NNER Governing Council Minutes
Thursday, October 19, 2006
1:15 p.m. – 4:15 p.m.
Cincinnati, Ohio

Internal page links: Appendix A  |  Appendix B

 Attending:  Carine Feyten, John Anderson, Leslie Wilson, Marijke Kehrhehn, Dick Clark, Phyllis Fernlund, Dennis Potthoff, Carol Sue Marshall (for Jeanne Gerlach), Anne Madsen (for Vi Florez), Donna Michaels, Josie Tinajero, JoNancy Warren, Barbara Nourie (for Deborah Curtis), Jean Eagle, Gayla Holmgren, Ann Foster, Greg Bernhardt, Marisa Bier (for Bill McDiarmid), Ada Beth Cutler, Deborah Shanley, Richard Young, Mary Ellen Finch, Dan Lowry (for Eric Flack), Betty Lou Whitford, Cindi Chance, Nick Michelli, Elizabeth Parmelee, Gary Callahan, Ray Schulte (for Jim Lowham), Alice Kawakami (for Don Young), Pat Graham, Vern Henshaw, Sarah Steel; Guests, Tom Clark, Van Dempsey, Paul Chaplin, Bryan Burgin, Bruce Field

1. Welcome to CSU Chico and Introductions (Greg Bernhardt and Ann Foster)
• Phyllis Fernlund, Dean of the College of Education, was introduced and welcomed as the governing council member for the newest NNER setting.
2. Orientation to the Governing Council (Greg Bernhardt and Ann Foster)
• The governing council role was outlined by Greg Bernhardt, highlighting the group’s responsibility to approve and enact policy for the NNER using the tripartite council recommendations to guide policy and activity decisions. In addition, the importance of attending the sessions, communicating with local setting members, and participating as active leaders are critical to the NNER’s success and to the definition of a self-making network that relies on the local setting activity to produce change and renewal.
3. Budget Update—Approved Electronically—Discussion
• The question was raised that the group might need to consider the meeting dates as the governing council had agreed to change the fiscal year to coincide with that of the IEI to simplify accounting. The importance of face-to-face discussion was raised as a factor to consider in approving budget decisions with the recognition that the approval of the current budget with the change in the fiscal year was necessary. It was suggested that the google group was important for ongoing communication but was not considered the best communication venue for critical conversation.  It was also noted the google group was an efficient way to do this work.  One option that was raised was the possibility of approving the budget at the February meeting; discussion of this included the observation that attendance was low at that meeting and the budget needs to be considered by the entire governing board and by the members appointed at the settings rather than by large numbers of substitutes. With this it was noted that the google group provided the governing council members with the information and opportunity to engage in the discussion and perhaps explore a combination of electronic and face-to-face communication.
4. Tripartite Council Report (John Anderson, Nick Michelli, and Vern Henshaw)

