SCHOOL F A L L
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VOLUME 7
A P UB LI CATI ON O F THE HO US TON ANN EN BE RG CHAL LE N GE
TEACHING THE TEACHERS: Area Universities Launch Revised Courses for Future Teachers
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his fall, five area higher education institutions launched newly revised courses in entry-level English composition and literature aimed at modeling effective teaching techniques and using technology as a teaching tool. The revamped courses are part of a five-year pr o j e c t of the institutions, six local school districts and The Houston A n n e n b e rg Challenge. They are working to rewrite the curriculum in the colleges of Education and Arts & Sciences to better pr e p a re future teachers to enter the schools of the 21st century. “ F rom the beginning, our focus has been on employing the best possible pedagogy for teaching freshman composition and on making the technology serve the pedagogy, not using technology for technology’s sake,” said Dr. Tamara Fish, Assistant Professor of English at the University of Houston. “We r e s e a rched and combined several d i ff e rent national standards documents to meet the dif f e rent needs and d e s i red outcomes of our individual campuses. We also worked on a meaningful way to link the classes using electronic conferencing both in L to R: Tim Martindell, Critical Friends Group coach from Drew Academy, and and out of class. Both teachers and students will participate in the Tamara Fish, assistant professor of English at University of Houston, report on online conferencing, and we’ve also created a home page for the course how their group has revised a freshman English Composition course as part of with links to e-groups, individual instructor pages, student r e s o u rc e s the Partnership for Quality Education project. and student-published work.” Fish will teach one of the r e v i s e d composition courses this fall along with Dagmar Corrigan of UH-Downtown, Joyce McEwing of Texas Southern University and Robert F o rd of Houston Community College. Design teams--composed of r e p resentatives from Houston Community College, Texas Southern University, University of Houston, University of Houston-Downtown, University of St. Thomas, and school districts in Aldine, Alief, Houston, Humble, North Forest and Spring Branch--have been at work rewriting the curriculum for almost a year, including an intensive four-week stint this summer. The summer work session also included professional development opportunities for participants, such as effective teaching strategies, using technology as a teaching tool and the use of Critical Friends Group (a peer study group) protocol in a university setting. “ We are examining the teacher preparation program at these universities from top to bottom,” said Dr. Louise Deretchin of The Houston A n n e n b e rg Challenge. “From the entry-level courses that are available to all students to the upper-level teacher preparation courses designed specifically for aspiring teachers, we are hoping to rewrite the classes so that professors can model successful teaching techniques as they teach the material in their respective courses.”
Teaching . . . continued on page 6
Established in January 1997 with funding from the Annenberg Foundation and local matching contributions, The Houston Annenberg Challenge is a $60 million, not-for-profit public, private partnership directing the largest single sum of money ever dedicated to public school reform in the Greater Houston area. The Challenge develops and funds school programs, professional development and leadership institutes to promote higher academic achievement by all students.
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t the turn of the 20th century, less than 9 percent of American 17-year-olds held a high school degree. Twenty years later, that figure had nearly doubled––17 percent of 17-year-olds had completed secondary school. The reason? As a nation, we decided that we needed greater numbers of educated people to manage the factories and manufacturing plants transforming our economy from the Agricultural Age to the Industrial Age. During the next 40 years, the high school model that developed from that decision continued to generate greater numbers of graduates until it reached a high of 77 percent of all 17year-olds graduating in 1968. We are experiencing a similar seismic shift today. As a nation, we are slowly coming to the conclusion that ALLchildren need to graduate from high school. The reason? As we move deeper into the Information Age and on to the New Economy, basic high school skills are the bare minimum our children need to survive, much less prosper. The numbers tell the story. Fifteen years ago, the typical college graduate’s income was 38 percent higher, on average, than the typical high school graduate’s; today, it is 73 percent higher (U.S. Department of Education, 1997). But how do we change high schools so that more students graduate? Houston ISD and The Houston Annenberg Challenge are partnering to answer that question. What we have found shows that successful high schools have four major elements in common: ■ They are either small, with no more than 300-400 students, or if large, organize their students into “academies” or “houses” of no more than 300-400 each.
