued new children's fitness guidelines, reports Mel Melendez, including boosting children's daily physical activity to one hour. The recommendation doubles the group's original 30-minute guideline, which health advocates say has proven ineffective in the battle against the bulge among youngsters 5 to 12. "Like adults that don't complete the 30 minutes of daily exercise recommended for them, kids aren't getting their time in either," said Chuck Corbin, professor of exercise and wellness at Arizona State University East in Mesa. "We really need to turn this around or we'll end up with a nation of overweight adults battling all sorts of health issues." According to the most recent report by the Office of the U.S. Surgeon General, 13 percent of children 6 to 11 and 14 percent of adolescents 12 to 19 in the United States are overweight. Arizona's limited education funding and the push to boost students' standardized test scores have resulted in schools slashing physical education curriculums in favor of academic enrichment programs, Corbin said. Phoenix parent Janeen Nichols said she could attest to that. Her youngest son, Thomas, 8, has one 30-minute weekly P.E. class, which she said "just isn't enough." http://www.azcentral.com/families/education/articles/1231PE31.html NAVIGATING WHOLE-DISTRICT CHANGE Moving an organization toward higher performance is not a linear projection. Real-life change doesn't happen in predictable stages. Given the complex and puzzling environment of school systems, the author cautions educators that change needs to be navigated, not managed. Francis M. Duffy provides eight principles for transforming an entire school system into a high-performing organization of learners: (1) Learn the three paths to whole-system transformation: (improve how work gets done/improve the district's internal social "architecture"/improve the district's relationship with its external environment); (2) A school district's external environment is complex and unstable; (3) The change path from the present to the future is not a straight line; (4) The capacity to anticipate the future and respond quickly to unanticipated events is partially a function of a school district's internal social architecture; (5) Biological metaphors most accurately describe how social networks function; (6) Creating a web of accountabilities using networked teams does not mean that authority and control are surrendered to the networked "mob;" (7) A networked social architecture stimulates creativity and innovation; and, (8) Peak performance is an illusion. http://www.aasa.org/publications/sa/2004_01/Duffy.htm READING INSTRUCTION & LITERACY IN ENGLISH LANGUAGE LEARNERS & OTHER AT-RISK CHILDREN Long before children ever pick up their first book, before they read a sentence or hold a pen to paper, parents and teachers are at work developing their literacy skills. In many schools across the country, kindergarten has become an important building block for literacy, a place to assess linguistic difficulties and to develop early language and "pre-reading" skills that put students prepare students for learning. Unless, of course, those children don't speak English. "Often people have assumed that schools should wait to teach English-as-a-second language (ESL) students English before working on their reading skills," says Nonie Lesaux, coauthor of a new study on reading development. But her research shows the opposite can be true. By training teachers to focus on preliteracy instruction, a combination of activities that explicitly emphasize the sound system of the language, such as rhyming, and storybook reading, research has found that when young children develop phonological awareness, their skills in a second language may be vastly improved. According to Lesaux, instructional strategies alone will not suffice without taking into account cultural differences in learning, "It becomes of paramount importance, especially with older learners, to consider cultural orientation in literacy education when there is a dominant group of English Language Learners in the classroom." http://www.gse.harvard.edu/news/features/lesaux12012003.html HELP STUDENTS "PUT ON THEIR THINKING HATS" In this Education World column, middle grades teacher Brenda Dyck describes how she uses Edward DeBono's "Six Thinking Hats" strategies to help students power up their thinking. "This colorful strategy exposes learners to six different styles of thinking and helps them look at a problem from six different perspectives," she writes. You'll find links to an excerpt from DeBono's book, a complete description of Brenda's Thinking Hats technique -- even a picture of her Hats bulletin board! http://www.educationworld.com/a_curr/voice/voice102.shtml LOOKING FOR RESOURCES TO IMPROVE TEACHER EFFECTIVENESS & SATISFACTION Quality, experienced teachers seeking new jobs in public schools serving low-income communities are invited to join RISE (Resources for Indispensable Schools and Educators) for free to access an online database of positions at pre-screened schools in the Bay Area, Los Angeles, and Chicago. Those teachers not currently seeking new jobs join RISE to connect with other like-minded educators and get access to special financial discounts on classroom materials/supplies as well as continued professional development opportunities like National Board Certification. Visit the RISE website below to apply or for more information. Contact Carol Lee at clee@xxxxxxxxxxxxxxx or (415) 399-9929 with questions. http://www.risenetwork.org/ HIGH SCHOOL EXIT EXAMS: FEATURES, EFFECTS & COSTS The last decade has seen a heightened focus on state assessment systems and the use of exit tests. The standards movement, which emphasizes the creation of curriculum standards and the assessment of achievement of those standards, has