FOR IMMEDIATE RELEASE
Cara Halstead Cea, Pace University, 914-906-9680, email@example.com
Arthur Maloney, EdD, Pace School of Education, 212-346-1347, firstname.lastname@example.org
Note: Photos are available of Rhee and most other participants
MICHELLE RHEE, CONTROVERSIAL D.C. PUBLIC SCHOOL CHANCELLOR, TO KICK OFF ANNUAL PACE UNIVERSITY LECTURES BY NATIONAL FIGURES IN PUBLIC SCHOOL REFORM
“Success in Urban Schools” to be theme of well-attended after-school sessions near City Hall
NEW YORK, NY – Some of the nation’s most influential advocates of urban school reform will appear starting Wednesday, February 11 in the Pace University School of Education’s seventh annual lecture series on urban school reform. This year’s theme is “The Pedagogy of Success in Urban Schools.”
Presented from 6-8 pm after the school day, the series regularly fills Pace’s Michael Schimmel Center for the Arts in downtown Manhattan. The center , part of Pace University’s downtown Manhattan campus, is east of City Hall, entrance on Spruce Street between Gold and Park Row. The lectures are free and open to the public. Media admission by press pass.
Due to its popularity, those outside the city can now view the series through the Dutchess County Board of Cooperative Educational Services at 5 BOCES Road in Poughkeepsie, 845-486-4800.
Over the years the series has drawn virtually every eminent U.S. voice for improvement in elementary and secondary schools.
This year’s stellar lineup begins with Michelle A. Rhee, Chancellor of the public school system in Washington DC. In less than two years, her efforts to shake up this notorious system and insist on more accountability for results have made her a media celebrity, featured in Time, Newsweek, the Washington Post, the Wall Street Journal, and on NPR, PBS, and C-SPAN. Last week a Christian Science Monitor article asked “Is Michelle Rhee the new face of education reform?” She is known to many in the New York schools for the work done on teacher hiring practices by an organization she founded, The New Teacher Project.
More information on the series is available at http://www.pace.edu/page.cfm?doc_id=8403 or from professor Arthur Maloney at (212) 346-1512 or email@example.com.
The complete schedule, Spring 2009: February 11 Michelle A. Rhee, Chancellor, Washington, DC Public Schools National Educational Reform Talked about as a possible cabinet member in the Obama administration, Rhee is a former Baltimore, Maryland teacher in the Teach for America (TFA) program who is known for her concentration on the ways teachers are hired and promoted. Five years after her stint in TFA she founded The New Teacher Project, which develops fresh approaches to hiring new teachers in environments that are difficult to staff. Collaborating with constituencies including not only school districts but state education agencies, nonprofit organizations and unions; TNTP has changed teacher hiring in Atlanta, Baltimore, Chicago, Miami, New York, Oakland, and Philadelphia, helping to place some 23,000 teachers. Rhee holds a bachelor’s degree in government from Cornell and a master’s in public policy from the Kennedy School of Government at Harvard.
March 9 Martin Haberman, EdD, University of Wisconsin, Milwaukee The Ideology and Behaviors of Star Teachers Serving Students in Poverty Martin Habermanis credited with developing more teacher education programs preparing teachers to work with poor children than anyone in the history of US education. The most widely known is the National Teacher Corps, based on an internship program he developed in Milwaukee. He has since written and researched extensively about what makes teachers and students successful in urban schools. Haberman also is the creator of a successful interview program that helps urban schools hire and retain qualified teachers and is now used by more than 220 school districts around the country. Although he officially retired in 2005 after 43 years on the faculty of the School of Education at the University of Wisconsin, Milwaukee, Haberman remains more active than ever. He currently heads the Haberman Educational Foundation, which prepares teachers, principals, and superintendents to work with economically diverse school systems and students. Holding both a master’s and a doctorate in teacher education from Teachers College, Columbia University, he is the author of seven books. The latest, published in 2005, is “Star Teachers of Children in Poverty.”
March 25 Carol Ann Tomlinson, EdD, University of Virginia Differentiated Instruction in Urban Classrooms: Why and How Tomlinson is one of the nation’s foremost authorities on differentiation of instruction for academically diverse learners and the effects of varied school and teaching practices on low income and minority learners. Her 15 books alsohave dealt with the change process in schools moving toward more academically responsive classrooms. The program coordinator for the Educational Psychology/Gifted Education program at the University of Virginia, she also serves as co-director of the school’s Institutes on Academic Diversity. Formerly a public school teacher for 21 years at the high school, preschool, and middle school levels, she was Virginia’s Teacher of the Year in 1974 and was named “Outstanding Professor” at the UVA Curry School of Education in 2004; her books have been translated into 12 languages. Tomlinson holds a bachelor’s degree from the University of South Carolina, a master’s degree from the Southern Baptist Theological Seminary, and both a master’s and a doctorate in education from UVA.
April 1 Alfie Kohn, Lecturer and Author The Deadly Effects of Tougher Standards: Challenging High Stakes Testing and Other Impediments to Learning Kohn has been described by Time magazine as “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.” A wide-ranging speaker and writer, he has been critical of competition and rewards on TV and radio programs including “The Today Show” and “Oprah”, and in books like “Beyond Discipline: From Compliance to Community” (ASCD, 1996), which he describes as “a modest attempt to overthrow the entire field of classroom management.” Other titles include “Punished by Rewards” (1993), “The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” (1999), “The Case Against Standardized Testing” (2000), and most recently, “The Homework Myth (2006).
April 22 Rochelle Gutierrez, PhD, University of Illinois at Urbana-Champaign Mathematics for Urban Students The research Gutierrez has done in urban high schools in the US and Mexico has made her an authority on the organizational, cultural, and pedagogical aspects of high school mathematics and how they apply to poor students and students of color. Her current research focuses on teaching that achieves equality in students’ mathematics participation. An associate professor of mathematics education and Latina/Latino studies at the University of Illinois at Urbana-Champaign, she presents examples of four successful teaching “stories” and will include aspects of organizational structures and teaching practices that contribute to success. She holds a bachelor’s degree in human biology from Stanford University and a master’s and doctorate in curriculum and instruction from the University of Chicago.
April 29 Carol D. Lee, PhD, Northwestern University Literacy for Urban Students Drawing on forms of prior knowledge that traditionally underserved students bring to classrooms, Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum. In addition to serving as co-coordinator of the Spencer Research Training program in the School of Education and Social Policy at Northwestern, she is a founder and former director of the New Concept School, an African-centered independent school in Chicago, and a founder of the Betty Shabazz International Charter School in Chicago, a newly established African-centered charter school. Lee is the former president of the National Conference on Research in Language and Literacy and the chair of the standing committee on research of the National Council of Teachers of English (NCTE). The author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor of a scholarly journal, Neo-Vygotskian Perspectives on Literacy Research. Lee holds a bachelor’s degree from the University of Illinois at Urban-Champaign, a master’s in English from the University of Chicago, and an educational doctorate from the University of Chicago.
Professional education at Pace University: Since 1906 Pace University has offered professional education that combines liberal arts with practical experience and the advantages of the New York metropolitan area. A private university, Pace has campuses in New York City and Westchester County, New York. It enrolls more than 13,500 students in bachelor’s, master’s, and doctoral programs in its Dyson College of Arts and Sciences, Lienhard School of Nursing, Lubin School of Business, School of Education, School of Law, and Seidenberg School of Computer Science and Information Systems. www.pace.edu.