TRIPARTITE NOTES - Annual Meeting
Compiled 10/28/04

P-12

Leader Prompts

RE: Notes from Public School Group (2:00 small group)

Missing as school principle: way for teacher to be more informed about agenda

  • How to do this is the question
  • Mtgs. That teachers attend (more procedural). They don’t talk about the agenda. We need to make sure this happens.
  • Leadership program (held in Seattle) great way to inform & engage people, but spendy.
  • One-week seminar – our attendees were energized about AED. We’ve done at state level (replicating Seattle). Takes $. Could 3 states get together to reduce costs? Essential.
  • Far too often we end up being the lab setting. We need a benefit. Structural problem. Start down & move uphill. Power lies in classroom. Don’t take advantage of this.
  • I realize the principal from my school actually set up "the conversation" – staff dev. act. during the day, but we don’t actually talk about AED, but what feels more critical (i.e., [?] a st. work), so I realize I could do more.

Rephrase?

  • How can NNER support? I was able to attend the session Ann talked about. Two-day teacher intro session. Good to encourage teachers to attend to introduce them to common language.
  • Sometimes problem is something like teaching. Maybe NNER can send out "Discussion Starters" & short introduction. Related to AED. Sometimes when you’re busy this would help us facilitate
  • Even if locals can get "these folders" from the nat’l. level – enrich. Don’t know how many available for school setting. Condensed, easy to read – to be read at some point.
  • Makes me think of how I pulled one page into a brochure. This spoke to sharing with others. We put mini-grant [?] for prof. dev. to encourage associates to attend sessions.
  • I thought of using (for our larger S.D. – 12 cluster with cluster leaders principals so prof. dev. could be focused then since they could pass the word down.
  • We can’t get all the teachers together. Cluster approach good – with communication. Pieces would be helpful.
  • If we’re going to change relation with univ., must change the construct to allow newcomers to session to be involved. Changes school days & prof. continuum to address renewal.
  • ? To this kind of dialogue?
  • Yes. Critical to get nat’l. & state leaders & address lobbying and polling issues.
  • Major issues: we’re still too divided. Easy for P-12 to attack HE. We’re hiring a lot of good teachers & HE have a lot to do with this.
  • Talk about Pre-K to 16. We’re all in it. NNER should ties these together. Now too fragmented.
  • Don’t all have to invent the wheel. Can we share good strategies? We have a large character ed prog. I’ve gotten a lot of good ideas (borrowed from them). Have to each month – show a lesson plan (i.e., democratic - lesson) Do we have a bibliography for various grades around AED?
  • I really struggle with notion how you advance AED in most ____ [sic] system we have. Need to rethink about democracy.
  • Maybe bring to veteran teachers what does democracy look, feel, sound, like? Maybe they don’t know what already exists. Teachers need hands-on. Perhaps address this.
  • Montclair State prof. success of Latino school. Heard presentation:
    • Had clear governance & collaboration. Must have this à expect.
    • Governance & leadership à not widespread to discuss
  • Are you talking about principals?
  • Yes – think of a HS principal – I don’t think job can be done well without collaboration, but not typical style.
  • For some principals, they have a hard time with this style – even when Supt. encourages this kind of thinking.
  • I’m a new person. "I’m the leader. Which way did they go?" – principal wears T-shirt. Our whole school is so collaborative. We have ownership & we make it work or risk failure.

We have five minutes. Let’s relook at:

    • Specific needs in relative to our roles
    • Barriers to full participation – How can NNER
    • Strategies to address break down barriers.
  • As administrators, we need to hear from our constituents. We need to know how to network & address AED. Contacts for NNER
  • NNER could put together "critical articles" disseminated through Web page for teachers to read.
  • Time is the big barrier.
  • How can you share with constituents? Materials, discussion.
  • I would design it with short 2-3 items to introduce new teachers to AED.

For Educ for Agenda – Chapt. on leadership. Describe extremes: traditional and renewing setting leadership. – I thought of this as imp. materials.