■ They ensure that each student has an advisor who knows him or her well and follows that student closely through all four years of schooling. ■ They require students to take a rigorous core academic curriculum. ■ They give teachers time for daily, quality, ongoing professional development to Linda Clarke remain current in their field and to learn the latest, research-based teaching methods. The answers we found are already being translated into action. Houston ISD and Houston Annenberg began working last fall with all 24 comprehensive high schools to remodel them over a five-year period to reflect these three major elements. Reagan High School, which began working with Houston Annenberg on its transformation three years ago, is already seeing more ninth graders stay in school. This process, of course, takes money. Houston ISD and Houston Annenberg have applied for a five-year grant from the Carnegie Corporation to provide initial funding. Houston ISD and its high schools also are reallocating resources to accomplish these goals, while Houston Annenberg has embarked on a fundraising campaign. How can you help? Get involved. Be a mentor. Organize an internship or job shadowing program. Call your child’s high school or your neighborhood school - to find out what they need.
BUILDING YOUR PORTFOLIO by Greg Clock
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ay the word “portfolio” and many adults would think of an investment package or materials they would present to a prospective employer. But “portfolio” is also the focal point for an educational program that has linked several schools in the Houston area in the past few years, and broken some barriers along the way. Funded by The Houston Annenberg Challenge, the portfolio program has evolved at Bethune Academy, Drew Academy and Eisenhower High School in Aldine ISD, and Helms Community Learning Center, Johnston Middle School and Lanier Middle School in Houston ISD. “It’s a thorough and organized way of looking at what’s happening in a school with respect to change,” says Dr. Cheryl Craig of the University of Houston, who serves as the planning and evaluation consultant for the participating schools. “The portfolio approach is research-based and proven.” Linda Clarke, executive director of The Houston Annenberg Challenge, describes it another way:
“Portfolios are another way of assessing student work, in addition to standardized testing,” says Clarke. “Portfolios are actual samples of student work—math assignments, writing assignments, history papers— used to evaluate how a student is doing in school. They can help a teacher pinpoint where a student needs extra attention.” Students also can do portfolio work. John and Austin Glemser review student portfolios at a recent presentation at the University of Houston to discuss student At Eisenhower, for example, students find assembling a portfolio of their work and school portfolio work. But it’s not just student oriented. The program adds value to their educational experience. “Oh definitely, I am more interested in school” due to also focuses on teachers and the entire environment of the school. In the past three years, the the portfolio program, said Patrick Alvarez, a schools have worked together across school and senior at Eisenhower. “It’s wonderful.” At Quest High School in Humble ISD, students district lines, pushing and challenging each other to create better places for students, teachers and have been using portfolios to demonstrate how administrators. They’ve also sought better ways of well they have mastered their lessons since the providing documentation consistent with the school’s inception in 1995. Seniors graduate by A nnenberg funding guidelines that require exhibition, which includes a four-year summary evidence of student achievement and growth. portfolio of their work.
Portfolio . . . continued on page 7 2
AFTER-SCHOOL PROGRAM CHARTS A COURSE FOR SUCCESS Thousands of Houston-area children went back to school in the last few weeks. With the number of working parents and single parent families on the rise, a full 80 percent of these children and their families will not have access to affordable, quality care during the hours before and after school. According to the U.S. Department of Education,
Schools that choose to implement Passport to Success can customize the program to meet their needs but it must include at least one of the following components: ◆ Pre-assessment: Each student is pre-assessed in reading and mathematics during the first week of the program using standardized computer evaluation software aligned with the state of Texas’ academic standards. ◆ Homework Lab: Students receive help and supervision in completing homework assignments. ◆ Literacy Lab: The lab uses hands-on lessons, manipulatives and oneon-one tutoring to teach topics in reading, writing L to R: Ivy Levingston, principal of Westbury High School, talks with and mathematics. Kimmie Montgomery, a Westbury High school junior; Michael ◆ Computer Lab: Montgomery, an 8th grader at Johnston Middle School; and teacher Melody Montgomery from Fondren Middle School about the Westbury Students have access to after-school science program that began this fall at Westbury. The four several innovative visited after a United Way news conference announcing the grants. software packages that unsupervised children are more prone to a variety teach the state of Texas’ standards in math. of pitfalls, including alcohol/drug use and ◆ R.O.P.E.S.: Students participate in this teamcriminal behavior . building learning experience to develop higher In an effort to meet this need, The Houston order thinking skills, work in groups, manage Annenberg Challenge created the “Passport to conflict and become team players. Success” model, which was piloted in two ◆ Art Activities I & II: Academic concepts Houston ISD elementary schools last year. The children learn at school are reinforced through the program at these two schools was funded by the arts and a creative partnership with the Museum Annenberg Foundation and revolved around of Fine Arts. Schools may elect to have Science in strands in the Arts with a variety of activities, place of Arts. including writing plays and acting. The group ◆ Journal Writing: Students write daily also took monthly field trips to art institutions like reflections and practice writing letters to mentors. Jones Hall, Wortham Theater and the Museum of ◆ Mentor E-mail: Mentors correspond weekly Fine Arts. Families were invited to attend the field with students via e-mail. trips, as well as workshops and classes on ◆ Leisure Reading: Students are encouraged to parenting skills. read books of their choice with periodic visits from “The goal of Passport to Success is to be more guest readers and speakers. than just an extended school day,” said Annenberg ◆ Field Trips: Monthly field trips on Saturdays Program Director Michele Pola. “We want the involve the children and their families. families involved to have access to quality after◆ Success University: A concurrent program school programming for their children that of parent classes are offered to help parents enriches their learning experience through fun, develop better parenting skills with an emphasis hands-on activities.” on family literacy.
