PEN Weekly NewsBlast for May 20, 2005

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Date: Tue, 24 May 2005 10:44:33 -0400

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
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FREE THE SCHOOLS
Bureaucracy is everywhere. Good teachers are forced to think about
bureaucratic compliance instead of how to make learning exciting. There's
only one solution: Abandon this entire bureaucratic structure. Reforming
it would be like trying to prune a jungle, writes Philip K. Howard. The
core flaw is the idea of running schools by rules. Bureaucracy can't teach
-- or distinguish good teachers from bad. Legal guidelines should be no
more detailed than they are for any effective organization. Schools are a
uniquely human enterprise. Real people must make the needed judgments.
Teachers must be liberated to run the classroom. Principals must have the
freedom to manage schools. Give everyone the freedom needed to fulfill
their responsibility.
http://cgood.org/schools-reading-cgpubs-opeds-40.html

COMPARING EDUCATION TO SIX OTHER PROFESSIONS
"Preparing and Training Professionals: Comparing Education to Six Other
Fields," published by The Finance Project and funded by The Ford
Foundation, addresses the critical issue of how K-12 educators are
prepared and trained. The comparison illuminates similarities and
differences in the approaches taken to preparation and in-service training
and also highlights important areas for further study and possible policy
development. The report compares professional development -- both
pre-service preparation and in-service training -- in education to six
other professions: law, accounting, architecture, nursing, firefighting,
and law enforcement. The analysis highlights several ways in which
preparation and training of educators differs from the other fields,
including: (1) While most of the six fields require practitioners to
achieve a passing score on a national exam before practicing, the
education field has long resisted a national teacher assessment and
continues to rely on varied state standards for licensure; (2) Education
is alone among the comparison fields in its lack of universally accepted
standards for required in-service training and identification of a single
entity to enforce those standards; (3) Education stands alone in allowing
professionals to practice independently before they are licensed and to
circumvent traditional preparation and licensure through "alternative
certification" programs; (4) Education stands alone among these fields in
requiring its managers -- principals and superintendents -- to obtain
separate licensure before assuming a management role; and (5) Despite
disproportionate assignments to low-performing schools in low-income
areas, new teachers do not have consistent access to formal and focused
induction programs in contrast to novice firefighters, police, and nurses
who complete formal orientation or induction programs to prepare them for
the demanding situations they will face.
http://www.financeproject.org

STANDARDS-BASED REFORM & ACCOUNTABILITY: GETTING IT RIGHT
In a survey of AFT teachers last year, two-thirds said the No Child Left
Behind law was having a negative effect on public education. But, by the
same two-thirds margin, they said they wanted the law fixed, not scrapped.
Likewise, in a 2002 poll, two-thirds of AFT teachers said standards-based
reform and accountability is the "right approach for improving education,
but there must be improvements in the way it is carried out." What needs
fixing? And why, despite the problems, is there a continued commitment to
standards-based reform and accountability? These questions are the focus
of the spring issue of "American Educator." Texas Federation of Teachers
President John Cole notes that school systems unhampered by public
standards and accountability can -- like other institutions -- act
neglectfully, especially toward the least advantaged. But, for reasons
explained by authors Lauren Resnick and Chris Zurawsky, inadequate tests,
and accountability based on them, have often gotten dangerously out in
front of the other elements of standards-based reform; improving
educational quality requires attending to the lagging pieces. As Roger
Shattuck writes, many communities still don't have curricula worthy of the
name. And, as Richard Elmore notes, most school districts still barely
understand, much less have addressed, the huge challenge of building
faculty and school capacity to dramatically lift student achievement. As
for accountability, Nancy Kober explains why the adequate yearly progress
formula in NCLB can (and increasingly will) identify the wrong schools as
failing.
http://www.aft.org/pubs-reports/american_educator/index.htm

