The New York Times: A Turnaround on Turnaround for Seven Schools – SchoolBook

The woman whose groundbreaking work on establishing methods of assessing good teaching, Charlotte Danielson, will be speaking from 6 to 8 p.m. at an event hosted by Pace University at the Michael Schimmel Center for the Arts, 3 Spruce Street, Manhattan.

Mary Ann Giordano, the editor of the SchoolBook blog on the New York Times web site wrote about a lecture sponsored by Pace’s School of Education.

From The New York Times web site:

“The woman whose groundbreaking work on establishing methods of assessing good teaching, Charlotte Danielson, will be speaking from 6 to 8 p.m. at an event hosted by Pace University at the Michael Schimmel Center for the Arts, 3 Spruce Street, Manhattan. The talk, “Framing Teacher Effectiveness/ Supporting Student Success: Why Educators Should Embrace a ‘Framework for Teaching,’” is free.”

A Turnaround on Turnaround for Seven Schools – SchoolBook.

WPIX-TV – Pace’s BOSS Program for Students with Autism Featured

Pace’s Build on Special Strengths (BOSS) program for students with autism was featured twice on Sept. 28 on WPIX TV’s morning news program in a segment that was over three minutes long. The piece follows three of the students to classes and their dorms to get a feel for what their college experience is like.

Pace’s Build on Special Strengths (BOSS) program for students with autism was featured twice on Sept. 28 on WPIX TV’s morning news program in a  segment that was over three minutes long. The piece follows three of the students to classes and their dorms to get a feel for what their college experience is like. Director of the program, Professor Dianne Zager, Ph.D., was interviewed as well.

From the WPIX web site: “With the help from its Communication Sciences and Disorders program, Pace University’s School of Education is offering students with autism a chance at an authentic college experience.

From the classroom to the dorm room, students in the Build on Special Strengths (BOSS) program live and learn alongside their peers. Weekly group and individual counseling sessions, academic tutoring, and weekly social communications sessions help them learn how to succeed and feel comfortable participating in the classroom. Career development and internships are another part of the program.

Established in 2009 for students on the autism spectrum, BOSS began with four members. By 2011, they are expecting thirty. The program is paid for primarily by tuition, program fees and private gifts. Grants may help expand the program.

For more information, log onto www.pace.edu.”

Click on the link to see the segment on the WPIX web site or view the video below.

NY PIX Morning News Blog – WPIX-TV.

Andrea Spencer of Bank Street College to Lead Pace University’s School of Education as New Dean

Theory-based educator, mobile learning innovator, entrepreneur, and special education advocate who successfully obtained more than $4 million in federal grants over a four-year period.

FOR IMMEDIATE RELEASE

Contact: Cara Cea, Manager of Public Information, Pace University
914.906.9680, ccea@pace.edu

Andrea Spencer of Bank Street College to Lead Pace University’s School of Education as New Dean

Theory-based educator, mobile learning innovator, entrepreneur, and special education advocate who successfully obtained more than $4 million in federal grants over a four-year period

NEW YORK, NY, June 24, 2010 – Andrea (Penny) M. Spencer, Ph.D., associate dean for Academic Affairs at Bank Street College in New York City, has been named dean of Pace University’s School of Education, effective July 1, announced Stephen J. Friedman, president of Pace University.

She succeeds Harriet R. Feldman, Ph.D., who has served as interim dean for the School of Education since 2006 and continues as dean of Pace’s Lienhard School of Nursing.

“Penny’s experience at administrative levels in a regional public education agency, as well as departmental and division levels at Bank Street College, make her an ideal match for our mission and vision,” said Pace President Stephen J. Friedman.

Since joining Bank Street College in 2004, Spencer has worked with students in their supervised fieldwork placements, taught online and traditional special education courses, and provided professional development to general education and special education teachers in elementary and middle schools in New York City.  She also collaborated within the College to develop a successful proposal that brought in more than $4 million in federal grants over a four-year period.

One reason Spencer was attracted to Pace was the University’s dedication to preparing the teachers of tomorrow through Pace High School in Chinatown, which functions as a laboratory for the University’s education school. Another was Pace’s pioneering work in the field of autism education.

A champion for students from underserved groups, Spencer has led a seven-year advocacy and research effort related to truancy and the need to hold public education accountable for the success of every child.  “My own research, having compiled more than 300 case reviews, suggests that teachers must be prepared to recognize and respond effectively and efficiently to support children struggling academically and emotionally from the very first day of school,” she said.

Verizon Thinkfinity grants awarded to a number of School of Education faculty members who support research on the use of videos and web 2.0 technologies in the classroom was another appealing aspect to Spencer. “The 21st century world of education demands the ability for educators and their students to actively seek new and innovative ways to share information,” said Spencer. “In addition to initiating creative, interactive online experiences for graduate students at Bank Street, I’ve explored technology innovation through the literature and in support of faculty transitioning to online formats.”