◆ Whole Family Retreats: At least twice a year, the field trip and parent classes combine on the same day for a fun-filled retreat for the entire family. ◆ MicroSociety: Students participate in a minicommunity that gives them opportunities to explore careers and use academic skills in real life problem-solving situations. In addition to work funded by the Annenberg Foundation at Edison Middle School and Gallegos Elementary School, six other schools in Houston ISD and North Forest ISD also participate in the Passport to Success program thanks to funding from the United Way of the Texas Gulf Coast. These schools, which have adapted the program to meet their individual needs, include Scroggins Elementary School, Browning Elementary School, Helms Learning Community, Hogg Middle School, Hilliard Elementary School and Elmore Middle School. “Our after-school program has been effective in helping students achieve greater academic success,” said Rufus Allen, principal of Hilliard Elementary School in North Forest ISD. “All of our fourth-grade students passed the Reading & Math sections of the TAAS test this year. And, all of the students showed improvement in their academic skills according to the assessments we did at the beginning and end of the school year.” The Hilliard program served almost 40 third and fourth grade students last year. This year, the program has expanded to offer opportunities to students in first through fourth grade. For students, Hilliard offers tutorials, reinforcement of TAAS skills, field trips, basketball, gymnastics, dance and drama. For parents, Hilliard offers English as a Second Language and computer literacy classes. Asecond grant from United Way funds afterschool science at Westbury High School in Houston ISD.
New to the Houston Annenberg Challenge website is a calendar of upcoming events. For the latest news and events, log on to the website at: http://www.houstonannenberg.org
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BUILDING COMMUNITY AMONG TEACHERS
By Kimberly Smith
It’s 7:30 a.m. and staff members are busily forming small groups with one another in the library of Michael Kennedy Elementary School in Alief ISD. Students have not yet arrived for class. The staff will have the next 40 minutes for communicating and collaborating with one another before beginning their daily work with students. Conversation can be heard buzzing throughout the room. Afirst grade teacher, Julie, eagerly shares her students’ Kimberly Smith successes in reading with a third grade teacher, Donna. Joan, a fourth grade math teacher, discusses skills a student should master before coming to fourth grade, as Brian, a third grade math teacher listens attentively. Melissa, a kindergarten teacher, shares frustrations of a struggling student with Thomas, a second grade teacher. The staff members at Kennedy Elementary have been engaged in creating this community of learners since the beginning of the school year. Knowing that community building is essential in creating a successful school environment, staff work together in a variety of ways with one another, and with students, to make this an integral part of their day.
Why Build Community? Mary Driscoll describes a cohesive school community as one in which “teachers engage in collegial practices…(so) that they perceive other teachers as sources of help and support when faced with academic problems…[and] this broadly based connection with other teachers is also manifest in their relation with students” (Caine 195-196). When a community has been created in schools, mutual respect is apparent between all staff members: administrators, teachers, students and other school personnel (maintenance and cafeteria staff). Members of any organization will be more effective in their work when they are respected and valued. Building a community among staff in schools is necessary for several reasons: ■ Many first year teachers coming into a new school setting may feel isolated from other staff. By building a community, these teachers become acquainted with their colleagues, therefore feeling included and a part of the large group. By becoming a community, all teachers have a strong support system within the school. ■ Staff members often do not have the opportunity to meet one another or collaborate during the school day. Unless they teach together on the same team, they may not even see each other throughout a day. This time built into the week to strengthen community gives staff across the campus the opportunity to get to know one another and have professional discussions regarding their students and education. ■ It is important for a school to collaborate together on a mission and goals for their school. When a community is built, all input and ideas are heard and respected. Staff members can meet together and have professional conversations that will promote the best interest of their school.
