Works SCHOOL
SPRING/SUMMER 2002 V O L U M E 9
A P U B L I C AT I O N O F T H E H O U S T O N A N N E N B E R G C H A L L E N G E
A CRITICAL FRIENDS GROUP GOES TO COLLEGE By Dr. Claudette Ligons, Dr. Lillian B. Poats and Dr. Carol Hightower Parker
Since its inception in 1997, Houston Annenberg Challenge has trained more than 360 CFG coaches, who work with hundreds of additional local administrators and teachers in Critical Friends Groups. The Houston Annenberg Challenge, through its higher education program, is introducing CFG into higher education and teacher preparation programs in Houston. Here is the story of one group, whose impact has been felt as far away as South Africa. The Partnership for Quality Education (PQE), funded by a U.S. Department of Education Teacher Quality Partnership Grant, is a collaborative of The Houston Annenberg Challenge, four Houston-area universities, a community college system and six school districts. The PQE and The Houston Annenberg Challenge share a common goal—increased student academic achievement Dr. Claudette Ligons, Dr. Carol Hightower Parker and Dr. Lillian B. Poats of TSU. through improved instructional effectiveness. Critical Friends Groups (CFGs) provide an ideal framework for achieving this goal. By bringing together groups of colleagues to examine their teaching practices, CFGs give educators ongoing professional development that enhances faculty and student achievement. Through support from The Houston Annenberg Challenge, Texas Southern University (TSU), a PQE partner, has expanded its CFG initiative. The TSU College of Education Critical Friends Group has (a) helped doctoral students present papers at a national conference, (b) served as a catalyst for the funding of three Research and Sponsored Programs seed grants, (c) supported a writing project to produce an article and three chapters in an upcoming book and (d) introduced CFG to several partners in South Africa. The faculty members in the College of Education at TSU who make up the Critical Friends Group have worked together for 13 years. However, their recent CFG work has enhanced their professional lives tremendously and resulted in the improvement of their teaching, research and community service. The first TSU faculty member to become part of CFG was Dr. Carol Hightower Parker, an associate professor in the Counselor Education department. Hightower Parker heard of CFG while working with Dr. Louise Deretchin, director of higher education for The Houston Annenberg Challenge, and the TSU College of Education on program reform. After completing CFG coaches training in the summer of 2000, Hightower Parker used the skills to see that her counseling students developed as reflective practitioners. The reflective practice technique proved useful in helping students become better decision makers in their work with clients. Dr. Claudette Ligons, professor in the Department of Curriculum and Instruction at TSU, became involved with CFG through her work with the PQE. After attending the five-day CFG coaches training in the summer of 2001, Ligons wove her new skills into her work with CFG. . . continued on page 6
Established in January 1997 with funding from the Annenberg Foundation and local matching contributions, The Houston Annenberg Challenge is an independent, public-private partnership that develops and funds school programs, professional development and leadership institutes to promote higher academic achievement by all students.
From the
Director
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critical component of our Houston Annenberg Challenge/Houston ISD High School Reform Initiative is bringing the community that surrounds and supports each high school into the decision-making process to restructure the schools. Without strong community support, our efforts along with Houston ISD to reshape the city’s 24 large high schools into 21st century learning communities will be spotty at best. Linda Clarke At Houston Annenberg, one of our three beliefs or imperatives is personalization, which means that personal attention to an issue is one of the keys to effecting change. So to personalize the high school restructuring effort for the community, Houston Annenberg is co-hosting 24 individual community luncheons. The first of these was April 24 for the Yates High School community to go over details of how the campus will implement the High School Reform Initiative. More than 35 people attended, including representatives from neighborhood churches, feeder pattern schools, Houston ISD’s South Central District office, parents, grandparents, PTAs, business partners, community-based organizations and Omega Psi Phi fraternity. Yates Executive Principal Dr. Robert Worthy and a team of four teachers and six students outlined the need to transform the school, how the transition would go forward, how the changes would affect the school and community and what support they needed from the community. Afterward, Rev. Manson B. Johnson, shepherd-teacher of Holman Street Baptist Church, assessed the progress the school made that day. “The luncheon was a first step to a successful journey for Jack Yates High School, stakeholders and the community,” said Rev. Manson, who also is a member of the Oversight Committee for High School Reform. “Congratulations to Robert F. Worthy for making these first steps toward great opportunities. This journey is a proven model for the future of Houston public schools,” he added. Look for the remaining 23 luncheons to begin when school starts again in August.