provided the framework for such systems, while concerns about education quality and a desire to improve student motivation have combined to increase the importance placed on such assessments. Recent efforts to implement the federal No Child Left Behind Act have also created an impetus for increased testing and accountability requirements -- for students, teachers, schools, and school systems. The study highlighted in this issue of ResearchBrief attempts to profile the current status of states with high school exit exams and the use of such assessments within an environment of increased testing and stronger accountability. The bottom line: Although exit exams can help educators identify and address the curricular needs of students, the exams may also narrow instruction to tested areas, while unnecessarily expanding instruction within those areas as educators attempt to cover all the identified standards. When considered broadly, the cost of implementing and supporting such tests may rise to more than $1,000 annually per student. http://www.ascd.org/publications/researchbrief/volume1/v1n24.html TROUBLED TEENS FIND NICHE TRAINING SERVICE DOGS Jessica Glenn, a 17-year-old with a pair of rings through her bottom lip and one in her eyebrow, praises Elvis, a service dog, lavishly. But she knows there is much work left to do before the gangly pup is ready to be placed with a wheelchair-bound person who might depend on him for such tasks as opening doors, flipping light switches and unloading the clothes dryer. Glenn is a student at Dorothy Thomas Exceptional Center, a place for chronic truants and others who can't seem to get along at traditional schools. She's found her niche -- and perhaps her calling -- in the school's unique Kids and Canines program, in which troubled teens spend part of their day training and caring for service dogs. "I didn't like talking to people," said Glenn, sitting in a wheelchair she uses during the school day so Elvis can get used to it. "I was really quiet. I skipped (school) for like two months straight. They put me in a smaller classroom, and it didn't work. I stopped coming." Three years later she's one of the top trainers in Kids and Canines and helps teach other students. Her furry, lovable charges have helped instill in her new confidence, patience and persistence. She hopes to turn it into a career. The heart of the program is 53-year-old special-education teacher Jennifer Wise, who started Kids and Canines in 1998 with a grant from the state's Department of Juvenile Justice. http://www.usatoday.com/news/nation/2003-12-29-teens-canines_x.htm PEER REVIEW: HAVE TEACHERS REVIEW EACH OTHER When teacher union president Adam Urbanski sat down at his kitchen table 17 years ago to write a peer review plan for the Rochester, N.Y., school district, he thought he might be on the cutting edge of a new trend. At the time, Rochester was only the third district in the country, following Toledo and Columbus, to take up peer review. However, the practice never caught on, writes Ed Finkel. Today only a handful of school districts have adopted this method of evaluation that calls for teachers to review each other. Urbanski suspects he knows why. "There is a fear that it will turn teachers against teachers, and lead to massive snitching," he says. "Peer review seems to be controversial only where it doesn't exist." Elsewhere, teachers are wary that peer review will lead to dissension in the ranks and confusion about the lines of authority between teachers and administrators. However, Rochester teachers see peer review as an opportunity to have a say in their own fate, says Urbanski. "The program is viewed as cultivating good teaching rather than weeding out bad teaching," he says. Mentor teachers observe their subjects in the classroom, demonstrate lessons for them, relieve them so they can observe best practices elsewhere, direct them to relevant workshops and courses as well as reading they can do, meet one-on-one to talk over issues that arise and evaluate teachers' work products. "They spend substantially more time with the teacher than any supervisor could, and their judgment is valued in a commensurate way," Urbanski says. "Very often, we see administrators yielding to the judgment of the mentor." The Rochester program has produced two significant results: More first-year teachers are fired (up to 12 percent), and fewer teachers who are retained drop out of teaching. Teacher retention in Rochester is over 90 percent, up from 65 percent before peer review began. Only a few of the tenured teachers who undergo mandatory peer review are ultimately dismissed, he notes. The superintendent has the final say, and teachers have the right to contest that decision in court. Rochester is unique in requiring mentor teachers to carry a part-time course load. "The single greatest advantage is that they remain connected to the realities of the classroom," Urbanski says. http://catalyst-chicago.org/12-03/1203urbanski.htm BOSTON BRINGS TEACHER AND PRINCIPAL PREP IN HOUSE With high staff turnover and rising retirement rates, many districts have put recruiting -- and keeping -- skilled educators near the top of their priority list, and Boston is taking an aggressive approach by running its own programs to prepare, certify, and induct new teachers and principals. Managed with the Boston Plan for Excellence, a local education fund and PEN member, Boston Teacher Residency (BTR) is designed much like a medical residency, placing trainees with a Master Teacher for a full year of invaluable classroom experience as preparation for their own classrooms. Also a year-long program, Boston Principal Fellows (BPF) has participants work side by side with an experienced principal who can model both school management and instructional leadership. Both