How Is Community Built? At Kennedy Elementary, community building begins with the staff members. Colleagues respect and trust one another because of a variety of “team building” strategies that have taken place during the school year. With the implementation of an “alternative schedule” the staff has
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the opportunity to collaborate for 40 minutes each morning before the school day starts. One morning each week has been set aside for “communication and collaboration” among staff members. Teachers often collaborate in small groups with one another discussing best practices for students or “what has worked” in their classroom. Staff members take part in a number of small group activities, which build inclusion and community. By participating in a small cooperative group, every staff member has a core group of “confidants” to give support and suggestions in and out of the classroom. Several mornings were spent this past school year determining the school’s mission with all staff giving input on “what is important” at their school. Together, the staff members created “norms” or expectations. The group agreed to follow these guidelines throughout their day while working with each other. Community building also is an opportune time for cross-grade collaboration among teachers. Staff members enjoy discussing student expectations for each grade level, and gaining an understanding of what the teacher above or below them experiences with students. This communication and collaboration enables Kennedy Elementary to create this valued community among staff members. Teachers and other staff enter the school each morning feeling enthusiastic and proud of their school and work. Teachers greet each other by name when meeting in the hallways. New staff members are openly welcomed and given the opportunity to get well acquainted with other staff members. It is evident to anyone who enters Kennedy Elementary that community has truly been achieved through communication, inclusion and valuing individual differences.
How Are Students Affected? This community that has been built among teachers and staff members at Kennedy Elementary School is passed on to students through the classrooms and hallways. Through the daily interaction between staff members, students are aware of the respect among teachers and staff. Therefore, students have a valuable model provided for how to interact with their peers and teachers. Teachers transfer the team building activities and cooperative group strategies they have experienced with one another into the classroom with their students. Teachers respect their students by giving them choice and responsibility in their daily learning. As a result, students at Kennedy Elementary feel respected and valued by their peers and teachers. They are not afraid to “take risks” in their learning. Because of the strong community built at the staff level, a safe and friendly environment exists for students. Students can be seen openly greeting staff members in the hallways. Many members of the staff have developed mentoring relationships with students who they may not have taught before. The students at Kennedy Elementary School continue to reap the benefits of a strong community being established in their school. AHouston Annenberg Beacon School, Kennedy Elementary has used community building as a way to reduce size and isolation, a process that creates a more effective learning environment. The school environment is personalized through the use of inclusion strategies in those small groups. Kimberly Smith is a language arts specialist at Kennedy Elementary School in Alief ISD. Kennedy Elementary School is a Houston Annenberg Beacon School. All names of individuals have been changed for protection of privacy.
CAPACITY THROUGH CONNECTIONS: Area Educators Attend Annual Institute The fifth annual Fondren Reforming Schools Summer Institute was a huge success, with more than 300 teachers, administrators, community members and representatives from educational institutions attending the three-day conference. “The institute gave local educators the chance to interact and learn with others about making sustainable change in our schools and learning communities,” said Linda Clarke, executive director of The Houston Annenberg Challenge. “Each year, more educators are eager to learn and share successful Whole School Reform strategies with each other.” This year, the Institute was divided into five strands: Mathematics, High School, Literacy, Whole School Reform and Fine Arts. Attendees at the conference, which included keynote presentations and smaller breakout workshops, could choose from one of the five strands, providing
STUDENT PERSPECTIVE
them the chance to go in-depth in their particular field of interest. Within each strand, participants also explored how changing a school’s culture can ultimately lead to increased student achievement. In an accompanying article (see page 4), teacher Kimberly Smith describes how one school, Michael Kennedy Elementary, is building culture to increase student learning. “The topic of school culture is something that affects us all, especially when it comes to continuing the environment necessary for effective and continued school reform,” said Glen Deering, magnet coordinator at River Oaks Elementary School in Houston ISD and a conference attendee. “I am sure that everyone who attended the Fondren Reforming Schools Summer Institute came away with something meaningful to take back to their campuses.”
