NNER Governing Council Meeting

Thursday, February, 18, 2010
1:00-4:00
Piedmont Room
AACTE  Conference Hyatt Regency, Atlanta

MEETING MINUTES

Attending:
Jennifer Robinson, Jean Eagle, Jennie Rakestraw, Lisa Johnson, Donna Cooner, Dennis Potthoff, Phyllis Fernlund, Maggie Payne, Ada Beth Cutler, Ann Foster, Deb Shanley, Sam Hausfather, Richard Young, Tom Koballa, Deborah Thomas, Marijke Kehrhahn, Lynn Steffen.

1. Budget Update

Reviewed 2009 end-of-year budget, the final budget expenditures are $100,000 leaving some reserve from the $130,000 approved budget.  The 2009 conference netted approximately $10,000.
2010 budget was reviewed and approved, the executive board noted change in  executive director salary and change of line item amounts to accommodate this change while keeping the total operating budget at 130k.
The motion to approve the 2010 budget was made by Richard Young and seconded by Sam Hausfather. 
Passed unanimously

2. Partnership possibilities
   1. The question was raised regarding becoming a partner with Rethink Learning  Now.  Becoming a partner requires no financial obligations for the NNER.
      Motion to move forward  was made by Greg  Bernhardt, seconded by Ada Beth Cutler.
      Passed unanimously.
   2. Groundspark, Respect for All and the NNER have been collaborating on materials use that promote equity.  The NNER has been asked to partner with them formally.  Ann Foster  will send out a reminder to have people look at the materials and the web site and call for an electronic vote in March.
      
      
3. Expert Panel recommendations
   
   Expert panel summaries were introduced to the group. The summaries were sent electronically to give governing council members time to read them and were distributed in hard copy by Dennis Potthoff at the meeting.
   
   The goal for the meeting is to examine the reports and advance recommendations for the NNER and settings to give direction to our work guided by the reports.
   
   Community engagement conversation
   What does a formal new vision for the NNER that includes community mean? Chico provided an example; special education majors are assigned to work with community agencies. CUNY’s example was A&S work  engaging with democracy in a large context which can enhance our collaborative work.
   
   The recommendation to develop a rubric was seen as helpful as the tool could guide the work, what it would include was seen as a complex issue to address. It was suggested that a questionnaire to learn what is already going on in settings  focusing on engagement that makes a difference for our students would provide the foundation needed for next steps.  Another possibility is to include something in the annual report that describes efforts and what is accomplished by the work.
   
   It was observed that reporting on what we are doing is a start but we must learn how to make others (beyond the university and schools) part of the governance of a formal partnership.  Questions for consideration included:

•  What types of engagement with the community are the most promising—and ought to especially be encouraged?
• How do we bring others to the table and stay on track with the AED as our guide and not be derailed?
• What kind of partnerships with the community are the most needed to accomplish the stated goals of the NNER?
• How do we fully engage the community in the early stages of this work?
• How can a vision and a rubric be created without involving the community from the beginning?
• How can / might the community become a part of governance within the NNER?
• Can we make decisions regarding this partner work without the community members’ involvement?

Education Deans
Developing a resource bank was suggested;  survey the education deans and develop a data base of ideas that advance the AED. The following are examples of work in the settings lead, guided, or supported by the dean were proffered:

• Local iterations of the Leadership Associates Program           
• Successful advocacy for internal resources to support NNER activities
• A listing of outstanding features/programs within each of the NNER settings
• What does an Education Dean who is a chief worrier for the Agenda and the NNER do? What are the key contributions they can/must make? How about considering the role of NNER education deans in supporting/interacting with education deans at prospective new NNER settings?
• What could/should be the role of NNER Education Deans in helping to prepare the next generation of education deans?
  One example is a session in the FALL 2010 that could bring other administrators (chairs, associate deans, etc.) together with deans to explore this issue.

• NNER Deans can serve as mentors to Deans new to the work and/or the NNER.
• It is  important for Deans to make it a priority to encourage the NNER local work by sending individuals to NNER sponsored events.

Superintendents

• The group noted that they need to connect to the NNER and issues that relate to schools-on the ground information; materials and interaction related to schools’ daily work, resources for working with superintendents and for work that superintendents do related to NNER. Is there anyone interested in compiling this? Would there be any overlap in the resources that might be provided to superintendents and those provided to education deans?
• It would be potentially advantageous for the settings (especially university-affiliated individuals) within the NNER if there were a resource base that could help educate P-12 administrators regarding the mission/vision and activities of the NNER.
• How valuable would it be to find ways to help superintendents to recognize ways that being a part of the NNER makes their work (focused on P-12 education) easier and/or better?
• There is great value in finding ways to provide, for superintendents, resources and activities that manage to balance doses of philosophical/balcony views with direct connections to front line P12 issues.