“Professor Spencer’s research is hands-on and her scholarship tends to question the conventional educational wisdom.  Her careful analysis of early grade attendance patterns to predict truancy and disengagement in middle school, for example, was path breaking. She suggested that early grade absenteeism responds to socioemotional support and questioned the imposition of no social promotion as a response to absenteeism and poor school performance among elementary school students. She will be a forceful voice in her new role at Pace,” said Harold O. Levy, Pace University trustee and former New York City Schools chancellor.

Additional career highlights. In 2004 Spencer was appointed chair, Department of Special Education, Bilingual & Dual Language, Infant and Family Development and Early Intervention, Child Life.  In 2006, she became associate dean for Academic Affairs. Prior to Bank Street, Spencer was director of Quality Assurance, Program Development & Student Services for the Capital Region Education Council in Hartford, Conn. (1991-2001), where she doubled the size of her division in five years from $12 million to $26 million via program and resource development.  As principal of The Institute of Living in Hartford (1985-1990), Spencer supervised inpatient and day treatment educational programs for children (K-12) with serious emotional disorders and mental illness. From 1966-1985, she was a teacher, administrator, and consultant for school districts, universities, and private not-for profit organizations in Maine, Massachusetts, and Connecticut.

Spencer earned a MED in Special Education from the University of Maine and a PhD in Special Education from the University of Connecticut.  As a founding partner of Synchrony Solutions, Williston Park, N.Y. (1996 to present), she serves as an educational consultant to the Center for Children’s Advocacy in Hartford, Conn., where a group of attorneys affiliated with the University of Connecticut Law School focus on educational needs and characteristics of elementary, middle, and high school children with learning and behavior problems with special focus on issues of truancy.

For more than 40 years, Pace University’s School of Education has prepared students to not only meet the requirements for teaching certification, but also be agents of change committed to student success and lifelong learning. Through small classes and opportunities for student teaching, School of Education graduates are ready to start making a difference in the world before they even graduate. Innovative programs at the undergraduate and graduate levels prepare classroom teachers, school specialists, and educational leaders. Our programs for classroom teachers prepare teacher candidates to work with children from grades 1 through 12.  We offer programs that prepare individuals to be curriculum leaders in the areas of special education, literacy, and technology, as well as programs that prepare educators for leadership roles in school administration and supervision.

About Pace University: For more than 100 years, Pace University has been preparing students to become leaders in their fields. A private university, Pace provides an education that combines exceptional academics with professional experience and the New York advantage. Pace has campuses in New York City and Westchester County, and enrolls almost 13,000 students in bachelor’s, master’s, and doctoral programs in the 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

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Urban School Reform to be Theme of Eighth Annual Educators’ Lecture Series at Pace

Some of the nation’s most challenging advocates of urban school reform will present at Pace University’s School of Education’s 8th annual distinguished educators’ lecture series “Beyond Closing the Achievement Gap: The Next Level of Urban School Reform.”

FOR IMMEDIATE RELEASE

Cara Cea, Pace University, 914-906-9680, ccea@pace.edu

Arthur Maloney, EdD, Pace School of Education, 212-346-1347, amaloney@pace.edu

Note: Photos are available of most participants on request

TOUGH ISSUES IN URBAN SCHOOLS TO BE DISCUSSED BY NATIONAL REFORMERS IN 2010 EDITION OF POPULAR AFTER-SCHOOL LECTURE SERIES AT PACE

Bill Ayers, University of Illinois distinguished professor who became issue in Obama campaign, to give final talk.

“Beyond Closing the Achievement Gap: The Next Level of Urban School Reform” to be theme of well-attended public sessions held after school near City Hall.

NEW YORK, NY – Some of the nation’s most challenging advocates of urban school reform will present at Pace University’s School of Education’s 8th annual distinguished educators’ lecture series “Beyond Closing the Achievement Gap: The Next Level of Urban School Reform.”

The schedule is as follows:

March 10 – Theresa Perry, a national expert in social identities and African American achievement;

March 17 – George Wood, instrumental in the opening of 80 new small high schools in urban Ohio;

March 24 – Tony Wagner, Tony Wagner, Harvard educator who discusses a global achievement gap between teaching and job needs;

April 21 – Bill Ayers, a proponent for teaching for social justice.

Ayers, whose name became national news because of his work with Barak Obama on educational issues in Chicago, was a co-founder of the Weather Underground during the Vietnam war era.

Full houses

The lectures are presented from 6-8 pm after the school day to accommodate educators; the series regularly fills Pace’s Michael Schimmel Center for the Arts in downtown Manhattan. The center 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 the series’ popularity, those outside the city can view the sessions through streaming live video at 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.

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 amaloney@pace.edu.

The complete lineup of topics:

March 10

Theresa Perry, Ph.D.