By Eddie Garza and Larry Davis
hen we were asked by Ms. Kelley, our high school and reach out to others in our school community by talking teacher, to attend the Fondren Reforming Schools about culture. Summer Institute, we were truly shocked. We felt it Our goal is to become motivational speakers and committed would be an interesting experience and an excellent opportunity for leaders in order to share these ideas so that others can form a us to voice our opinions on how to shape and improve our school. positive chain reaction and reach more of the student body. The We gladly accepted and were apprehensive but anxious to go. effect will be a school with a vibrant culture as well as a better When we arrived, we were expecting more students than just school community. By being proactive in our school and us. We did not know what we were getting ourselves into, but we community, we hope to create a better Eisenhower. soon found out. For instance, our first session in our home group We truly valued this opportunity because it has helped us was like the first day of school. We were nervous and not ready to realize and understand how to change school culture. speak. As the home group progressed and our facilitators made connections to our own experiences, we became more comfortable, more relaxed and felt ready to contribute to the conversations about school culture. As the only students there, we were able to gain information directly from the teachers and administrators. We learned how leaders aren’t all talk but initiate ideas and actions while encouraging others to follow. The unspoken rules at school seem to say that football players and club presidents are the school leaders. This conference has changed our minds—we can be leaders at school. Anybody can be a leader. While attending the Institute, we learned many facts and methods that we can use to improve school culture. We realized we could bring this knowledge to Eisenhower and serve as positive and inspirational leaders. By sharing Eddie Garza and Larry Davis are seniors this year at Eisenhower High School, a these ideas, we hope to improve the traditions of our school Houston Annenberg Beacon School in Aldine ISD.
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REAGAN STUDENTS CHOSEN AS WALLIS ANNENBERG SCHOLARS
NEW HOUSTON ISD SCHOOL NAMED FOR ANNENBERG BOARD MEMBER
This summer, Reagan High School students Janie Cedillo, Adrian Martinez and Adriene Whetstone represented Houston in the first class of the Wallis Annenberg Scholars program at the University of Southern California. The Houston students Janie Cedillo participated in the pre-collegiate program for students entering their junior and senior years in high school. Twenty-four other participants from Annenberg Challenge sites around the country, including Chicago, Philadelphia, Boston and San Francisco, also were selected for the month-long program. Each student received a laptop computer at the beginning of the Adriene Whetstone program along with a $600 stipend and three college credits upon completion. Tuition, fees and travel were provided for each student. Five seminars were offered to the students: art and architecture; engineering; introduction to film; media and politics; and news in a new media universe. Wallis Annenberg, daughter of philanthropist and former ambassador Walter Annenberg, developed the program to motivate students involved with Annenberg Challenge sites to Adrian Martinez achieve high academic, social and ethical standards. “This was a great opportunity for Janie, Adrian and Adriene, ” said Linda Clarke, executive director of The Houston Annenberg Challenge. “We are very proud of these students.”
One of Houston ISD’s newest schools, which opened this fall, is named for Houston Annenberg Challenge Board Member Jenard M. Gross. The Jenard M. Gross Elementar y School, 12583 South Gessner, was formerly known as the I. Weiner Elementary School and was recently acquired by Jenard M. Gross Houston ISD. In honoring Gross, chairman of the development committee of The Houston Annenberg Challenge, Houston ISD’s school board said it chose to rename the school “because of Mr. Gross’s commitment to the preservation of urban school systems and philanthropic causes to the city of Houston.” Gross also is a member of the Greater Houston Partnership Board Executive Committee and chairs the Partnership’s Economic Development Committee and the Education Policy Committee. He has supported school, civic and community activities and has served Texas Southern University as a member of the Board of Regents and as Foundation Chairman.
