From: Public Education Network [mailto:PEN@;PublicEducation.org] Sent: Thursday, October 10, 2002 10:05 PM To: PEN Weekly NewsBlast Subject: PEN Weekly NewsBlast for October 11, 2002
Public Education Network Weekly NewsBlast "America's Favorite Free Newsletter on Improving Public Education" ************************************************************************ *** NEW AGE OF SCHOOL & BUSINESS PARTNERSHIPS >From advertising in the classroom to support academic programs, to after-school activities that depend on student-led sales of candy and other products, to company-sponsored efforts to shape classroom lessons, negotiating the "right" mix of corporate involvement forces many educators and business leaders to push hot-button issues that often ignite the passions of parents and communities alike. Business people seeking to effect changes in schools have been thwarted by their lack of awareness of the challenges faced by schools. Likewise, educators have not always understood the expectations of business for meeting set objectives and goals. A new report, "Guiding Principles for School and Business Partnerships," sets out four key elements of strong partnerships. The report's findings are summarized in this commentary by two former U.S. Secretaries of Education, Lamar Alexander and Richard Riley. http://www.edweek.com/ew/ewstory.cfm?slug=06lamar.h22 PUBLIC SCHOOLS LOOK BEYOND THE BAKE SALE As state education financing is frozen and in many cases wanes, school systems across the country say they have been forced to turn to private donors willing to foot some of the bill. That situation was dramatically underlined last week when Joel I. Klein, New York City's new schools chancellor, appointed Caroline Kennedy as chief fund-raiser for the city schools. While her appointment surely raises the profile of an often thankless yet indispensable job, it also begs the question of where public responsibility for education ends and the burden of the private sector begins. Many cities have found that the balancing act is far from an easy one. http://www.nytimes.com/2002/10/06/weekinreview/06WINT.html BUILDING HIGH-QUALITY PUBLIC SCHOOLS Public Education Network's 2002 annual conference, "Standards-Based Reform: A Civic Imperative," November 10-12 in Washington, DC, features Harvard professor and author Sara Lawrence-Lightfoot speaking on "Building Respect & Reverence for Public Education"; Award-winning author Taylor Branch discussing, "Connecting School Reform and Social Justice"; Boston schools chief Tom Payzant; and Maryland state school superintendent, Nancy Grasmick. For detailed session and registration information, visit: http://www.publiceducation.org/events/conference/index.htm RAISE STANDARDS, NOT MONEY Jay Greene takes a critical view of the recent appointment of Caroline Kennedy as fundraiser-in-chief of the New York City public schools. In his view, ".the never-ending call for more money is a pillar of the public school myth: public school performance has been lacking because classrooms are overcrowded, facilities are in disrepair, staff is underpaid. The only problem is that additional resources have already been lavished on public schools to lower class sizes, repair facilities and pay staff more, yet student performance continues to stagnate." He concludes that private efforts to supplement public expenditures have had little effect and that pouring private donations into public schools makes little difference unless the incentives that govern public-school behavior are altered. http://online.wsj.com/article_email/0,,SB1033959277836546633,00.html?mod =opinion RUNNING SCHOOLS LIKE BUSINESS "Now that Enron, WorldCom and Adelphia have become fodder for late-night comics, few are suggesting we operate like these folks, " writes Paul Houston in the latest issue of "The School Administrator." Schools and business have always had a complex relationship. Schools supply the future workforce and customer base. However, schools often have been used as the designated whipping boy for some business folk to cover their failures. According to Mr. Houston, "It is hard to listen to business leaders decry the quality of their workforce with one breath and then complain about higher taxes with the next breath as if there is no connection between the two things. And of course after hearing for years that 'money doesn't matter' and that schools should do more with less and then seeing the obscene amounts of money that many of these same people have made boggles the mind and upsets the stomach. Further, as we struggle to teach children values, we must offset the example of incredible greed and dishonesty demonstrated by some of these same leaders." http://www.aasa.org/publications/sa/2002_10/execper.htm INTEGRAL LIFE: INTEGRAL TEACHER In public education, one of the things that's not working is the fact that education is blamed for numerous of other frustrations. We can blame on the schools and ultimately on the teachers all the problems that we don't know how to solve in any other arena: family, government, civic associations, church and so forth. That's an example of an external pressure that makes the teacher's work difficult. But there are internal pressures within the profession itself. These include the tendency in education to try to reduce every problem that teachers face to a matter of technique or curriculum reform -- or anything but the basic questions of the teacher's inner life and the lack of a community of teachers that can help them sustain each other in difficult times. http://www.futurenet.org/8Education/heartandsoul.htm ERASING THE EDUCATION GAP You don't have to be an "A" student to understand that the huge achievement gap between African American and Hispanic students and their white counterparts does not bode well for our nation. Yet, too