SUPPORT THE FUTURE OF IMMIGRANT STUDENTS
With minutemen monitoring our borders and interest groups on the attack
about IDs, the debate about immigration has hit a fever pitch. In this
climate, writes Jennifer Wheary, it's easy to overlook the fact that about
600,000 of our nation's 3 million graduating high school seniors hail from
immigrant families. Six hundred thousand is a surprisingly large number.
But what is even more astounding is how little we as a nation are doing to
support the success and future educational achievement of immigrant
students. Our inaction is extremely short-sighted for a country whose
economic and social success over the next decades is dependent on a
flourishing immigrant population. Immigrants are one of the youngest,
fastest growing, and most vital populations in the country. Immigrants
will be responsible for two-thirds of population growth and more than
one-fourth of labor force growth over the next decades. Ensuring that
every member of this group has an opportunity to advance their education
means ensuring our next generation of doctors, teachers, scientists,
innovators, and well-prepared employees and owners, not to mention
well-informed citizens. Our lawmakers need to get to work and deliver this
year's seniors a graduation present that will have tremendous positive
impact on generations to come -- immigrant and non-immigrant. What can our
lawmakers do? Reform No Child Left Behind. Support, rather than cut,
programs benefiting first-generation and low income students. Give all
residents of this country something to work and hope for -- create an
"opportunity agenda" for everyone.
http://newswire.ascribe.org/cgi-bin/behold.pl?ascribeid=20050517.095152&time=11%2021%20PDT&year=2005&public=0

LISTENING TO TEACHERS OF ENGLISH LANGUAGE LEARNERS
This survey of teachers finds little participation in professional
development activities and a lack of time and instructional resources
needed to effectively teach their English learning students. The teachers
surveyed report their efforts are often complicated by their struggle to
effectively communicate with the parents and families of these students.
Among the report's key finding of those surveyed: (1) 43% of teachers with
50% or more English learners in their classrooms had received no more than
one in-service or training session that focused on the instruction of
English learners; (2) Lack of time and appropriate tools and materials
were commonly cited challenges. Many teachers said that they did not have
textbooks written in a way that made the material accessible to English
learners; and (3) 27% of K-6 teachers said they struggled to communicate
with students' families and communities. Seventh-12th grade teachers most
often mentioned communicating with, understanding, and connecting with
students as the greatest challenge they faced.
http://www.cftl.org/whatsnew.php

PUBLIC SCHOOLS, PRIVATE BILLIONS & BEST INTENTIONS
Bill Gates raised some hackles with his withering assessment of American
high schools, but at least the billionaire founder of Microsoft is putting
his money where his mouth is. The Bill and Melinda Gates Foundation has
invested $2.3 billion since 2000 in new visions of education, with smaller
schools and more personalized instruction to prepare young people for the
working world and post-high school learning. Since 2000, the education
branch of the Gates Foundation has been working to upgrade the nation's
high schools, which Gates characterized as "obsolete" in a February speech
to the National Governors Association. In that speech, he spelled out his
"new three R's" for building better high schools: Rigor: Making sure all
students are given a challenging curriculum that prepares them for college
or work. Relevance: Making sure kids have courses and projects that relate
to their lives and their goals. Relationships: Making sure kids have
adults who know them, look out for them, and push them to achieve.
Creating small schools, usually schools within schools, has been a
fundamental part of the foundation's approach. The foundation gets points
from educators and observers for its hands-on approach.
http://www.cnn.com/2005/EDUCATION/05/17/gates.on.education.ap/index.html