Teaching the Teachers. . . continued from page 1 The first courses piloted this fall are in the colleges of Education and Arts & Sciences. The design teams then will systematically rewrite, pilot, evaluate and revise courses in one discipline at a time until each school within both colleges has been revamped. For example, as the courses in English are piloted this fall, the design teams will begin work in rewriting courses in the mathematics discipline. At the conclusion of the school year, the team will evaluate and revise the courses in English and pr e p a re to launch the courses in mathematics in the fall of 2002. D r. Irene Chen of the University of Houston-Downtown is a member of the team charged with rewriting the first “majors” course. The team chose “Culture of the Urban School” as the first candidate and will use the course as an exemplar for future redesigned courses. “We used five design principles to drive the p rocess,” Chen says. “Collaborative Learning & Support, Partnership, Active Teaching/Learning, Content Enriched and Technology Infused were the basis for all of our decisions. We also made sure that each of the partners—the university, the school district and the teachers at the school—were involved in the p rocess.” The newly-rewritten course will incorporate campus visits
Teaching . . . continued on page 7 6
C a le n d a r 2 00 1 - 2 0 0 2 Teaching the Teachers. . . continued from previous page for teachers, increased use of technology, the establishment of Critical Friends Groups between faculty and school leaders, a community service component, classroom simulations, a studentdeveloped cultural handbook, group projects and other fieldbased experiences. The process is funded by a grant from the U.S. Department of Education and matching contributions from the partners. The p roject is one of the most creative collaborations between higher education institutions and school districts in the country. “The end result of these efforts will be the opportunity for local school districts to sit down with the universities that are p reparing their future employees and say, ‘Here is what we need,’” said Deretchin. “And for the universities to say, ‘OK, let’s figure out together how to get there together.’ I don’t think t h e re is another collaboration of this magnitude anywhere in the c o u n t r y. ” The effort also will eventually include a Regional Faculty composed of education, business and community leaders whose responsibility will be to provide advice and input into the pro j e c t .
Portfolio. . .
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Michaelann Kelley, the Annenberg coordinator and a fine arts teacher at Eisenhower High School, said the program has increased cooperation and broken down isolation among teachers working in different departments. It has also made the teachers “more reflective” in their lesson plans: “Are we asking the right questions? Should we approach it from a different angle?” Jennifer Day, a dual language coordinator at Helms--a pre-kindergartento-fifth grade school in The Heights--says: “We document school growth and learn how to represent our school’s culture and climate in the school portfolio. “It’s an amazing process that has grown from one or two individuals four years ago, and is now a school-wide effort. It’s integrated into everything we do.” She said a presentation earlier this year at the University of Houston “was an exciting opportunity to share the work we’re doing locally with an audience made up of university professors, Houston-area teachers, undergraduate students, friends and families.” Gayle Carter, assistant principal at Helms, said the process has spawned conversations across grade levels and subject lines. “Teachers are proud to share a portfolio that shows all that we have done. We really didn’t realize we had done so much. It expresses who we are as a school and helps us regarding where we want to go.” In addition to the recent presentation at the University of Houston, Dr. Craig led presentations by the portfolio group of schools last year at Harvard University and this year at the American Educational Research Association in Seattle. “Part of the beauty of the portfolio work is that it’s being received by a more theoretical audience, too,” Dr. Craig says. “Practice and theory are moving hand in hand. The audiences have been impressed with the quality of teachers’ knowledge. I’ve been told: ‘You have a super set of teachers.’”
OCTOBER Annenberg Leadership Seminar: Looking at Teaching & Learning 17-18 Distinguished Speaker Series: Ruth Parker on “What You Should Know About Mathematics” 26 District Leaders Retreat 30 Epiphany Series: “Remember the Titans” Coach Herman Boone 11
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NOVEMBER Action Lab: Sustainability Program Advisory Team Meeting Leadership Academy/John P. McGovern Fellows Meeting Critical Friends Group Coaches Seminar Epiphany Series: Roland Barth on “Learning by the Heart”