many Americans are turning their backs on this crisis or advocating simple fixes for a complex problem. Bernice Powell Jackson outlines four reasons for the achievement gap and concludes that communities and churches will need to build coalitions and recover their "educational zeal" if we are to ensure excellent public education. http://www.ucc.org/justice/witness/wfj062402.htm ACTION KITS FOR IMPROVING PUBLIC EDUCATION The National League of Cities Institute for Youth, Education & Families helps municipal leaders take action on behalf of children, youth, and families in their communities. NLC launched the Institute to recognize the unique and influential roles that mayors, city council members, and other local leaders can play in strengthening families and improving outcomes for children & youth. They have recently released five action kits on: Expanding Afterschool Opportunities; Promoting Youth Participation; Improving Public Schools; Helping Working Families; and Protecting Children & Youth. Download a copy, or request that one be mailed by calling 202/626-3014 or by e-mailing: [EMAIL PROTECTED] Single copies are free. http://www.nlc.org/nlc_org/site/programs/institute_for_youth_education_a nd_families/index.cfm BUILDING A MORE UNITED AMERICA A new report from American Assembly asks, "Can American community in pursuit of enduring values be created not by crisis but by design?" The report was created to help create a national dialogue on the quality of modern life, strategies for overcoming our overreliance on governments and markets in solving problems, deepening our mutual recognition of the value of pluralism, and renewing our concern for justice. This report and the companion guide, "Conducting Your Community Dialogue," can be viewed and downloaded at: http://www.unitingamerica.org/uniting/ndreport.htm RESPONSIVE CLASSROOMS: TEACHING CHILDREN TO CARE Approaching issues of classroom management and discipline is much more than what teachers do when children break rules and misbehave. Rather than simply reacting to problems, we need to establish an ongoing social curriculum, we need to encourage children to participate in community, we need to teach self-control, and most importantly, we need to accept the potential of children to learn these things and the potential of teachers to teach them. http://teachers.net/gazette/OCT02/gimbert.html MANAGING ANXIETY IN TIMES OF CRISIS The recent sniper attacks in Maryland, the District of Columbia, and Virginia not only are terrible tragedies for the victims and their loved ones, but the randomness and inexplicability of the shootings can generate anxiety among all of us as we go about doing our daily tasks including taking our children to school. In response, the Substance Abuse and Mental Health Services Administration has created a website to help schools, communities, parents, and children manage the anxieties and traumas that often follow such frightening events. Visitors will find tips for communicating with children, locating local and national crisis and mental health resources, links to related websites, and relevant publications available for download. http://www.mentalhealth.samhsa.gov/cmhs/ChildrenAnxiety/ COMPLAINING ABOUT SCHOOLS Complaints and schools go together. Everyone does it or wants to. It's natural, like breathing. Schools need to hear from parents but not be besieged. Schools have an unwritten hierarchy of appeal. According to Dorothy Rich, always start with the classroom teacher. Classroom teachers have cause for anger when you bypass them and go directly to the principal without giving them a chance to brief you and work out the situation. Principals have a right to be angry when if you come to them before trying to fix things at the classroom level. If both teacher and the principal are unable to work things out or balk at your concern, you may want to advocate for resolution at a higher level. http://www.adultmegaskills.org/complaining_about_schools.htm INSECT DELI CAPTIVATES KIDS The insect deli has long been one of the Penn State University Great Insect Fair's most popular attractions. Visitors this year could sample black-bean-and-cream-cheese roll-ups with wax moth larvae and corn chips topped with a sweet red-pepper-and-mealworm dip. Although both are very Westernized foods, deli supervisor Dorothy Blair, an assistant professor of nutrition, said the idea is to let people know that for much of the world insects are a viable -- and plentiful -- source of food, packed with protein, fat and minerals. And then there's the chocolate, either with mealworms or "Chocolate Chirpies" with bits of cricket mixed in. "Last year, we ran out of the 'Chocolate Chirpies,"' Blair said. "We had to make about 6,000 of them this year, and we're hoping to make those last through the day." One might not even notice the mealworms in the chocolate, but crickets give the treats a definite crunch. "It's sort of like M&Ms, only inside out," with the chocolate on the outside and the crunchy candy inside, said 7-year-old Emily Paulsen. http://www.cnn.com/virtual/editions/europe/2000/roof/change.pop/frameset .exclude.html SUCCESS WHERE LEARNING IS MORE THRILL THAN DRILL Imagine a classroom where the teacher never lectures. Imagine a school where students don't watch videos or work from textbooks in class, but instead experiment to solve problems. Imagine administrators who ask parents what kind of learner their child is, then assign them to teachers with the same style. Those strategies have made North Carolina's East Clayton Elementary School a top performer on the state's school accountability test and a model for hands-on, creative instruction. http://newsobserver.com/news/triangle/story/1780846p-1788687c.html PATHWAYS TO PARENT LEADERSHIP / SENDEROS A UN LIDERAZGO DE PADRES A new bilingual