CHARTER SCHOOLS NO BETTER THAN TRADITIONAL SCHOOLS
Charter schools appear to have failed as a school reform strategy,
according to "Charter Schools' Performance and Accountability: A
Disconnect," a policy brief released by the Education Policy Studies
Laboratory at Arizona State University. The brief's author, Gerald Bracey,
conducted a comprehensive review of charter school evaluations across the
country. He found that instead of being a highly accountable and nimble
method of raising student achievement, charter schools are no better than
the public schools to which they purport to be superior. In fact, Bracey
says research that credits charter schools with raising achievement has
frequently used faulty methods. Bracey suggests that where charters
continue to be promoted, support appears to be based on the assumption
that "deregulation is a sufficient condition for declaring success."
Although charter schools "have not lived up to their promise of increased
achievement," Bracey says, "this failure is hard to understand given the
advantages that charters enjoy in their freedom from the rules,
regulations, and contracts that are said to bureaucratically burden the
public schools." Charter schools are alternative schools, funded by tax
dollars, open to public school students, and generally exempted from the
regulations governing other public schools. Inherent in their original
conception was the promise by promoters that charter schools that failed
to increase student achievement would be swiftly closed down. However,
that has not been the reality. Bracey finds that "As it stands, only a
tiny percentage of charters have been shut down, and those overwhelmingly
had their charters terminated because they misspent the money, not because
they failed to educate their students."
http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0505-113-EPRU.pdf

COMMUNITY PARTNERS ENHANCE LEARNING
To learn at high levels, students need supports that schools alone cannot
provide. Educators increasingly recognize that schools must form links
with community partners to enhance student learning opportunities, but how
can this be done effectively? The new issue of the Annenberg Institutes
quarterly journal, Voices in Urban Education, looks at the latest thinking
about community partnerships, with compelling examples of how partners can
enhance learning opportunities for young people.
http://www.annenberginstitute.org/VUE/index.html

SPELLING MAKES A COMEBACK
While schools still vary greatly in their approaches to spelling, a
growing emphasis on basic skills in US classrooms has prompted more
teachers to return to explicit spelling instruction -- instead of simply
assuming that it's a skill that kids will pick up as they go along.
However, the traditional approach to teaching spelling -- memorize this
list and take a test at the end of the week -- isn't effective for many
students, educators say. The type and amount of spelling instruction may
vary greatly from school to school, reports Stacy Teicher. Some districts
have adopted specific spelling curricula shown by studies to be effective.
Others, however, deem that to be expendable in an era of tight budgets.
They might settle for reading-book supplements that contain word lists but
little guidance for teaching spelling.
http://www.csmonitor.com/2005/0517/p12s02-legn.html

SCHOOLS WORK TO REDUCE CAFETERIA TRASH
According to the New York State Department of Environmental Conservation,
a child taking a disposable lunch to school will generate between 45 and
90 lbs of garbage annually. With many parents packing lunches made of
prepackaged single-serve items and schools outsourcing their hot lunch
programs to companies that provide fully disposable meals, this is no
surprise. Not only are schools having to spend valuable funds to haul all
the packaging and food waste off to the landfill, but children are missing
out on much needed nutrition. At the same time that our landfills are
reaching capacity, our children are taking on more and more disposable
habits. But many schools are working to reverse this trend by implementing
waste-free lunch programs that promote reuse, recycling, and composting,
but they struggle to get parents on board.
http://www.wastefreelunches.org/SchoolsReduceWaste.html.

SURVEYS SHOW PUBLIC SUPPORTS TEACHER PAY FOR PERFORMANCE
The Teaching Commission has released the results of two surveys regarding
teacher pay and performance issues. Both surveys, which disaggregated the
results by teachers and the general public, found considerable support for
increasing teacher pay among both groups. Seventy-one percent of the
general public supports increased salaries across the board, even if it
raises taxes. However, when greater teacher accountability is added to the
proposal, support for higher pay climbs to 80 percent. The public and
teachers somewhat disagree when salary increases are tied to academic
achievement by students. Sixty-seven percent of the general public
supports extra pay for documented student gains in achievement, while only
32 percent of teachers agree with this proposal. The survey also found
that both the general public and teachers share a commitment to ensuring
that a quality teacher is in every classroom. Ninety-one percent of the
general public and 90 percent of teachers said this is very important.
Forty-five percent of the general public also said that the quality of a
student's teacher is the single most important factor in determining a
students' academic achievement.
http://www.theteachingcommission.org