DECEMBER 3 Program Advisory Team Meeting 4 Leadership Academy/John P. McGovern Fellows Meeting 6-8 National School Reform Faculty Winter Conference JANUARY 7 Program Advisory Team Meeting 8 Leadership Academy/John P. McGovern Fellows Meeting 24 Annenberg Leadership Seminar: Looking at Teaching & Learning 25 District Leaders Retreat 26 Critical Friends Group Coaches Seminar FEBRUARY 4 Program Advisory Team Meeting 5 Leadership Academy/John P. McGovern Fellows Meeting 12 Action Lab: Sustainability MARCH 4 Program Advisory Team Meeting 5 Leadership Academy/John P. McGovern Fellows Meeting 21 Annenberg Leadership Seminar: Looking at Teaching & Learning 22 District Leaders Retreat 2 6 8 30 6
APRIL Leadership Academy/John P. McGovern Fellows Meeting Critical Friends Group Coaches Seminar Program Advisory Team Meeting Leadership Academy/John P. McGovern Fellows Meeting MAY Program Advisory Team Meeting
July 31-August 2
JUNE/JULY/AUGUST Fondren Reforming Schools Summer Institute
SchoolWorks is published by: Houston Annenberg Challenge 1001 Fannin, Suite 2210 Houston, Tx 77002 713.658.1881 / 713.739.0166 (fax) Executive Director: Linda Clarke Director of Programs: Michele Pola Director of Public Affairs: Nan Powers Varoga www.houstonannenberg.org
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1001 Fannin, Suite 2210 Houston, Texas 77002-6709 713-658-1881 fax 713-739-0166 www.houstonannenberg.org
COMMUNITY LAUNCHES PUBLIC AWARENESS CAMPAIGN ast month, business and civic leaders joined forces with educators, The Houston Annenberg Challenge, American Leadership Forum and Houston PBS (Channel 8) to kick off a citywide public engagement campaign focusing on the changes underway in public education. Highlights of the event, which was held at the Shepherd School of Music at Rice University, included a preview of the new PBS series SCHOOL: The Story of American Public Education, as well as remarks from U.S. Secretary of Education Rod Paige; Greater Houston Partnership Board Member Robert Mosbacher, Jr.; Houston ISD Superintendent Kaye Stripling and Houston Mayor Lee P. Brown.
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During her remarks, Dr. Stripling announced the Houston ISD project with Houston Annenberg to transform all 24 of the district’s large high schools into smaller learning communities. The two-day kick-off event was co-chaired by Houston ISD’s Laurie Bricker and Greater Heights Education Project Co-Chair Jerri Workman and included a screening of the fourth episode in the PBS series for a plenary session to open the American Leadership Forum’s annual Convocation on Public Education. Approximately 200 people attended the screening, including community leaders, business leaders and educators. “Our hope is that the partnership with PBS will bring awareness to one of the most critical issues facing our city and our country,” said Jonathan Day, chairman of the board of The Houston Annenberg Challenge. “As one educator said, ‘Children may be about 20 percent of our population, but they are 100 percent of the future.’ I can’t think of a better way to highlight the need for revamping and reforming a public education system that meets the ever-changing needs of our children.” SCHOOL, which aired on Channel 8 and other PBS stations across the country in early September, was designed to chronicle the dramatic history of America’s struggle to educate all of its citizens. Narrated by Oscar-winning actress Meryl Streep, the series was more than 10 years in the making. Divided into four hour-long segments, SCHOOL journeyed through history and across the nation, weaving archival footage, on-site coverage, rare interviews and expert commentary into an unprecedented portrait of America’s great education experiment. Designed to place today’s issues into historical context, SCHOOL took viewers on a 200-year journey, from colonial times to the present. Houston was one of 12 cities chosen to organize an awareness campaign in conjunction with the PBS series. Adozen organizations are participating in the campaign, which includes distribution of discussion tapes to parents and community groups. For information on the series or to obtain one of the discussion tapes, contact Nan Varoga at The Houston Annenberg Challenge (713-658-1881 or nvaroga@houstonannenberg.org.)
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THE HOUSTON ANNENBERG CHALLENGE BOARD OF TRUSTEES Jonathan Day, Chairman Managing Partner Mayor, Day, Caldwell & Keeton, LLP Andrea White, President Civic Volunteer Janice Dupuy, Secretary Consultant, NUCO BOARD MEMBERS Leonel Castillo Education Liaison, Mayor’s Office Joe B. Foster Chairman, President, & CEO Newfield Exploration Company Ann Friedman, Ph.D. Adjunct Professor, The University of Houston H. Devon Graham, Jr. R.E. Smith Interest Jenard Gross President, Gross Investments Linda P. Lay Real Estate Development Daniel Leff President & CEO, Enron Energy Services Karol Musher, M.A., CCC-SLP Speech, Language and Learning Disorders Texas Children’s Hospital Maconda Brown O’Connor, Ph.D. President, Brown Foundation Harry Reasoner Managing Partner, Vinson & Elkins, LLP J. Victor Samuels Chairman, Victory Packaging Nellie Carr Thorogood, Ph.D. Vice-Chancellor for Organizational Development & Institutional Renewal, North Harris Montgomery Community College District H. Michael Tyson Vice Chairman, Retired, Chase Bank Texas Rosie Zamora President, Telesurveys Research Associates