HIGH SCHOOL REFORM INITIATIVE FORMS OVERSIGHT COMMITTEE
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s part of a citywide effort to upgrade high schools, Houston Annenberg Challenge and Houston ISD have formed a 15-member committee representing business and the community to oversee the five-year High School Reform Initiative underway at all 24 large, comprehensive secondary schools in the district. Chaired by John Cater, retired chairman of Compass Bank, and George Martinez, chairman of Sterling Bancshares, the committee will advise, recommend, advocate and suggest strategies for implementation of the Initiative. “This is a workforce issue,” said Victor Samuels, a member of the Oversight Committee and chairman of Victory Packaging, Inc. “In 2015, as many as 15 million jobs in our country will go begging if we don’t
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change our high schools, graduate more students and educate our children to high enough standards to hold these jobs. We’ve got to move high schools forward to eliminate this significant shortfall,” added Samuels, who also is a member of the Board of Trustees of Houston Annenberg. The High School Reform Initiative will restructure Houston’s large, comprehensive high schools to increase the graduation rate and improve student achievement. Students will be organized into groups of 200 to 300, have the same teachers for more than one year, have an adult advocate to track their progress, take a more rigorous curriculum and receive real-world experience.
Leadership Academy Grads Use Skills in New Roles In June, the second class of Fellows will graduate from Houston Annenberg’s Leadership Academy. Designed after the prestigious Harvard Graduate School of Education Principals’ Center, almost 50 local principals have participated in the program since its inception in 2000. Training during the two-year program is designed to provide principals with the opportunity to develop skills that support the leadership talents necessary for being an effective principal in the 21st century school. During their first year, Fellows attend monthly meetings to gain and share insight with their colleagues from other schools and school districts. They also attend seminars with national education experts. A significant portion of year one is dedicated to writing a personal professional development plan based on a thorough skills assessment. And, at the Samuel Sarabia conclusion of the first year, each principal must complete an exhibition sharing his or her goals and growth to peers. During their second year, Fellows continue to share with their peers on an informal basis and also serve as mentors for new Academy participants. “One of the most beneficial aspects of the Leadership Academy was the true camaraderie and support from my peers,” said Samuel Sarabia, a 2000 Fellow who is now principal of Roberts Elementary School in Houston ISD. “I enjoyed being able to brainstorm with my peers in a non-competitive environment and have been able to carry the philosophies I learned at the Leadership Academy into my
meetings with staff, parents and community members.” Another 2000 Fellow, Houston ISD’s Northwest District Superintendent Joe Nuber, agrees. “Leadership Joe Nuber Academy gave us the opportunity to collaborate with each other in a formalized setting,” said Nuber. “It also helped me understand the importance of setting aside time for personal professional development and personal goal setting.” Nuber also worked with Houston Annenberg and American Leadership Forum this spring to carry some of these ideas a step further by organizing a district leaders retreat. Nuber invited principals, representatives from
area agencies, instructional personnel, parents, university officials and community members to the three-day retreat. One of the main priorities was to teach the importance of the collaboration between groups of stakeholders and to write several action plans for the coming year. “This was the first time many of these people had the opportunity to share their vision for local schools with school officials,” said Tim Skaggs, a consultant for American Leadership Forum. “Our objective is to take the plans we developed at the retreat and structure leadership training for the school administrators and teachers that helps move that vision forward.” Applications are currently being accepted for the 2002-2003 Leadership Academy, which begins in June. For more information, call 713-658-1881 or visit the website at http://www.houstonannenberg.org.