Simmons College

“Towards a New Conversation about the Achievement and Development of African American Youth”

At the heart of Perry’s theory is the centuries-old belief among African Americans that education means liberation. She will argue that misunderstanding, misuse of resources, and misplaced sentiments are challenges in African American achievement. Perry is a Professor of Africana Studies and Education at Simmons College and director of The Race, Education and Democracy Lecture and Book Series, a collaborative effort of Simmons College and Beacon Press. Perry received her master’s degree in theology from Marquette and her doctorate in education from Harvard University.

March 17

George Wood, Ph.D.

Forum for Education and Democracy

“From a Culture of Testing to a Community of Learning”

Wood is Executive Director of The Forum for Education and Democracy and principal of Federal Hocking High School in Stewart, Ohio. Wood writes an education blog for the Forum at http://forumforeducation.org/blogs/george-wood. Referring to the “5,000 hours” that students spend in high school, he says on the blog that “America has an obligation to every child that this time is challenging, engaging, and enriching” and that the “most fundamental purpose of public education is to prepare our children to take their place as citizens in our democracy.” Federal Hocking is a rural school in Appalachian Ohio which has been recognized as a Coalition of Essential Schools Mentor School, a First Amendment School, and as one of America’s 100 Best by Readers’ Digest. Wood also directed the Ohio High School Transformation Initiative’s Small School Leadership Institute that opened 80 new small high schools were opened in the urban areas of Ohio. Wood has authored several books including Time To Learn, Schools that Work, and Many Children Left Behind (with Deborah Meier).

March 24

Tony Wagner, Ed.D.

Harvard Graduate School of Education

“The Global Achievement Gap”

In a Q&A on the Harvard Graduate School of Education web site, Wagner discusses his most recent book, “The Global Achievement Gap: Why Even Our Best Schools Don’t Teach The New Survival Skills Our Children Need–and What We Can Do About It,” in which he defines the concept in the title as “the gap between what we are teaching and testing in our schools, even in the ones that are most highly-regarded, versus the skills all students will need for careers, college, and citizenship in the 21st century.” In the book Wagner argues that the gap should be grabbed by business leaders to guide a much-needed conversation with educators. Wagner is co-director of the Change Leadership Group (CLG) at the Harvard Graduate School of Education and is a faculty member of the Executive Leadership Program for Educators at the school. He has been senior advisor to the Bill and Melinda Gates Foundation for the past eight years, first executive director of Educators for Social Responsibility; project director for the Public Agenda Foundation in New York; and President and CEO of the Institute for Responsive Education. He earned his Master’s in teaching and doctorate in education at Harvard.

April 21

William Charles “Bill” Ayers, Ph.D.

University of Illinois at Chicago College of Education

“Problems and Possibilities for Democratic School Reform”

Ayers is an American elementary education theorist focused on education reform, curriculum, and instruction. He is a Distinguished Professor of Education and Senior University Scholar in the College of Education at the University of Illinois at Chicago. He has authored several books on education, including “The Good Preschool Teacher: Six Teachers Reflect on Their Lives” (1989), “To Teach: The Journey of a Teacher” (1993), and “Teaching for Social Justice: A Democracy and Education Reader” (1998). Ayers earned his bachelor’s degree in American studies from The University of Michigan and his doctorate in curriculum and teaching from Bank Street College of Education.

About Pace University

For 104 years Pace University has produced thinking professionals by providing high quality education for the professions on a firm base of liberal learning amid the advantages of the New York metropolitan area. A private university with campuses in New York City and Westchester County, New York, Pace enrolls nearly 13,000 students in bachelor’s, master’s, and doctoral programs in its Lubin School of Business, Dyson College of Arts and Sciences, Lienhard School of Nursing, School of Education, School of Law, and Seidenberg School of Computer Science and Information Systems. www.pace.edu.

Visit Pace at Pace.edu | Facebook | Twitter @PaceUNews | Flickr | YouTube; follow Pace students on Twitter: NYC | PLV

Pace Inclusion Programs and New HBO Film Highlight Growing Understanding of Autism

One of the nation’s most experienced pioneers in autism is Dianne Zager, PhD, a vibrant professor of education at Pace University in New York City. She is increasingly known for developing alternatives for older students with autism in regular, non- “special” college classes.

Contact: Cara Cea, Pace University, 914-773-3312, cell 914-906-9680, ccea@pace.edu

EXPERT ADVISORY: HBO film starring Clare Danes marks changing attitudes to autism

The heavily-promoted HBO film forthcoming Saturday night, February 6 at 8:00pm about Temple Grandin, played by Claire Danes, is possibly the biggest publicity splash yet for promoting understanding and appreciation of individuals with learning and behavior differences. Grandin, an international advocate for autism, has autism herself. Her life challenges and accomplishments create a powerful story of human spirit and shed light on the mystery of autism.

One of the nation’s most experienced pioneers in autism is Dianne Zager, PhD, a vibrant professor of education at Pace University in New York City. She is increasingly known for developing alternatives for older students with autism in regular, non- “special” college classes.