  • Current strategies that are helping?
    • We take 1 postulate & discuss as a building level.
    • That acts to the issue of time. One of the benefits of NNER – it brings our focus – stay on what’s important, so don’t have to….
  • Leadership & priorities. Gets down to this. At Wright State – always something about NNER – including new sup.
  • Train the trainer model – Literacy collaborative
  • Follow up – reading for young children. Dick trying to pull this together. Would this be helpful?
  • Doesn’t just have to be for young children.
  • Yes, it would be helpful. I do stuff on classroom management & read to kids a lot.
  • We could mutually construct bibliography for kids.

TRIPARTITE NOTES
COE

Sat. – 10/23/04
Governing Council

TP input

Input from the role-alike session on Thursday afternoon from the Tripartite Council meeting. Sat. Jefferson D – 1:45 p.m.

Good Participation and suggestions to be shared with the Governing Council.

  • Sustainability was a recurring theme at the college, university, P-12, and partnership levels. Orientation of new, renewal & deepening for all.
  • NNER should marshal support to oppose or to assist members & itself on issues, policies, people and events that diminish or amplify our work.
  • Support for the AED at local & national level must not be sacrificed to fight the current.
  • Clear action plan(s) should be in place to assertively move forward. Examples included:
    • Conference in Washington, DC
    • Legislators as speakers/presenters
    • Focus on reauthorization of the HEA
    • Move forward to affiliate with strong advocacy groups
    • Support a million educator march on Washington, DC
  • Sustaining the work in general
    • Particularly the leadership associates
    • Need to do it more locally
  • Dissemination & continued expansion to others A & S, students, schools, need to keep working on this.
  • How to truly emphasize tripartite
    • How to do better at 3-way governance
    • Is it OK to have the college of education to be the chief worrier?
  • Annual Report
    • Some push back/need at all/whose job?
    • Purpose – is it useful?
    • Unpack it first – make it clear & understandable
  • AED – IMIG SCAN – How does NNER support teacher educators in a hostile landscape?
  • Advocacy – Music Educators Nat’l. Conference. Bilingual Educators, Special Education (CEC), others – all have history of successful advocacy.
  • What’s our strength? Collaboration with children as our focus
  • How do we marshal forces to oppose issues, candidates that are antithetical to the AED?
  • How do we support those & approaches that are parallel to AED?
  • Speakers & conference locations should be tied to making a difference.
  • Marshal support to oppose/support: issues, people, events
  • Educate/promote collaboration – continue
  • Sustainability – orientation to GC/TP members
  • Keep support for the agenda strong locally and nationally.
  • Action Plan
    1. Washington DC conference
    2. Legislators as speakers
    3. reauthorization of the Higher Education Act
    4. Investigate groups to affiliate with
    5. E.g., NCTAF/ECS

One Million Educator March!

  • A & S

TRIPARTITE NOTES
A & S
Arts & Sciences Report

Barriers

  1. Language Barriers
    1. Different topics
    2. Different habits
  2. Structural Barriers
    1. Difficult to converse at home institutions
      1. Geographic divide
      2. Disciplinary divide
    2. Reward Structure
  3. Misunderstanding of the Content Significance

Strategies

  1. Encourage the formation of Centers for Pedagogy, because they open opportunities for A& S faculty engagement in the activities of the network.
  2. Bring more A & S deans into the fold.
    1. Bring them to the conference.
    2. Link with consortium of Colleges of Arts & sciences (CCAS).
    3. Use CCAS dean training sessions to inform about the network
    4. Link with the American Association of Colleges of Teacher Education to reach A & S deans.
  1. Use leadership training to train more faculty members.
  2. Offer publication opportunities.
    1. Call for short reflective papers on topics to be published in NNER Newsletter.
    2. Call for book reviews.
    3. Develop a resource kit for A & S faculty that provides a guide to education-related publishing opportunities.
  3. Communicate opportunities to engage in research.
    1. Grants
    2. Publications
  4. Develop conference opportunities.
    1. Establish a research strand at the next annual conference.
    2. Provide a call for papers on topics of disciplinary topics at next conference.
    3. Establish an Arts & Sciences strand at the next conference.
  5. Provide an A& S directory that includes all members of faculty within the NNER institutions.

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