LEADERSHIP ACADEMY 2001 FELLOWS Brenda White - Fondren Elementary
Mary Sanders-Denmon - J. Will Jones Elementary
Bruce Goffney - Wheatley High School
Micho Moore - Olle Middle School
Carolyn Matthews - Elrod Elementary
Norma Perez-Gwynn - Wilson Elementary
Chris Pichon - Best Elementary
Pat Thomas - Halpin Early Childhood Center
Deborah Crowe - Hogg Middle School
Raul Hinojosa - Helms Community Learning Center
Diana Johnson - R. P. Harris Elementary
Ray Morgan - Waltrip High School
Felecia German - Poe Elementary
Rhonda Johnson - Hoffman Middle School
Gina Rigsby - Reed Intermediate
Shannon Weigel - Community Education Partners
Kaye Harper - Spring Branch Elementary
Sharon Anson - Scarborough High School
Lawrence Kohn - Quest High School
Stephanie Rhodes - Reece Academy
Linda Balkin - Johnston Middle School
Wilma Wilson-Harmon - Foerster Elementary
Mary Jane Gomez - Sylvan Rodriguez Elementary
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CHAMPIONS OF ACTIVE LEARNING GRANTS SUPPORT HANDS-ON LEARNING For the past two years, JP Morgan Foundation has awarded grants to local teachers and schools through its Champions of Active Learning program. This year, teachers from two Houston Annenberg schools received $5,000 per project for their efforts in developing innovative instructional programs that result in improved achievement for middle school students. “At JPMorgan Chase, we understand the importance of helping the next generation and serving the community. We are pleased to offer this program to HISD middle schools,” said David Mendez, Chairman of JPMorgan Chase Bank-Houston Region. Other schools that are past winners of the grants include Operation Green Garden at Hogg Middle School, The Rocket Project at Jackson Middle School, a Core Values project at Johnston Middle School and Connections at Pershing Middle School. The program is sponsored by JP Morgan Foundation and administered by the Public Education Network (PEN). Houston Annenberg is a member of PEN. The 2002-2003 winners will be announced in June. The 2001-2002 grant recipients were: Ruth Bonetati Johnston Middle School “If We Build It, They Will Come”
Jamie McPhail, JulieWeek, Erline Grabbe and Lisa Chestnut Pershing Middle School “Pershing Settlement: The Colonization of a Middle School”
This program is a math-based exploration of building design, planning and construction culminating in the creation of a scale city. The students gain hands-on experience as they plan, design and construct the city and its buildings.
Pershing Settlement gives students the opportunity to experience life during colonial times. A colonial town is created, with the students serving as artisans, tradesmen, soldiers and shopkeepers. The students create crafts and demonstrations displayed in the stores, homes, military encampment and a Native American village. Younger students visit the settlement with the older students serving as their teachers.
Lisa Viktorin Johnston Middle School “Team 8M Backyard Wildlife Habitat” Students, teachers and parents work together to certify the academic team’s School-Yard Wildlife Habitat. Students’ observations on seasonal patterns and migrations are entered into a national database with other activities including essay writing and the creation of an outdoor mural adjacent to the garden. Ann Mitchell and Linda Cook Pershing Middle School “Pollution Solutions” Students research and investigate the realities of pollution and its effect on daily life and seek workable solutions. Students explore local environmental issues through active labs, field studies, field trips, research and measurement. Their findings are displayed at an end-of-year Environmental Expo.
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PUBLICATIONS OF NOTE If you would like your publication to be considered for inclusion in Publications of Note, please send a copy of the book, along with ordering information, to Editor, School Works, 1415 Louisiana, Box 9, Houston, Texas 77002.