New Settings

• We have a tension between being welcoming yet maintaining  standards or expectations for membership; suggestions to address this included modifying  the application process, streamlining and supporting it but remaining faithful to the mission. We may need to rethink our support for entry processes.  It is important to remember that current NNER settings change over time; they may be in a very different place than they were when they completed the registration process.
• The writers of the recommendations / participants in this expert study panel were all non-members of the NNER
• An interesting dilemma: (a) not growing means seriously limiting the impact of the organization versus (b) growing almost certainly will mean change / bring change to the organization.  How do we balance this?
• Could we find a way to run the NNER Annual Conference in a way that would open up the conference to attendees new to or interested in the work to have a full day of interactive learning and keynote speakers?
• Could NNER leaders present pre-conference sessions at other organizations’ conferences?
• Could we identify prospective settings from like-minded organizations? How proactive can we be?
• The language of our membership materials needs to be reviewed. Does the tone of the language possibly set the wrong tone? How could the language be transformed to be more new member friendly?

A&S deans

Publication guidelines within the A&S departments don’t include teacher preparation research. Can the AED be generalized to  address the work of the A&S groups? It was suggested that  Alan Wood and  John Rosenberg  as AED scholars could start the conversation, recognize these people at the President’s level.
The Teachers for a New Era project was one initiative that did a credible job of emphasizing that all teachers at all levels (P-16+) play a crucial role in the preparation of teachers.
UCONN, U of Washington and UTEP might have good materials to share for a resource bank on effective inclusion of A&S.

LGBT

• The report produced by this expert study panel is extensive. It includes many resources, ideas, insights.
• One suggestion was to post the resources / publicize the resources throughout the NNER, i.e. web page, newsletter.
• This issue is a major equity issue.
• We will continue to work on bringing the suggestions to action.

Doctoral Programs for Future Teacher Educators Reflecting the AED

• Montclair State is poised to begin a doctoral program for teacher educators in the Fall 2010. The interest in the program has been overwhelming.
• This issue links with the desire to promote/foster AED-related scholarship.
• One key first action step is to more fully explore if there are doctoral programs within NNER settings (and beyond) that are focused on preparing future teacher educators –and also have a AED orientation
• There are many doctoral programs within the NNER. It would be a good idea to recognize/honor outstanding doctoral students/dissertations, etc.

4. 2010 conference update — Illinois State report

1. “We are excited”
2. The theme is “Realizing the Democratic Ideal”
3. The host hotel has just opened is beautiful and on campus.
4. Arriving in Normal via;
   1. Airplane to Chicago and then  shuttle flight to Normal
   2. Airplane to Chicago and take the train (2 hours)
   3. Airplane to Chicago and rent a car
5. Conference information will be mailed next month
   1. The Call for Proposals just went online and is available
   2. The Deadline for Conference Proposals will be June 15
6. Four strands for the Conference that relate to the theme
7. Greg Michie will be the opening keynote speaker
8. Bill Ayers will be the Friday luncheon speaker
9. The College of Fine Arts will be presenting a play/musical for conference attendees.
10. A panel of educational leaders will be convened by Nick Michelli to address current policy..
11. The fall season will be beautiful in Normal and there are many local amenities.

5. Future conferences — Ann Foster asked that settings consider hosting the 2011 and 2012 conferences.
   
   
6.  Summer Sympoisuim

• Scheduled for July 19-23, 2010
• Held at the Silver Cloud at Lake Union
• Enough interest has been generated to move forward with this event
• The costs for the symposium ($750) will be the same as last year and the year before with participants covering travel and lodging.

7. Annual Report

The 2009 Annual reports were distributed and Ann Foster apologized for missing a report, it will be updated and reprinted.

8. Membership update

There was discussion on membership recruitment and support. One suggestion was to have deans mentor new deans in current settings and deans in settings that are new to the network.

9. AED Scholars' work
   
   A sub-group of the AED Scholars met in February 2010 to create a vision for next steps for the Scholars. They created a first draft of a action plan that included the following proposed activities:
   1. Five Weeks in Spring 2010 Writing Project (April-May, 2010)
      1. A reducing/reshaping of the issues papers presented at the 2009 NNER Annual Conference
      2. An opportunity for feedback/interaction with other scholars and with the world
   2. Socratic Seminar will be presented at NNER Summer Symposium (Francisco Rios will lead the 2010 Seminar)
   3. Online Reading Circle (Alan Wood will facilitate the 2010-2011 circle for the AED Scholars.)
   4. Activities at NNER Annual Conferences – TBD
   5. Create/Encourage (with NNER financial support) a mini-grant program for scholars throughout the settings that aspire to study AED-related questions
   6. Prepare a theme-based publication biannually to bring together scholars in particular issue areas
   7. Consider ways to bring Arts and Sciences faculty more fully into this group.
   8. It might be a good idea to encourage Arts and Sciences/Education faculty to collaborate on mini-grant projects
   9. Another immediate opportunity is to engage in the American History Grant opportunity.  This work is being led by Leslie Wilson (Montclair State) and Tom Bellamy (Goodlad Institute Director)
   10. It would be a good idea to continue to find an ongoing way to publicize the accomplishments of AED scholars.  Recognition is nice for the individual but also a great way to spread the NNER Agenda
       
       
10. GS policy work and survey —Tabled until someone who represented the work present to address it
11. Other

Meeting adjourned at 4:12 p.m.

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