• Meeting summary will be sent out to the google group and made available on the NNER web page as soon as possible;
• Report of the proposed changes to the mission statement are included as an appendix;
• Results of elections for arts and sciences and for school leaders—introduce new representatives to the governing council: Gary Callahan, Benedict College Department of Music and Education, joint appointment A&S chair replacing John Anderson; Jean Eagle, Director of Curriculum and Partnerships Talawanda City School District, Talawanda, Ohio, replacing Vern Henshaw; and Leslie Wilson A&S representative to the governing council replacing George Johnson. John Anderson and Vern Henshaw were recognized for their leadership and contributions to the tripartite council development, as founding chairs. Their leadership created a culture of engagement that produces significant results.
• Report from the tripartite, pilot settings, and the equity task force;
• Southern Maine, Montclair State University Partnership for Educational Renewal, and BYU-Public School Partnership piloted the equity task force self-study process to provide preliminary information on the process as well as beginning findings. The three settings reported out to the tripartite council and their preliminary findings on the process and results will be included in their annual reports. Questions that arose included time for more feedback, understanding that this is a long process that requires thoughtful dialog and action and is therefore ongoing. Involving the entire setting was difficult in the short amount of time available for the pilots, the process must be taken seriously and can produce significant findings, proceeding with fidelity as an integral part of our work is important, therefore the process for involvement and follow-up is critical. It was noted that the continuum, while helpful, was very subjective. It was noted that at this beginning stage, it is a work is progress and that dialogue beyond the setting is important.
5. Equity Task Force Process Follow-Up
   • Motion to use this process as part of the NNER annual reporting procedures as a framework pilot to learn from one another. The motion was made by Nick Michelli and seconded by Mary Ellen Finch. Discussion included that the settings would be asked to use the equity task force work as an ongoing aspect of the annual reporting process and report the findings and progress in the equity section of the annual report template. Motion passed unanimously.
   • Next steps include continuing this process throughout the NNER as a pilot with the understanding that we will learn more about how to involve large numbers of people and institutions; work on the continuum; and begin to include critical friend visits.
6. Strategic Planning Follow-Up
   • Motion on the updated mission statement. The tripartite council reviewed the mission statement revisions recommended by the strategic planning committee in June. (The committee included the NNER executive board, Ron Cambra, Dianne Bath, Marisa Bier, Dick Clark, Juan Guerra, Ann Foster with John Goodlad attending part of the session.) The tripartite council recommended changes to clarify language and intent. The governing council discussed the proposed changes.
   • Deb Shanley motioned that the mission statement with the proposed changes be sent out to the NNER google group and brought back to the governing council at the February meeting for a vote. The motion was seconded by Richard Young. Discussion—The draft will be sent to the google group with the four guiding questions recommended by the tripartite council with the understanding that all governing council members will weigh in on the conversation given the history of attendance at the February meeting. The motion passed unanimously.
   • Motion on the process for the NNER’s nonprofit status.
   • Motion authorizing the executive board and executive director to research and lay out legal authority and bylaws to become a 501(c) 3 to be presented for approval/vote at AACTE and approved to spend up to $10k to prepare motion, legal status, etc., from unbudgeted NNER funds. This motion was reviewed with governing council members and executive board members and the executive director prior to the meeting. Cindi Chance moved to proceed on the motion as stated above. The motion was seconded by Mary Ellen Finch and passed unanimously.
7. Research Committee Report with Recommendations for Next Steps (Van Dempsey). Attached at the end of these minutes is the report presented by Van.   
8. Summer Symposium and Leadership Associates’ Sessions — NNER Strategies for Support (Greg Bernhardt)
   • The 2006 summer symposium facilitated by the NNER executive board members Van Dempsey, John Anderson, Nick Michelli, Ada Beth Cutler, Greg Bernhardt, and the executive director Ann Foster was held July 24-28, 2006, in Seattle, Washington.  John Goodlad and Dick Clark, representing the IEI presented at the session.  Twenty-one participants (the maximum for the IEI building capacity) from throughout the NNER and institutions interested in the network engaged in the week-long session.  Feedback was positive and plans are underway for a 2007 summer symposium, with tentative dates of July 16-20, 2007.  Discussion included exploring ways to expand the number of participants.
   • The group included three scholarships and accounting for those costs, and recognizing that the executive board members’ time was volunteered (the five executive board members involved in the session each contributed up to a week of time to attend and facilitate the session as well as planning time for the content for which they were responsible), the session costs that included support for the IEI staff, materials, and meals were approximately the same as the income generated.
9. Conference Updates
   • 2007 Conference Update (Sarah Steel) Sarah Steel announced that the 2007 NNER conference will be held in Charleston, West Virginia. It was pointed out that these dates did conflict with Jewish Holy Days.  Charleston affords more convenient transportation options than Morgantown where the University of West Virginia is located and the conference planners will spotlight the state level commitment to partnerships by having the conference in the capitol.

Location for 2008 and beyond conferences (Greg Bernhardt) The 2008 and 2009 conference locations must be determined. The conference has been in the east for four years in a row and the next conferences need to be located in the west or southwest.  Settings that would like to host the event should contact Greg or Ann to discuss the possibility.