TRANSFORMATION REAGAN: A STUDENT’S PERSPECTIVE An Interview with Reagan High School Senior Victor Puentes
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s a freshman at Reagan High School, Victor Puentes was a good student but often became bored with class work. “Sometimes, it seemed like all we did was try to memorize chapters in a textbook,” said Puentes. “I just wanted to be part of something more.” When offered the opportunity to participate in the “Transformation Reagan” project during his sophomore year, Puentes eagerly jumped at the chance to help shape the future of Reagan High School for himself and his fellow students. “I’ve always been involved in school activities and became very interested in Reagan’s Climate committee,” said Puentes, a National Honor Society member who has also served as class president for three years. “It gave me a chance to share ideas with the teachers and other committee members who were trying to make Reagan a better school.” As the Climate committee, which is charged with developing school culture, and Transformation Reagan’s Victor Puentes other sub-committees began to redesign Reagan, a school-within-a-school model soon took shape. “Every student is placed in a society or academy,” said Puentes. “During your freshman and sophomore years, you have the same group of teachers. And, during your junior and senior years, you have a new group of teachers that stay with you both years. It’s really neat to see how the teachers work together to make school interesting for us. They work together on project assignments so that we might be assigned one project across four different classes. When we finish the project, our English teacher may be looking at grammar while our geography teacher may be looking at different things. “They also talk a lot to each other and know what’s going on in different classes with different students. You can struggle with something in first period and by fourth period, your teacher already knows about it and can help you. It’s pretty cool.” In addition to this team approach to teaching, teachers have also revamped their individual teaching styles to become more learnercentered. “When we get out in the real world, we’re not going to get handed a worksheet to turn in at the end of the day,” said Puentes. “At Reagan, we’re learning how to work in groups with other students and we’re not just memorizing things. We’re actually seeing how they work for real.” Another benefit of the school-within-a-school model, according to
Puentes, is the individualized attention that students now receive. “It was really hard to move from a middle school, where there were maybe 100 students in your grade, to a high school with more than 500 students in your class. Having a smaller number of students in your society makes it less intimidating and gives you more confidence about your abilities.” Victor Puentes is a senior at Reagan High School in Houston ISD. He plans on attending University of Houston-Downtown to complete his core courses in a marketing/business major before transferring to an out-of-state school to focus on a career in the fashion industry. He is a member of the Key Club, the Future Business Leaders of America and the Gents Club, a community service project. Transformation Reagan is a joint effort between Reagan, its community, Houston ISD and The Houston Annenberg Challenge. The lessons learned at Reagan will be applied as Houston ISD seeks to revamp the district’s remaining 23 comprehensive high schools in the Houston Annenberg Challenge/Houston ISD High School Reform Initiative.
Calendar of Events 16 31 11-13 11-13 13 17 19-21 26
MAY K-5 Math Initiative Community Advisory Board Meeting PQE Deans’ Leadership Meeting JUNE Critical Friends Group New Coaches Training Critical Friends Group Leadership Seminar Critical Friends Group Experienced Coaches Training Leadership Academy Graduation Leadership Academy Begins FRSSI Facilitator Training
7/25 7/31-8/2
JULY/AUGUST FRSSI Facilitator Training Fondren Reforming Schools Summer Institute
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SEPTEMBER Leadership Academy Monthly Meeting Critical Friends Group New Coaches Seminar Leadership Academy Retreat
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OCTOBER Leadership Academy Monthly Meeting
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NOVEMBER Leadership Academy Monthly Meeting
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DECEMBER Leadership Academy Monthly Meeting
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Critical Friends Group. . .
Critical Friends Group Summer Seminar Series
continued from page 1 a multi-institutional English curriculum design team, into her doctoral classes and formed a faculty Critical Friends Group Abroad with colleagues in South Africa. The latest addition to the group is Dr. Lillian B. Poats, professor in the Department of Educational Administration and Foundations at TSU. The three colleagues then used the Critical Friends model to work together to begin submitting their writing for publication. Ligons and Hightower-Parker served as CFG coaches to facilitate the process.