report produced by Action Alliance for Children profiles nine successful programs in California that are training parents to be leaders -- in their children's lives, in schools and communities, and in the political process. The report details how these programs listen to parents, support the "whole parent," foster ongoing connections, and build partnerships with schools. Includes information about the training curricula, participants, outcomes, and key factors in each program's success, as well as annotated resources. http://www.4children.org WHAT ARE THE MOST SIGNIFICANT DOCUMENTS IN AMERICAN HISTORY? President Bush has announced an initiative to involve teachers and students in 100 significant documents from America's history. This "Insight" article profiles Cathy Gorn and the involvement of National History Day in the White House initiative to reform the way history is taught and learned. http://www.insightmag.com/news/286427.html INSIDE FULL SERVICE COMMUNITY SCHOOLS Read a new step-by-step practitioner's guide to integrating health, family support, youth development and other community services to support student learning. As an expert on the development of full-service community school models across the country, researcher-advocate Joy Dryfoos joins with school principal Sue Maguire, the creator of a model full-service community school at the Molly Stark School in Vermont, to create this highly practical guide to successful transformation. Topics include: 1) Getting started; 2) Building a range of services; 3) Staffing: what works and what doesn't; 4) Collaborating with the government and private sector; 5) Involving parents; 6) Funding; and 7) Working in rural and urban settings. Review an online chapter of the book (Requires Adobe Acrobat Reader to view). http://www.communityschools.org/dryfooschap11.pdf |---------------GRANT AND FUNDING INFORMATION--------------| "AXA Foundation" AXA Foundation in association with "U.S. News and World Report" will select high school seniors from each state, the District of Columbia and Puerto Rico for its Achievement Scholarship Program. The 52 achievers will receive $10,000 scholarships for undergraduate education. From the state recipients, 10 students will receive additional awards of $15,000. Applicants must describe their achievements in a nonacademic activity or project. An appraisal by an adult professional not related to the applicant is required. Application deadline: December 15, 2002. http://www.axaonline.com/axafoundation/ "NEA Fine Arts Grant Program" Sponsored by the National Education Association Foundation, the NEA Fine Arts grants are awarded, through local NEA affiliates, to enable fine arts teachers to create and implement fine arts programs that promote learning among students at risk of school failure. Programs must address the arts (e.g., painting, sculpture, photography, music, theater, dance, design, media, or folk arts). Ten grants will be awarded in the amount of $2,000. Grant funds may be used for resource materials, supplies, equipment, transportation, software, and/or professional fees. Application deadline: February 3, 2003. http://www.nfie.org/programs/finearts.htm "Fulbright-Hays Seminars Abroad Program" The Fulbright-Hays Seminars Abroad Program provides opportunities for educators and administrators with responsibilities for curriculum development in fields related to humanities, languages, and area studies. All seminars are in Non-Western European countries and are designed to provide a broad and introductory cultural orientation to a particular country. The program is geared towards those educators with little or no experience in the host country. There are ten seminars every summer with 16 positions per seminar, subject to the availability of funds. Seminars take place from late June to mid-August and last four to six weeks. Terms of the award include: round-trip economy airfare, room and board, tuition and fees program-related travel within the host country. Please note: participants will be responsible for the expenses of the pre-departure orientation, usually $350.00. Updated application forms are available in August of each year. Summer 2003 application deadline: November 4, 2002. http://www.ed.gov/offices/OPE/HEP/iegps/sap.html "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/ "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 2002 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 include programs and competitions the Department has previously announced, as well as those it plans to announce at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. http://www.ed.gov/offices/OCFO/grants/forecast.html "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-K-12 Funding Opportunities" K-12 Funding opportunities with links to grantseeking for teachers, learning technology, and more. http://fdncenter.org/funders/ "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 "There are few things sadder to a teacher or parent than being faced with capable children who, as a result of previous demoralizing experiences, or even self-imposed mind-sets, have come to believe that they cannot learn, when all objective indicators show that they can. Often, much time and patience are required to break the mental habits of perceived incompetence that have come to imprison young minds." -Frank Pajares (author/educator), "Schooling in America" ===========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 72 local education funds working to improve public school quality in low-income communities nationwide. There are currently 46,820 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. UPDATE OR ADD A NEWSBLAST SUBCRIPTION PEN wants you to get each weekly issue of the NewsBlast at your preferred e-mail address. 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