Zager is well-informed and articulate, and is available for independent pre and post screening comments on the film and the growing concern for providing needed services for people on the spectrum. Disclosure: Grandin wrote the introduction for Zager’s latest textbook. Pace has just chosen the bestselling book, “The Curious Case of the Dog in the Nighttime,” about a boy with autism, for its University-wide common reading this summer.

State of the Union, State of the Stimulus – Pace Offers Case Studies

Pace University today announced that to date it has received eight federal stimulus awards totaling $1.8 million to fund research and community projects at its schools of computing, education, nursing, and law. Pace has submitted 32 stimulus proposals, of which we have received eight to date. The eight awards are:

Efficient energy for the environment. An enlarged Northeast Clean Energy Application Center to promote co-generation and other high efficiency, low emission power systems will be the result of the largest grant. The Pace Energy and Climate Center at Pace Law School will share $952,000 from the U.S. Department of Energy with the Center for Energy Efficiency and Renewable Energy at the University of Massachusetts.

FOR IMMEDIATE RELEASE

Contacts: Pace Public Information: Bill Caldwell, 212-346-1597, wcaldwell@pace.edu, or Chris Cory, 212-346-1117, cell 917-608-8164, ccory@pace.edu

PACE UNIVERSITY WINS $1.8 MILLION IN STIMULUS FUNDING

Projects involve

• green energy for the Northeast US,

• help for NYC’s Chinatown,

• new teaching methods

• mentoring for urban service careers

• nursing scholarships for disadvantaged students

• a NYC entrepreneurship website

New York, NY, January 27, 2010 –– Pace University today announced that to date it has received eight federal stimulus awards totaling $1.8 million to fund research and community projects at its schools of computing, education, nursing, and law. Pace has submitted 32 stimulus proposals, of which we have received eight to date. The eight awards are:

Efficient energy for the environment. An enlarged Northeast Clean Energy Application Center to promote co-generation and other high efficiency, low emission power systems will be the result of the largest grant. The Pace Energy and Climate Center at Pace Law School will share $952,000 from the U.S. Department of Energy with the Center for Energy Efficiency and Renewable Energy at the University of Massachusetts.

The Northeast region has significant potential for supplying alternative clean energy technologies like combined heat and power generation (“cogeneration”), waste heat recovery systems, and district energy systems. Besides environmental benefits, using less energy and other efficiencies will reduce the dollars flowing out of the region to pay for energy. The center serves New York, Massachusetts, Connecticut, Rhode Island, Vermont, New Hampshire, and Maine.

The clean energy center also received $55,027 from the New York State Energy Research and Development Authority (NYSERDA) to help with a 2009 conference that identified market based strategies to achieve energy conservation and a cleaner environment.

The Principal Investigator is Thomas G. Bourgeois, the deputy director of the Pace Energy and Climate Center, tbourgeois@law.pace.edu.

Relief to NYC Downtown and, Chinatown. Pace’s Community and Volunteer Mobilization AmeriCorps Program received $347,403 through New York State to deepen and broaden its service to needy and vulnerable people in New York City’s Downtown and Chinatown communities. Schools and nonprofit organizations there have been pinched by the economic crisis, and the grant will help place Pace students in after-school programs and as classroom assistants, tutors, college counselors, and instructors in English and US citizenship. The students are recruited for a year of service and learning by Pace’s Dyson Center for Undergraduate Research Experiences, working closely with the Pace Office of Co-op and Career Services.

The Principal Investigator is Professor Maria Iacullo-Bird, Executive Director of the Pace Center for Undergraduate Research Experiences, miacullobird@pace.edu.

Collaborative groups for teacher learning. Teaching based on inquiries raised and researched by high school students is increasing in US schools. To help teachers learn this methodology, Pace’s School of Education received $261,870 to partner with four secondary schools it partners with — Pace High School and Millennium High School in New York City, and Peekskill High School and Sleepy Hollow High School in Westchester County. Facilitators from the School of Education are meeting 15 times during the current school year with groups from the schools to develop the schools’ capacity to create, implement and evaluate collaborative groups of their own in which teachers raise inquiries. The project will culminate in a Teaching and Learning Conference for all stakeholders.

The Principal Investigators are Professors Christine Clayton and James Kilbane, cclayton@pace.edu and jkilbane@pace.edu. The funds come through the New York State Education Department Teacher/Leader Quality Partnership Programs.

Mentoring for urban service careers. Pace undergraduate and graduate students who are planning educationally-related urban careers in teaching, psychology, and speech pathology are getting personalized mentoring via a grant of $74,432 through the New York State Education Department to Pace’s Teacher Opportunity Corps. To improve the students’ success and retention, the program is offering personalized tutoring in service learning and instructional technology, and in career-related decision-making in areas like writing academic projects and grant applications, applying for scholarships, and career planning. Qualified participants also get stipends and undergraduate seminar credits.