Teacher Residents and Principal Fellows also take coursework customized to district priorities and taught by district staff, faculty from area colleges and universities, and community leaders. Both programs are no cost if graduates work in the city's public schools for three years; Principal Fellows also receive a full salary for their year. Start-up funds for BTR were awarded by Strategic Grant Partners, a consortium of family foundations, and BPF is supported by a federal grant and by The Broad Foundation. Both programs are midway through their first year and are recruiting now for SY2004-2005. Deadline to apply for BTR: January 31, 2004; for BPF: January 27, 2004. Details are on the web: http://www.bpe.org/btr/index.html PRESERVICE PROFESSIONAL DEVELOPMENT Many studies on teaching interventions have shown that the way teachers teach and learn depends on whether their beliefs are confronted in ways that allows for change to occur. If teacher education programs are to make a difference in the deep structure of knowledge and beliefs held by the student teachers, their beliefs should be surfaced and acknowledged. The challenge for teacher education goes beyond imparting a knowledge base that is, at best, uncertain, to fostering conversations that incorporate the preconceptions and varied interests and messages that affect how student teachers view and learn from their teacher education programs. http://www.wcer.wisc.edu/estep/research.asp HELP UNICEF MEET THE NEEDS OF BAM, IRAN'S MOST VULNERABLE CHILDREN A major earthquake occurred in Iran's Kerman Province on December 26. The following outlines UNICEF's emergency response activities following the devastating earthquake and the appeal to raise at least $1 million in support of the relief efforts. The current death toll from this massive earthquake is more than 28,000. Over 70,000 people are homeless, many of whom are finding temporary shelter with family members while others are living on the streets or in tents. Many children have been orphaned and thousands more are without proper clothing, shelter and medical attention. Immediately following the earthquake, UNICEF rushed three flights of emergency supplies to the earthquake victims. The first flight left within hours after the earthquake from neighboring Afghanistan, where UNICEF's ongoing relief program released vital emergency supplies from its warehouse. That small plane carried medicine, medical equipment, tents, tarpaulins and children's blankets, as well as a physician from UNICEF's staff in Kabul. UNICEF continues to provide items such as first aid supplies, blankets, water purification tablets, portable generators, School-in-a-Box kits and tents. Additional priorities for UNICEF include the reunification of children with surviving relatives, assisting with trauma and establishing schools and other safe environments for children emotionally traumatized by the disaster. If you would like to support UNICEF meeting the needs of Bam's most vulnerable children, please make a donation at: http://www.unicefusa.org/emergencies/iran/ A NEW YEAR'S GIFT FOR TEACHERS Are your students ready for some good news? YES! is an award-winning ad-free national journal filled with inspiring stories of individuals and communities engaged in creating a more just, sustainable and peaceful world. YES! offers teachers and students inspiring case studies of practical solutions to a broad range of environmental and social justice challenges. By casting a spotlight on the positive, we profile everyday heroes, young and old, at home and abroad, who are making a real difference today. YES! offers hope, inspiration, and will give students a sense of what is possible. YES! is published quarterly by the Positive Futures Network, an independent, nonprofit organization. In honor of the important role educators play in helping young people envision and create a more positive future, YES! offers teachers a FREE one-year subscription. Educators find YES! a powerful tool for informing students about ecological and social problems while also providing hopeful solutions and channels for constructive action. Teachers can sign up online: http://www.yesmagazine.org/education/teacheroffer.cfm |---------------GRANT AND FUNDING INFORMATION--------------| "Applying for Overseas Education Missions" Does the notion of studying educational systems abroad intrigue you? The two most common routes for K-12 school leaders run through the Fulbright Teacher and Administrator program and the International Seminar for Schooling, co-sponsored by American Association of School Administrators (AASA) and the University of Texas. http://www.aasa.org/publications/sa/2004_01/Brzozowski_missions.htm "Healthy Lifestyles Grants" National 4-H Council, with funding established by Kraft Foods, Inc. in partnership with Cargill, is offering grants of $7,500 to develop or expand innovative and fun programs that partner youth ages 5-12 with adults. The programs should help communities create educational programs and public awareness that will confront and reverse the climbing trends of obesity. Application deadline: January 23, 2004. http://www.pnnonline.org/article.php?sid=4896 "Clay Aiken Awards" Youth Service America and The Bubel Aiken Foundation are proud to present the Clay Aiken ABLE to SERVE Awards. Twenty-five grants up to $1,000 each are available to encourage young people, between the ages of 5 and 22 with developmental disabilities to plan and carry out service projects in the United States for National Youth Service Day 2004. Eight grants of $1,000 are available for youth with disabilities planning projects in Australia, Canada, England, Ireland, New Zealand, Singapore or South Africa for Global Youth Service Day 2004, also on April 16-18. Application deadline: February 9, 2004. http://www.ysa.org/awards/award_grant.cfm "Third Annual Character's Cool Contest" The MindOH! Foundation's third annual Character's Cool Contest is accepting entries until January 31st at http://www.mindohfoundation.org/contest. The contest is a national online contest to help middle and high school students reflect on what it means to have good character. The theme for this year's contest is tolerance, and students can fill out the online survey to win prizes such as a Nintendo Game Cube, a portable CD/MP3 player, gift certificates, games or sports memorabilia. Students can also enter the essay contest to win cash prizes of $500 for first place, $250 for second place and $175 for third place. The school with the most entries wins the grand prize of a new computer and a one-year subscription to MindOH!'s Discipline and Life Skills Series. The second place school receives Project Wisdom's character education materials. Last year's contest involved almost 7,000 students from 37 states and this year's contest is promising to attract even more attention! http://www.mindohfoundation.org/contest "Grantionary" The Grantionary is a list of grant-related terms and their definitions. http://www.eduplace.com/grants/help/grantionary.html "GrantsAlert" GrantsAlert is a website that helps nonprofits, especially those involved in education, secure the funds they need to continue their important work. http://www.grantsalert.com/ "Grant Writing Tips" SchoolGrants has compiled an excellent set of grant writing tips for those that need help in developing grant proposals. http://www.schoolgrants.org/tips.htm "FastWEB" FastWEB is the largest online scholarship search available, with 600,000 scholarships representing over one billion in scholarship dollars. It provides students with accurate, regularly updated information on scholarships, grants, and fellowships suited to their goals and qualifications, all at no cost to the student. Students should be advised that FastWEB collects and sells student information (such as name, address, e-mail address, date of birth, gender, and country of citizenship) collected through their site. http://www.fastweb.com/ "Federal Resources for Educational Excellence (FREE)" More than 30 Federal agencies formed a working group in 1997 to make hundreds of federally supported teaching and learning resources easier to find. The result of that work is the FREE website. http://www.ed.gov/free/ "Fundsnet Online Services" A comprehensive website dedicated to providing nonprofit organizations, colleges, and Universities with information on financial resources available on the Internet. http://www.fundsnetservices.com/ "eSchool News School Funding Center" Information on up-to-the-minute grant programs, funding sources, and technology funding. http://www.eschoolnews.com/resources/funding/ "Philanthropy News Digest" Philanthropy News Digest, a weekly news service of the Foundation Center, is a compendium, in digest form, of philanthropy-related articles and features culled from print and electronic media outlets nationwide. http://fdncenter.org/pnd/ "School Grants" A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. http://www.schoolgrants.org QUOTE OF THE WEEK "The family is the cornerstone of our society. More than any other force it shapes the attitude, the hopes, the ambitions, and the values of the child. And when the family collapses it is the children that are usually damaged. When it happens on a massive scale the community itself is crippled. So, unless we work to strengthen the family, to create conditions under which most parents will stay together, all the rest -- schools, playgrounds, and public assistance, and private concern -- will never be enough." - Lyndon Baines Johnson (U.S. president) ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 89 local education funds working to improve public school quality in low-income communities nationwide. There are currently 48,120 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local website registration. Your e-mail address is safe with the NewsBlast. It is our firm policy never to rent, loan, or sell our subscriber list to any other organizations, groups, or individuals. **UPDATE OR ADD A NEWSBLAST SUBSCRIPTION** PEN wants you to get each weekly issue of the NewsBlast at your preferred e-mail address. We also welcome new subscribers. Please notify us if your e-mail address is about to change. Send your name and new e-mail address to PEN@xxxxxxxxxxxxxxxxxxxx Be sure to let us know your old e-mail address so we can unsubscribe it. If you know anyone who is interested in receiving the NewsBlast, please forward this e-mail to them and ask them to e-mail us and put "subscribe" in the subject field or visit: http://www.publiceducation.org/cgi-bin/newsblastsubscribe/subscribe.asp To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast-past.asp To subscribe or unsubscribe, visit: http://www.publiceducation.org/cgi-bin/newsblastsubscribe/subscribe.asp If you would like an article or news about your local education fund, public school, or school reform organization featured in a future issue of PEN Weekly NewsBlast, send a note to HSchaffer@xxxxxxxxxxxxxxxxxxx Andrew Smith is a regular contributor to the PEN Weekly NewsBlast. Howie Schaffer Media Director Public Education Network 601 Thirteenth Street, NW #900N Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com VENDORS REACH THE EDUCATION MARKET FREE EDUCATION VENDOR DIRECTORY LISTING Find PREMIUM & FEATURED MERCHANT LISTING ALSO http://www.edu-cyberpg.com/Directory/default.asp HOT LIST OF SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/default.asp SERVICES http://www.edu-cyberpg.com/PS/Home_Products.html Net Happenings,K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/index.html <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>