10.  LTPS Grant Update and Next Steps (Ann Foster)
• The grant project is beginning year two with the principal cohort’s first meeting November 18-20, 2006. There is space for two more teachers in licensure programs for the prospective principal’s session January 13-15, 2007. The first summer working conference was held in Bellevue, Washington, with 80 participants. Please contact Ann Foster for information and/or with names of potential participants.
11. Governing Council Elections
    • Two members at-large to serve on the executive board. It was agreed that the two positions would be selected separately. 
    • Nominations were opened by Greg Bernhardt. Barbara Nourie nominated Deb Shanley, and Mary Ellen Finch nominated Dennis Potthoff for the three year position opening. Cindi Chance moved to close nominations, Josie Tinajero seconded. The motion passed unanimously. Paul Chaplin, a guest at the meeting counted the ballots. The vote resulted in a tie. Dan Lowry moved that the two be selected for the two positions using drawn straws to determine who would serve which term. The motion was seconded by Mary Ellen Finch and passed unanimously. Deb Shanley will serve a three-year term and Dennis Potthoff will serve a two-year term.  Congratulations to the Exeutive Board’s newest members and appreciation to Van Dempsey and Ada Beth Cutler for serving the NNER tirelessly and with integrity.
12. Announcements and Important Dates
    • Journalism, Education, and the Public Good Meeting on October 26-29, 2006, at Mt. Bachelor Village in Bend, Oregon;
    • First Annual Think Tank Series (‘I’deas in Paradise: Issues, Implications, Impact, & Implementation) in Hawai‘i on November 29 through December 2, 2006;
    • AACTE (New York)—NNER Governing Council Meeting on Saturday, February 24, 2007 (1:00 p.m. to 4:00 p.m.) and NNER Open Meeting on Monday, February 26, 2007 (3:45 p.m. to 5:00 p.m.);
    • LTPS Upcoming Meetings: Principals November 18-20, 2006; January 13-15, 2007; April 14-16, 2007; Teachers January 20-23, 2007; March 24-26, 2007 and, June 27-29, 2007 conference for university, school partners.

NNER Mission Statement
Tripartite Council
(recommended changes are in bold)

The National Network for Educational Renewal (NNER) leads by example (in its) and strives (commitment) to improve simultaneously the quality of education for critical participation in a democracy and the quality of preparation of educators for our schools through Institution of Higher Education, P-12 schools, and communities. (/Local Education Agency (IHE/LEA) partnerships.)

Values-Mission

Members of the Network agree on a four-part mission for teaching in a democracy, which is as follows:

•  provide access to knowledge for all children (“equity and excellence”);
•   educate the young for critical participation in a social and political democracy (“enculturation”);
• base teaching on knowledge of the subjects taught, established principles of learning, and sensitivity to the unique potential of learners (“nurturing pedagogy”); and
• take responsibility for improving the conditions for learning in P-12 schools, higher education, (universities,) and communities. (“stewardship”).

 Enabling Actions

Members of the Network assert that quality schooling for a democracy and quality preparation of educators can best be accomplished by sharing responsibility for the following actions:

• pursuing the Agenda for Education in a Democracy;
• engaging (university) faculty in the arts and sciences with faculty (members) in education and faculty public schools, community as equal partners collectively responsible for the Agenda;
• including partnership settings nationally and internationally that together represent urban, suburban, and rural communities, ethnically and socioeconomically diverse public school and university students, and a broad range of public and private teacher education institutions of varying sizes and missions;
• inquiring into and conducting research pertinent to educational practices and the renewal of public schools and the education of educators.
• Proposing and monitoring policy that supports members in the implementation of the Agenda for Education in a Democracy.
• Providing opportunities for professional and leadership development for participants in NNER settings.

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Appendix B

DRAFT 11/14/2006

NNER Research Planning Document: Next Steps
Governing Council, October 2006

Guiding Research Questions

1. What are the unique and various ways in which the Agenda for Education in a Democracy has been implemented across settings in the network?
2. What has been the influence and effects of participation in NNER and what has conditioned these influences and effects?
   1. What are the various ways in which the values and principles underlying:
      1. The Agenda for Education in a Democracy?
      2. The Partner School Compact?
      3. The Twenty Postulates for teacher education?

   Have affected:

2. How is participation in NNER associated with:

Ongoing Structure

Administrative Tasks:

1. Create project administrative leadership:
   1. To outline the specific plan, research design components and research questions;
   2. Identify a set of instruments to be used for locally-based data collection and setting self-analysis
   3. To secure funding;
   4. To administer the broader project.
2. Convene an advisory board from the sites to provide guidance to the process. This group needs to include members of the Executive Committee to give it continuity
3. Draft a proposal(s) for funding;
4. Create a process to provide technical assistance to sites that want to participate in the research but feel that they do not have adequate local research capacity to do so.

DRAFT 11/14/2006 

Three Inquiry/Research Strategies

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