The Principal Investigator is professor Mary Rose McCarthy, mmccarthy2@pace.edu.

Expanded nursing scholarships and loans. Pace’s Lienhard School of Nursing received $15,256 (in part from Stimulus funds) from the U.S. Department of Health and Human Services Health Resources and Services Administration to offer scholarships to disadvantaged nursing students. The same agency also awarded the school $52,414 for its Nurse Faculty Loan Program, a loan fund for full and part-time students working toward an MA in Nursing Education. Recipients who complete the program may cancel up to 85% of their NFLP loan if they serve for four consecutive years as a full-time faculty member at a school of nursing.

Principal Investigator for the scholarships is professor Susan Gordon, sgordon@pace.edu; for the loan fund it is professor Marilyn Jaffe-Ruiz, mjafferuiz@pace.edu.

A New York City entrepreneurship website. Pace’s Seidenberg School of Computer Science and Information Systems and its Pace Web Solutions Development Team received $90,000 to help the New York City Economic Development Corporation create a centralized Web portal for entrepreneurs. The portal will showcase New York as a center of entrepreneurial opportunity and become a go-to site providing information, resources and contact points for start-ups, entrepreneurs and investors of all sizes. The Pace team of technologists, Web developers and entrepreneurs will serve as a consulting group on the portal’s architecture and content, identifying the best available Web technologies.

The Principal Investigator is Professor Jonathan Hill, jhill@pace.edu, with Professors Bruce Bachenheimer and Claudia Green.

Overall assessment

“We are very pleased with the opportunistic faculty members who have taken advantage of the uniqueness of this generous funding to support the University’s many efforts to help stimulate the economy,” said Victor Goldsmith, Associate Provost for Sponsored Research and Economic Development at Pace. “Our students and faculty members are working hard on a variety of projects, and we hope to continue securing additional stimulus funds with them in the current federal fiscal year.”

To date Pace has submitted 32 stimulus proposals, of which 16 are still pending. The process for new stimulus proposal submissions is expected to end in September 2010.

About Pace

For 103 years Pace University has produced thinking professionals by providing high quality education for the professions on a firm base of liberal learning amid the advantages of the New York metropolitan area. A private university, Pace has campuses in New York City and Westchester County, New York, enrolling nearly 13,000 students in bachelor’s, master’s, and doctoral programs in its Lubin School of Business, Dyson College of Arts and Sciences, Lienhard School of Nursing, School of Education, School of Law, and Seidenberg School of Computer Science and Information Systems. www.pace.edu

Visit Pace on the web: Pace.edu | Facebook | Twitter | Flickr | YouTube .

Follow Pace students on Twitter: NYC | PLV

Michelle Rhee, D.C. School Chancellor, To Kick off Annual Education Lecture Series

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.”

FOR IMMEDIATE RELEASE

Cara Halstead Cea, Pace University, 914-906-9680, chalstead@pace.edu

Arthur Maloney, EdD, Pace School of Education, 212-346-1347, amaloney@pace.edu

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 amaloney@pace.edu.

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.

All-stars of Public School Reform Speak at Pace

Some of the nation’s most influential advocates of urban school reform will appear beginning on February 13 in the Pace University School of Education’s sixth annual lecture series, “The Current Status of Urban School Reform: What is Real?”

FOR IMMEDIATE RELEASE

Cara Halstead Cea, Pace University, 914-906-9680, chalstead@pace.edu
Arthur Maloney, EdD, Pace School of Education, 212-346-1347, amaloney@pace.edu

ALL-STARS OF PUBLIC SCHOOL REFORM
TO SPEAK AT PACE UNIVERSITY

School of Education Presents Sixth Annual Distinguished Educators Lecture Series
On “What Is Real” in Urban School Reform

Kozol, Ravitch, Meier to appear

NEW YORK, NY – Some of the nation’s most influential advocates of urban school reform will appear beginning on February 13 in the Pace University School of Education’s sixth annual lecture series, “The Current Status of Urban School Reform: What is Real?”

The series, presented from 6-8 pm after the school day, has developed a large following that regularly fills Pace’s Michael Schimmel Center for the Arts in downtown Manhattan and over the years has drawn virtually every eminent voice for improvement in elementary and secondary schools.

This year’s stellar lineup includes Diane Ravitch, sometimes described as “a thorn in the side of the US Department of Education,” presenting a critical look at school reform in New York City; the best-selling, award-winning author and educator Jonathan Kozol who is currently influencing Senate leadership to radically revise the punitive aspects of No Child Left Behind; and Deborah Meier, the grandmother of the current effort to carve out “small” schools within big-city systems who has successfully created a dozen of them herself serving predominantly low-income students.