THE RISE OF THE SIX-FIGURE TEACHER
Teaching has always been known as a noble calling, but as affluent parents
and administrators strive to give their children every possible advantage,
it has also become a better-paid profession than in the past, with
thousands of public school teachers in the New York suburbs now earning
more than $100,000 a year. The salaries, among the highest in the country,
are paid only to the most experienced teachers, with the most education,
in an area where the cost of living is notoriously high. But they are high
enough to have raised the ire of some taxpayers, who are making it an
issue in school budget votes, reports Ford Fessenden and Josh Barbanel.
http://www.nytimes.com/2005/05/15/nyregion/15liteach.html

DOES THE NEIGHBORHOOD MAKE THE GRADE?
That old wisdom to buy where the schools are good still holds true,
perhaps now more than ever, reports Sarah Max. Homebuying hits high season
in the spring as parents of school-age children rush to time their move
with summer break. Among these buyers, student-to-teacher ratios and test
scores are as essential as square footage and closet space, say agents. In
fact, parents seem as determined as ever to get their kids in the best
schools, and they're willing to pay a premium to do so. "If they're
relocating to the area, quality schools is the first thing out of their
mouths," said Rachel Herbert with Coldwell Banker in Fort Lauderdale, Fla.
"Right now all of our prices are up, but in areas where schools are rated
'A' by the state, houses are selling faster and for more money." Education
is so important, say agents, that buyers without children should sit up
and pay more attention to school. Even as more emphasis shifts to schools,
real estate agents are shying away from handing out school stats or acting
as school advisors. Many agents don't want to be held liable if buyers
hinge a decision on school quality only to find out that a district is
being rezoned or that last year's high test scores were just a fluke.
http://money.cnn.com/2005/03/22/real_estate/homeguide_schools/

ENCOURAGING STUDENT VOLUNTEERISM THIS SUMMER
Volunteerism plays an essential role in our democracy. As summer vacation
approaches, it's important to remind students of the value of serving
others as a constructive use of their extra time over the summer months.
Download free lessons plans to encourage students to get involved in their
communities at;
http://www.mindoh.com/docs/summer_vacation.pdf

PREGNANT STUDENT DEFIES GRADUATION BAN
A pregnant student who was banned from graduation at her Roman Catholic
high school announced her own name and walked across the stage anyway at
the close of the program. Alysha Cosby's decision prompted cheers and
applause from many of her fellow seniors at St. Jude Educational Institute
in Montgomery, Alabama. But her mother and aunt were escorted out of the
church by police after Cosby headed back to her seat. "I worked hard
throughout high school and I wanted to walk with my class," she said.
Cosby was told in March that she could no longer attend school because of
safety concerns, and her name was not listed in the graduation program.
The father of Cosby's child, also a senior at the school, was allowed to
participate in graduation.
http://www.cnn.com/2005/EDUCATION/05/19/pregnant.student.ap/index.html

|---------------GRANT AND FUNDING INFORMATION--------------|

"NASA Spacelink Urban and Rural Community Enrichment Program"
NASA Spacelink Urban and Rural Community Enrichment Program for grades
5-8. NASA URCEP specialists train core educators as a team to conduct
interdisciplinary aerospace activities in school districts. Major
activities include lectures, demonstrations, and hands-on classroom
activities that supplement the ongoing curriculum. Eligibility: Teachers
of middle school students from rural and urban communities. Deadline: N/A.
http://aesp.nasa.okstate.edu/URCEP/index.html

"Building a Youth Movement to Fight Global Poverty"
NetAid Global Action Awards honor high school students in the U.S. who
have taken outstanding actions to fight global poverty. Honorees receive
$5,000 for their higher education or a charitable cause of their choice,
and are recognized at an awards celebration in New York City. NetAid
Global Citizen Corps trains and empowers high school leaders to raise
awareness and take action to improve the lives of the world's poorest
people. Selected students will have the opportunity to participate in an
all-expenses-paid leadership summit in July with youth leaders from around
the country. Deadline: June 15, 2005
http://www.netaidadmin.org