The Work in South Africa Ligons’ work at Eastern Cape Technikon (ECT), a university in East London, South Africa is part of a Tertiary Education Linkage Project (TELP) that is based in the School of Technology at TSU. The curriculum and faculty development activities began in 1999. In the partnership, Ligons collaborates with colleagues at ECT to support curriculum and faculty professional development. The focus of the work has been professional development for faculty to result in more learner-centered, competencyfocused teaching in high expectation climates. This work grows out of an institutional commitment to raise student retention rates through improved programming and enhanced instruction. These institutional outcomes are directly tied to national mandates from the government of South Africa to make education more inclusive and democratic—increasing the success rates among students in K-12 and higher education settings. Ligons’ initial involvement, in 1999, was a three-day intensive workshop on competency-based and learner-focused instruction for a core group of 22 South African educators. This core faculty group, representing the four campuses of Eastern Cape Technikon, assumed responsibility for
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A limited number of spots are still available for The Houston Annenberg Challenge Critical Friends Group Seminars June 11-13 and September 20-21. Deadline for early registration and payment was May 3 but those interested may still register for available spots on a first-come, first-served basis. All seminars take place at the University of Houston Hilton Hotel and Conference Center. For more information on registering for any of the following sessions, call 713-658-1881 or visit the website at http://www.houstonannenberg.org. NEW COACH SEMINAR June 11-13 and September 20-21 Cost: $1,200 per coach (does not include lodging) EXPERIENCED COACH SEMINAR June 13 Cost: $250 per person (does not include lodging) ANNENBERG CFG LEADERSHIP SEMINAR June 11-13 Cost: $525 per person (does not include lodging) Houston Annenberg is the only center of activity for CFG on the Gulf Coast recognized by the National School Reform Faculty.
conducting workshops for colleagues in their respective departments. From the core group of 22, five were selected to take a 27day graduate course in individualized instruction at Texas Southern University in the fall of 2000. The TELP partners are examining the CFG model as a vehicle to rejuvenate the professional development efforts at ECT. Moreover, it will potentially create a more structured way for faculty to support each other’s work. During the summer of 2001, ECT partners began to examine and study CFG literature and protocols. By the fall 2001, Josephine Rice, program coordinator of The Houston Annenberg Challenge, had joined the partnership to provide insight and expertise on the integration of CFGs into the professional development initiative at ECT. Rice, Irene Harvey of ECT and Ligons collaborated in the development and presentation of a paper at a recent national conference.
The first in a series of three videoconferences, which included the TSU CFG, was conducted March 15, 2002. Broadcast from the TSU School of Technology, the electronic professional development experience centered on helping a member of the group work through a dilemma related to her doctoral students’ writing goals. According to Ms. Rice, “The video conference was a compelling experience. It provided an opportunity for colleagues to have a meaningful conversation around important topics related to teaching and learning…. The group resisted the urge to ‘fix’ the dilemma and rather asked questions to provoke thinking more expansively about the problem. Also, the discussion surfaced key assumptions that we make about what students know and are able to do.” In conclusion, we see the potential to breathe new life into the long-term professional development initiative at ECT through the use of Critical Friends Groups.
Professional Development Plays Key Role in Successful Reform Efforts The following excerpt is from a paper presented at a conference earlier this year by Dr. Claudette Ligons of Texas Southern University, Irene Sass Harvey of Eastern Cape Technikon and Josephine Rice of The Houston Annenberg Challenge. The full text of the paper, which discusses the use of Critical Friends Group protocol in the reform efforts of South Africa, can be viewed at www.houstonannenberg.org. Concern for improved life quality and a nation’s advancement inevitably involve a re-examination of the education system. The end of the apartheid system of government spawned a number of legislative initiatives that promised improved life quality in South Africa. In 1995, the South African Qualifications Authority (SAQA) legislation was enacted to oversee the development and implementation of the National Qualifications Framework (NQF), the centerpiece of the nation’s reform in education. A major intent was to expand citizens’ access to quality education across the spectrum. (In conjunction), the National Department of Education in South Africa designed a new approach to teaching and learning, called Curriculum 2005, which demands a shift from a subject-centered curriculum to one that is learner-centered. This reform agenda created a need for professional development to support faculty success in an innovative paradigm that is based on new philosophies, practices and instructional delivery modes. In the United States, education (also) has come under increasing scrutiny. Under the past three presidential administrations there has been a focus on school reform. The commitment to improved education is continuing under the current presidential administration. In 1998, Eastern Cape Technikon, a Historically Disadvantaged Institution with an enrollment of more than 4,000 students, and Texas Southern University, a historically Black institution that serves a diverse population of more than 8,000 students from more than 60 countries, formed a partnership through a Tertiary Education Linkage Project (TELP) grant to address issues raised by the new government-mandated reforms. With student retention as a primary goal, the two groups began to use research in the area of effective professional development to provide faculty with the necessary tools to complete curriculum redesign and program improvement. A summary of research identified three structural factors (along with others) that contribute to the success of professional development: form, duration and participation. The experience with professional development at ECT, as has proven consistent in findings in other places, has established that traditional single-session workshops are inadequate to meet the intended outcomes. While no formal structures were developed,
faculty members were encouraged to work with colleagues in their respective departments to continue developing and refining skills that were introduced in workshops. At ECT, data from an initial skills audit of their faculty revealed that the majority of the academic staff had little experience with no formal teaching qualification, their knowledge of the governmentmandated changes was filtered from its original context and that while an overwhelming majority of them saw the restructuring process as necessary and important, a very small minority had spent any significant time on the effort. To address these and other issues supported by research in the area of effective professional development, the two institutions turned to The Houston Annenberg Challenge and the Critical Friends Group professional development model, which provides a vehicle for improving student learning, looking more effectively at student work and for developing significant collegial collaborations. The institutions identified a series of ongoing professional development workshops to address ECT’s most pressing needs. In an effort to reduce faculty isolation and build capacity through active learning, the Critical Friends Group will create formal structures to reach and sustain their long-term goal of improving programming and markedly increase student retention.