The Schimmel Center for the Arts is part of Pace University’s downtown Manhattan campus East of from City Hall, entrance on Spruce Street. The lectures are free and open to the public. Media admission by press pass. Westchester residents can view the series in White Plains via simulcast in the 2nd floor auditorium at Pace’s Lubin Graduate Center, One Martine Ave. The complete schedule:

February 13 – “Who Will Teach Urban Children?”
Susan Moore Johnson, EdD, Harvard Graduate School of Education
Susan Moore Johnson has studied the leadership of superintendents, the effects of collective bargaining on schools, the use of incentive pay plans for teachers, and the school as a context for adult work. She is the Pforzheimer professor of teaching and learning at the Harvard Graduate School of Education, where she served as academic dean from 1993 to 1999. She studies and teaches organizational change, teacher policy, and administrative practice. A former high school teacher and administrator, she is director of The Project on the Next Generation of Teachers, which examines how to best recruit, support, and retain a strong teaching force in the next decade. She is the author of numerous articles and books, including Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (Jossey-Bass, 2004).

February 20 – “Learning to Teaching in an Era of Accountability: What’s Social Justice Got to Do with It?”
Marilyn Cochran-Smith, PhD, Lynch School of Education, Boston College
Marilyn Cochran-Smith is a nationally and internationally known scholar and frequent keynote lecturer on issues related to teacher quality, teacher preparation, research on teaching, and teacher education. She is currently a member of the National Research Council’s committee on teacher education, which is sponsored by the National Academy of Sciences and was charged by Congress to study the state of teacher education in the U.S.; she served on the National Institute of Education’s International Advisory Panel in 2007 and was co-chair of the American Educational Research Association’s National Panel on Research and Teacher Education, whose report, Studying Teacher Education, was published in 2005 and received AACTE’s Best Publication award.

Cochran-Smith holds the John E. Cawthorne Millennium Chair in Teacher Education for Urban Schools and directs the Doctoral Program in Curriculum and Instruction at Boston College’s Lynch School of Education. She earned her PhD in Language and Education from the University of Pennsylvania in 1982. She was the 2005 president of the American Educational Research Association and received AERA’s 2007 Relating Research to Practice Award for her book, Practice, Policy and Politics in Teacher Education (Corwin Press, 2006), a collection of 30 editorials written between 2000–2006 when she was the editor of the Journal of Teacher Education. She was the inaugural holder of the C.J. Koh Endowed Chair at the National Institute of Education, Nanyang Technological University in Singapore in 2006. Four of her six books have won national awards.

March 12 – “School Reform in New York City: A Critical Evaluation”
Diane Ravitch, PhD, Steinhardt School of Education, New York University
Diane Ravitch wrote her latest book with her husband, Michael Ravitch –The English Reader: What Every Literate Person Needs to Know (Oxford University Press, 2006. Currently she is research professor of Education at New York University and a senior fellow at the Hoover Institution at Stanford University and the Brookings Institution in Washington, D.C. She was assistant secretary of Education and counselor to Secretary of Education Lamar Alexander in the administration of President George H.W. Bush, when she led the federal effort to promote the creation of state and national academic standards.

Before entering government service, she was adjunct professor of History and Education at Teachers College, Columbia University. She has authored and edited several books, has written more than 400 articles and reviews for scholarly and popular publications, and has lectured in Poland, the former Czechoslovakia, the Czech Republic, Romania, the former Soviet Union, Hungary, the former Yugoslavia, Germany, Japan, Nicaragua, and throughout the United States. She has received dozens of prestigious awards and honors. She earned a BA from Wellesley College in 1960, a PhD in history from Columbia University in 1975, and has been awarded honorary degrees by Williams College, Reed College, Amherst College, the State University of New York, Ramapo College, Saint Joseph’s College of New York, Middlebury College Language Schools, and Union College.

March 26 – Jonathan Kozol, Author and Activist
Jonathan Kozol, author of the best-selling Death at an Early Age, received a summa cum laude degree in English literature from Harvard in 1958, after which he was awarded a Rhodes scholarship to Oxford University. During the civil rights campaigns of 1964 and 1965, he moved from Harvard Square into a poor black neighborhood of Boston and became a fourth grade teacher in the Boston public schools. He has devoted the subsequent four decades to issues of education and social justice in America. His books, including Death at an Early Age (Houghton Mifflin, 1967), Rachel and Her Children: Homeless Families in America (Crown, 1988), Amazing Grace: The Lives of Children and the Conscience of a Nation (Crown, 1995), The Shame of the Nation: The Restoration of Apartheid Schooling in America (Crown, 2005), and Letters to a Young Teacher (Crown, 2007), have sold millions, appeared on the New York Times best-seller lists, and have received dozens of prestigious awards, including the National Book Award in Science, Philosophy, and Religion, the Robert F. Kennedy Book Award, the Conscience in Media Award of the American Society of Journalists and Authors, the New England Book Award, and the Anisfield-Wolf Book Award.