"Kids In Need Foundation Teacher Grants"
The 2005-06 Kids In Need Teacher Grant applications will become available
July 15. This year more than $105,000 is being offered in grants to
certified K-12 teachers at any public, private, or parochial school in the
U.S. The grants are from $100 to $500 for innovative classroom projects.
National sponsors of the program are Jo-Ann Stores, Inc. and Office Depot.
Regional sponsors include Fred Meyer, Publix, and Price Less Drug Stores.
The website currently has the guidelines posted, which teachers can use
to prepare to apply. The deadline to submit applications, which can be
completed and submitted online, is September 30, 2005. Applications will
be available after July 15 at the sponsors' locations or at:
http://www.shopa.org/shopa_foundation/teacher_programs.php

"Foundations for Learning Program"
U.S. Dept. of Education Foundations for Learning Program supporting
projects to help eligible children become ready for school. Maximum Award:
$200,000-$300,000. Eligibility: (1) Local educational agencies (LEAs); (2)
Local councils; (3) Community-based organizations (CBOs), including
faith-based organizations; (4) Other public or nonprofit private entities;
or (5) A combination of such entities. Deadline: June 20, 2005
http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/05-9132.htm

"Hasbro Programs for Children Grants"
Hasbro Children Foundation grants to support the development and/or
expansion of programs for children. Maximum Award: $500-$35,000.
Eligibility: Programs must provide direct services to children under age
13. They must serve children and families who are economically
disadvantaged. They must be innovative and provide a model from which
others can learn. Deadline: N/A.
http://www.hasbro.org

"Surdna Foundation Arts Teachers Fellowship Program"
The Surdna Foundation Arts Teachers Fellowship Program supports the
artistic revitalization of outstanding arts teachers in specialized,
public arts high schools. Maximum Award: $5000. Eligibility: Permanently
assigned full- and part-time arts faculty in specialized, public arts high
schools. Deadline: November 18, 2005
http://www.surdna.org/programs/artsteachersfellowships.html

"Grants for Addressing Childhood Language Disorders"
The Bamford-Lahey Children's Foundation Program for Childhood Language
Disorders funds projects that have broad implications for the learning and
use of spoken language in children with developmental language disorders.
Maximum Award: $20,000. Eligibility: hospitals, universities, or public
schools. Deadline: variable.
http://www.bamford-lahey.org/

"State Farm Companies Foundation K-12 Public Education Grants Program"
State Farm Companies Foundation K-12 Public Education Grants Program for
programs that improve teacher quality; Service-Learning programs that
integrate core classroom curriculum with service to the community, and
programs that incorporate the Baldrige criteria into education systems to
improve overall effectiveness. Maximum Award: Varies. Eligibility: K-12
public schools. Deadline: June 15, 2005.
http://www.statefarm.com/foundati/foundati.htm

"The Melody Program of the Mr. Holland's Opus Foundation"
The Melody program is designed to provide musical instruments and
instrument repairs to existing K-12 school music programs that have no
other source of financing to purchase additional musical instruments and
materials. Eligibility: schools that meet the requirements outlined on the
website. Maximum Award: $500-$5,000. Deadline: N/A.
http://www.mhopus.org/apply.htm

"Prudential Foundation Ready to Learn Program"
Prudential Foundation Ready to Learn Program for education reform efforts
that strengthen public education at the elementary school level: systemic
school reform; improving the quality of teachers, principals and other
school leaders, and arts education; early childhood care and education
initiatives, and strategies to improve literacy that address professional
development for teachers, family literacy programs or literacy in the
early years. Maximum Award: $25,000-$1 million. Eligibility: Public
education at the elementary school level. Deadline: N/A.
http://www.prudential.com/productsAndServices/0,1474,intPageID%253D1444%2526blnPrinterFriendly%253D0,00.html

"Labels for Education"
Campbells, Inc. Labels for Education Program gives schools free
educational equipment in exchange for labels From Campbell products.
Maximum Award: N/A. Eligibility: Schools or parents coordinate label
drives to raise resources for schools. Deadline: N/A.
http://www.labelsforeducation.com/about_lfe.asp