MAKE PLANS TO ATTEND 2002 FRSSI From July 31 through August 2, The Houston Annenberg Challenge will present the 2002 Fondren Reforming Schools Summer Institute. Over the past six years, more than nearly 2,000 local educators have participated in the annual conference. The 2002 conference, which takes place at the University of Houston Hilton Hotel, will feature five strands including Mathematics, Literacy, Fine Arts, High School and Reform. Cost of the institute is $600 per school team. Registration deadline is June 15. In addition, those interested in serving as presenters or in providing a display for the Gallery Walk should contact The Houston Annenberg Challenge at 713-658-1881. There are also opportunities for students to earn community service hours by volunteering at the Institute. For more information, look for details in the mail or visit the website at www.houstonannenberg.org.
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1415 Louisiana, Box 9 Houston, Texas 77002-7332 713-658-1881 fax 713-739-0166 www.houstonannenberg.org
K-5 MATHEMATICS INITIATIVE EXPANDS TO FORT BEND ISD
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he George Foundation has awarded The Houston Annenberg Challenge a $25,000 grant to put into place an expanded network of professional development for mathematics specialists and teachers that is part of the K-5 Mathematics Initiative. The Initiative is a joint project of the ExxonMobil Foundation, The Houston Annenberg Challenge and the Houston Independent School District (HISD). The George Foundation award will enable Fort Bend ISD to address student achievement in mathematics by providing ongoing professional development for staff and by sharing expertise across district lines. The program, which began in eight of HISD’s Southwest District schools last year and expanded to 13 schools this year, places math specialists in participating elementary schools to co-teach and coach teachers in effective mathematical practices in the classroom. These specialists also facilitate a parent mathematics series and family mathematics activities. Preliminary data indicates that the Mathematics Initiative is having a positive impact on student achievement. According to Stanford 9 scores (a nationally recognized achievement test), data indicates that Houston ISD students involved in the Math Initiative significantly outscored their counterparts at non-participating schools. Goals of the Fort Bend program include decreasing the gap between minority and nonminority student passing rates, increasing passing rates on TAAS, building teacher expertise in mathematics and exposing students to higher-level problem solving skills. The Fort Bend specialists will work across school district lines with specialists in HISD and Alief ISD. The specialists will work hand-in-hand with classroom teachers as part of co-teaching, grade level planning, working with parents and planning professional development for teachers and administrators. The specialists in Houston are new, hired during the 2000-2001 school year. Alief and Fort Bend have had campus math specialists for a number of years. “The additional resources provided by the grant from The George Foundation promises to help bring focus and momentum to teaching mathematics to elementary students through the Math Initiative with ExxonMobil,” said Linda Clarke, executive director of The Houston Annenberg Challenge. SchoolWorks is published by: Houston Annenberg Challenge 1415 Louisiana, Box 9 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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THE HOUSTON ANNENBERG CHALLENGE BOARD OF TRUSTEES Jonathan Day, Chairman Managing Partner Andrews & Kurth, 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 Chief Operating Officer, 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