When he is not with teachers in their classrooms or speaking to future teachers, Kozol is likely to be found in Washington, where he devotes considerable time to what he calls his “lifelong efforts at remediation” of the members of the U.S. House and Senate, attempting to convince the Senate leadership to radically revise the punitive aspects of No Child Left Behind.

April 16 – “What’s the Big Fuss All About? What’s at Stake in the Latest Round of Educational Reform? A View from the Bottom”
Deborah Meier, Educational Reformer, Writer and Activist
Steinhardt School of Education, New York University
Deborah Meier, the grandmother of the “small schools” movement currently underway in the public schools of New York City, most recently wrote Many Children Left Behind: How the No Child Left Behind Act is damaging our children and our schools (Beacon Press, 2004). She is on the faculty of New York University’s Steinhardt School of Education as senior scholar and adjunct professor, a board member and director of New Ventures at Mission Hill, director and advisor to Forum for Democracy and Education, and on the Board of The Coalition of Essential Schools. A recipient of the prestigious MacArthur Fellowship in 1987, she has dedicated her life to successfully redesigning the reform of failing city schools and created a dozen new small schools serving predominantly low-income students. She attended Antioch College and received an MA in History from the University of Chicago. She has received honorary degrees from Bank Street College of Education, Brown, Bard, Clark, Teachers College of Columbia University, Dartmouth, Harvard, Hebrew Union College, Hofstra, The New School, Lesley College, SUNY Albany, Umass Lowell, and Yale. A learning theorist, Meier encourages new approaches that enhance democracy and equity in public education. Her other books include The Power of Their Ideas, Lessons to America from a Small School in Harlem (Beacon Press, 1995), Will Standards Save Public Education (Beacon Press, 2000), In Schools We Trust (Beacon Press, 2002), Keeping School: Letters To Families From Principals Of Two Small Schools, with Ted and Nancy Sizer (Beacon Press, 2004).

Pace University is a partner in one of New York City’s new “small schools,” Pace High School, on the lower East Side. For more than 100 years the University has been preparing students to become leaders in their fields by providing an education that combines exceptional academics with professional experience and the New York advantage. Pace has three campuses, in New York City, Westchester, and White Plains. A private metropolitan university, Pace enrolls nearly 13,500 students in bachelor’s, master’s, and doctoral programs in the Dyson College of Arts and Sciences, Lienhard School of Nursing, Lubin School of Business, School of Law, School of Education, Seidenberg School of Computer Science and Information Systems.

New Rhodes scholarship winner is Pace grad student teaching in South Bronx

A graduate student at Pace University’s School of Education who teaches Social Studies in the South Bronx, Scott M. Thompson, is one of this year’s 32 winners of the most prestigious postgraduate scholarship for US students studying abroad, the Rhodes, for study at Oxford.

Contact: Chris Cory, 212-346-1117, cell 917 608 8164, ccory@pace.edu

PACE UNIVERSITY STUDENT WINS RHODES SCHOLARSHIP

Future social policy expert is now teaching social studies in South Bronx under auspices of Teach for America, attending Pace evenings, weekends and on-line

NEW YORK, NY, November 21, 2007 — A graduate student at Pace University’s School of Education who teaches Social Studies in the South Bronx, Scott M. Thompson, is one of this year’s 32 winners of the most prestigious postgraduate scholarship for US students studying abroad, the Rhodes, for study at Oxford.
Thompson is a full time teacher at the Theatre Arts Production Company School in the Tremont neighborhood of the South Bronx (182d and Webster). After undergraduate work at Stanford, he is in the second year of a two-year program at Pace as part of the Teach for America (TFA) partnership, attending classes weekends, evenings, and on line. He is the first Pace student to have won the award. Previous Rhodes Scholars include former President Bill Clinton, U.S. Supreme Court Justice David Souter, and singer Kris Kristofferson.
In recent years, Pace students have been competing more and more successfully for prestigious postgraduate fellowships, most notably the Fulbrights. Last year Pace students won eight.
Pace now enrolls approximately 915 TFA students, the vast majority of the TFA teachers in New York City.
Thompson will complete his MST (Master of Science in Teaching) this spring in Adolescent Education with a concentration in Social Studies. He maintains a 4.0 Grade Point Average.
Contacts. Thompson lives in lower Manhattan on Hudson St. and is reachable by cell at 646-593-0700 or by email at scottmt24@gmaila.com

Commentary on the significance of the award is available from a Pace official who earned his D.Phil. in English Literature at Oxford, Geoff Brackett, the Interim Provost and Executive Vice President for Academic Affairs; from Harriet Feldman, PhD, Interim Dean of the school of education, and from Thompson’s professors (names and contact information on request).