"Broad Superintendents Academy"
The Broad Superintendents Academy is a rigorous, ten-month executive
management program designed to prepare the next generation of public
school chief executives. They are seeking: (1) Outstanding senior
executives from business, government, the military, higher education and
nonprofit organizations who have successfully managed large, complex
organizations; (2) Educators with a proven track record of success:
superintendents from non-urban communities; deputy, associate and area
superintendents from medium and large-sized urban districts; and
executives from private school and charter school systems; and (3) Dynamic
entrepreneurs and risk takers who challenge the status quo. Do you know of
leaders who fit this profile? Public education needs them. Applications
are accepted on a rolling basis and are reviewed each month. The final
application deadline is September 15, 2005. To submit a nomination or find
more information about the application process, contact Mollie Mitchell,
Director of Recruitment at 310-954-5082 or mm@xxxxxxxxxxxxxxx or visit:
http://www.broadacademy.org/

"ADAF Foundation Issues Request for Proposals"
The American Dental Association Foundation (ADAF) has issued a request for
proposals, helping to improve children's oral health under its Samuel
Harris Fund for Children's Dental Health. The RFP is for 2006 projects.
The ADAF, charitable arm of the American Dental Association, established
the Harris Fund as a permanent endowment dedicated to the prevention of
childhood tooth decay. It awards competitive grants of up to $5,000 to
applicants, whose oral health promotion programs seek to improve and
maintain children's oral health through community education programs.
Proposals considered will request up to $5,000 and are from
community-based, nonprofit organizations in the United States or its
territories. In addition, the postmark date must be on or before July 8,
2005.
http://www.ada.org/ada/prod/adaf/prog_access_harris.asp

"Scientific and Religious Perspectives on the Love of Neighbor"
The Institute for Research on Altruism, Compassion, and Service has
announced the "Unto Others: Scientific and Religious Perspectives on the
Love of Neighbor" course competition for secondary school faculty. The
competition encourages academically rigorous secondary school courses that
focus on unselfish love of neighbor as a spiritual and practical ideal.
The winning courses must combine the study of unselfish love as understood
within (a) spiritual traditions and (b) scientific frameworks, such as
physics, cosmology, evolution, biology, political science, the social
sciences, and health. Maximum Award: $5,000. Eligibility: Secondary School
Teachers. Deadline: July 15, 2005.
http://www.unlimitedloveinstitute.org/competition.html

"National Association for Gifted Children"
The National Association for Gifted Children has announced the
NAGC-Nicholas Green Distinguished Student Award Program for students who
have distinguished themselves in academic achievement, leadership, or the
visual or performing arts. Maximum Award: $500. Eligibility: one student
in every state from the third, fourth, fifth, or sixth grade. Deadline:
Various.
http://www.nagc.org/Awards/green/greenawd.html#intro

"Captain Planet Foundation"
The Captain Planet Foundation funds hands-on environmental projects to
encourage youth around the world to work individually and collectively to
solve environmental problems in their neighborhoods and communities.
Maximum Award: $2500. Eligibility: Schools and non-profits. Deadlines:
June 30, September 30, and December 31.
http://www.captainplanetfdn.org/aboutUs.html#policies_grant_guidelines

"Presidential Freedom Scholarships"
The Presidential Freedom Scholarships are designed to promote student
service and civic engagement and honor outstanding service to the
community. Maximum Award: $1000. Eligibility: High School Students.
Deadline: July 1, 2005.
http://www.nationalservice.gov/scholarships/

"Humane and Environmental Education"
The National Association for Humane and Environmental Education KIND Award
recognizes an outstanding teacher who consistently incorporates humane and
environmental education into his or her curriculum. Maximum Award:
various. Eligibility: Teachers K-6. Deadline: February 15, 2006.
http://www.nahee.org/awards/default.asp