Interest in social policy. The biography of Thompson released last Sunday by the Office of the American Secretary of the Rhodes Trust http://www.rhodesscholar.org/ says: “Scott M. Thompson, New York City, graduated from Stanford in 2006 in psychology and political science. Following Stanford, he has taught with Teach for America in a school in the South Bronx while obtaining a master of arts in teaching from Pace University. He has also interned in government offices in Sacramento and Washington, DC, and for the National Center for Youth Law, and co-founded and edited a new undergraduate journal. Scott plans to do the M.Phil. in social policy and social work at Oxford.” (Note: the release says he is earning an MA in teaching, but the school confirms it is an MS.)

Vigor. Rhodes Scholarship winners are selected on the basis of “high academic achievement, integrity of character, a spirit of unselfishness, respect for others, potential for leadership, and physical vigor.” The awards were created in 1902 by the will of British philanthropist Cecil Rhodes.

The news release says the monetary value of the Rhodes Scholarship “varies depending on the academic field and the degree (B.A., master’s, doctoral) chosen. The Rhodes Trust pays all college and university fees, provides a stipend to cover necessary expenses while in residence in Oxford as well as during vacations, and transportation to and from England. The total value averages approximately $45,000 per year.”

For 101 years Pace University has combined exceptional academics with professional experiences and the advantages of the New York metropolitan area. A private university, Pace has campuses in New York City and Westchester County, New York, enrolling nearly 13,000 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.

New Rhodes scholarship winner is Pace grad student teaching in South Bronx

A graduate student at Pace University’s School of Education who teaches Social Studies in the South Bronx, Scott M. Thompson, is one of this year’s 32 winners of the most prestigious postgraduate scholarship for US students studying abroad, the Rhodes, for study at Oxford.

Contact: Chris Cory, 212-346-1117, cell 917 608 8164, ccory@pace.edu

PACE UNIVERSITY STUDENT WINS RHODES SCHOLARSHIP

Future social policy expert is now teaching social studies in South Bronx under auspices of Teach for America, attending Pace evenings, weekends and on-line

NEW YORK, NY, November 21, 2007 — A graduate student at Pace University’s School of Education who teaches Social Studies in the South Bronx, Scott M. Thompson, is one of this year’s 32 winners of the most prestigious postgraduate scholarship for US students studying abroad, the Rhodes, for study at Oxford.
Thompson is a full time teacher at the Theatre Arts Production Company School in the Tremont neighborhood of the South Bronx (182d and Webster). After undergraduate work at Stanford, he is in the second year of a two-year program at Pace as part of the Teach for America (TFA) partnership, attending classes weekends, evenings, and on line. He is the first Pace student to have won the award. Previous Rhodes Scholars include former President Bill Clinton, U.S. Supreme Court Justice David Souter, and singer Kris Kristofferson.
In recent years, Pace students have been competing more and more successfully for prestigious postgraduate fellowships, most notably the Fulbrights. Last year Pace students won eight.
Pace now enrolls approximately 915 TFA students, the vast majority of the TFA teachers in New York City.
Thompson will complete his MST (Master of Science in Teaching) this spring in Adolescent Education with a concentration in Social Studies. He maintains a 4.0 Grade Point Average.
Contacts. Thompson lives in lower Manhattan on Hudson St. and is reachable by cell at 646-593-0700 or by email at scottmt24@gmaila.com

Commentary on the significance of the award is available from a Pace official who earned his D.Phil. in English Literature at Oxford, Geoff Brackett, the Interim Provost and Executive Vice President for Academic Affairs; from Harriet Feldman, PhD, Interim Dean of the school of education, and from Thompson’s professors (names and contact information on request).

Interest in social policy. The biography of Thompson released last Sunday by the Office of the American Secretary of the Rhodes Trust http://www.rhodesscholar.org/ says: “Scott M. Thompson, New York City, graduated from Stanford in 2006 in psychology and political science. Following Stanford, he has taught with Teach for America in a school in the South Bronx while obtaining a master of arts in teaching from Pace University. He has also interned in government offices in Sacramento and Washington, DC, and for the National Center for Youth Law, and co-founded and edited a new undergraduate journal. Scott plans to do the M.Phil. in social policy and social work at Oxford.” (Note: the release says he is earning an MA in teaching, but the school confirms it is an MS.)

Vigor. Rhodes Scholarship winners are selected on the basis of “high academic achievement, integrity of character, a spirit of unselfishness, respect for others, potential for leadership, and physical vigor.” The awards were created in 1902 by the will of British philanthropist Cecil Rhodes.

The news release says the monetary value of the Rhodes Scholarship “varies depending on the academic field and the degree (B.A., master’s, doctoral) chosen. The Rhodes Trust pays all college and university fees, provides a stipend to cover necessary expenses while in residence in Oxford as well as during vacations, and transportation to and from England. The total value averages approximately $45,000 per year.”

For 101 years Pace University has combined exceptional academics with professional experiences and the advantages of the New York metropolitan area. A private university, Pace has campuses in New York City and Westchester County, New York, enrolling nearly 13,000 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.