"Toshiba America Foundation"
Toshiba America Foundation makes grants for projects in math and science
designed by classroom teachers to improve instruction for students in
grades K-12. Maximum Award: $5,000. Eligibility: Grades K-12. Deadline:
Decisions about grants under $5,000 are made on a rolling basis and
applications are accepted throughout the year.
http://www.taf.toshiba.com

"Allen Foundation"
The Allen Foundation supports educational nutrition programs, with
priority given to training programs for children and young adults to
improve their health and development. Maximum Award: Past grants have
ranged from $2,000 to $1 million. Eligibility: Schools and school
districts should partner with local nonprofits to form nutrition education
programs. Deadline: Ongoing.
http://www.allenfoundation.org/

"Intel Model School"
The Intel Model School Program provides equipment for a school or district
to enhance their technology by using advanced technology. The Intel Model
School Program identifies schools that desire equipment or have a unique
project to complete by using Intel products, and can show the improvement
in the quality of the education experience for both the teacher and the
student by using high-end technology. Award: Seeding of Intel equipment.
Eligibility: K-12 schools or school districts. Deadline: Ongoing.
http://www.intel.com/modelschool

"NEA Foundation Grants"
The NEA Foundation provides grants for the purpose of engaging in
high-quality professional development or implementing project-based
learning and break-the-mold innovations that raise student achievement.
Maximum Award: $5,000. Eligibility: public school teachers, public school
education support professionals, and faculty and staff in public higher
education institutions. Deadline: June 1, 2005.
http://www.nfie.org/grants.htm

"Show Me the Money: Tips & Resources for Successful Grant Writing"
Many educators have found that outside funding, in the form of grants,
allows them to provide their students with educational experiences and
materials their own districts can't afford. Learn how they get those
grants -- and how you can get one too. Included: Practical tips to help
first-time grant writers get the grants they need.
http://www.educationworld.com/a_curr/profdev/profdev039.shtml

"Department of Education Forecast of Funding"
This document lists virtually all programs and competitions under which
the Department of Education has invited or expects to invite applications
for new awards for FY 2005 and provides actual or estimated deadline dates
for the transmittal of applications under these programs. The lists are in
the form of charts -- organized according to the Department's principal
program offices -- and includes previously announced programs and
competitions, as well as those planned for announcement at a later date.
Note: This document is advisory only and is not an official application
notice of the Department of Education. They expect to provide regular
updates to this document.
http://www.ed.gov/fund/grant/find/edlite-forecast.html

"Information on Grants for School Health Programs & Services"
http://www.cdc.gov/healthyyouth/funding/index.htm

"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/

"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
"We will not successfully restructure schools to be effective until we
stop seeing diversity in students as a problem. Our challenge is not one
of getting 'special' students to better adjust to the usual schoolwork,
the usual teacher pace, or the usual tests. The challenge of schooling
remains what it has been since the modern era began two centuries ago:
ensuring that all students receive their entitlement. They have the right
to thought-provoking and enabling schoolwork, so that they might use their
minds well and discover the joy therein to willingly push themselves
farther. They have the right to instruction that obligates the teacher,
like the doctor, to change tactics when progress fails to occur. They have
the right to assessment that provides students and teachers with insight
into real-world standards, useable feedback, the opportunity to
self-assess, and the chance to have dialogue with, or even to challenge,
the assessor -- also a right in a democratic culture. Until such a time,
we will have no insight into human potential. Until the challenge is met,
schools will continue to reward the lucky or the already-equipped and weed
out the poor performers."
-Grant Wiggins (author/educator)

===========PEN NewsBlast==========

Howie Schaffer
Public Outreach Manager
Public Education Network
601 Thirteenth Street, NW #710S
Washington, DC 20005
PEN@xxxxxxxxxxxxxxxxxxx

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The single phrase below is the copyright notice to be used when
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FREE EDUCATION VENDOR DIRECTORY LISTING
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HOT LIST REGISTRY OF K12 SCHOOLS ONLINE
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PEN Weekly NewsBlast for May 20, 2005

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