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7. The Fate of a Noncandidate

Herman B Wells Indiana University Press ePub

THOMAS D. CLARK, in the second volume of his history, Indiana University: Midwestern Pioneer, states that whereas I may have borne the title “acting president” I never really cast myself in that role. He went on to say, “Clearly, he acted like a president from the start.” While Dr. Clark was writing this volume he made similar remarks to me. At the time they seemed farfetched, almost preposterous. I remembered little of what took place from July 1, 1937, to June 30, 1938. Throughout my life I have tended to think infrequently about the past, concentrating rather on the future. I have that habit even now. The story of an incident that occurred long ago might illustrate the point.

At the death of Val Nolan, a trustee of the university, it was of course the sad duty of the trustees and officers of the university to attend the funeral. The transportation from Bloomington to Evansville was organized by Ward Biddle, the university comptroller. President Emeritus Bryan was to take his Buick, driven by his old chauffeur, Rocky, and Mr. Biddle assigned Trustee Paul Feltus and me to go with him. Feltus approached Ward Biddle privately, I heard later, and objected to his assignment, saying, “Can't you put me in another car? I don't want to ride 120 miles to Evansville and 120 miles back with two men who don't smoke and don't even know they live in the present. Bryan talks only about the past and Wells is somewhere off in the future.”

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Chapter 10 Implementing the Professional Learning Community Process Districtwide

Richard DuFour Solution Tree Press ePub

Superintendent Matt Ditka prided himself as a take-charge, action-oriented leader who wanted the very best for all of the schools in the Dunning-Kruger School District. When he identified a powerful concept or program that he felt would improve the district, he was determined to do whatever was necessary to introduce it to educators in every school.

Ditka was particularly enthused about the professional learning community concept after attending an institute on the topic. He was convinced that it offered the most promising strategy for sustained and substantive improvement for the schools in his district, and he resolved to make implementation of the concept a districtwide initiative. He provided the board of education with information about PLCs and persuaded the board to adopt a goal to implement the concept throughout the district. He also was able to win board approval for funding to train the principals and teacher leaders from every school to ensure they had the knowledge, skills, and tools to bring the PLC process to life in their schools. He purchased books on the PLC process for each member of the central office cabinet and every principal, and he encouraged them to visit schools that had been identified as model PLCs.

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Learning and Leading for Growth: Preparing Leaders to Support Adult Development in Our Schools



ABSTRACT: Currently, scholars and practitioners seek to improve leadership programs so that educational leaders can more effectively support adult development—especially since it is connected to improved student achievement. Interview findings presented here stem from a larger mixed methods study. This research investigated how a university course on leadership for adult development influenced participating leaders’ thinking and on-the-ground practices years after course completion. Findings describe students’ reported course learnings, ways that they translated learnings to practice, and obstacles that they still encounter. This investigation offers insight into how leadership coursework can help leaders support adult development in schools and build systemic and school structures that would better enable them to build capacity.

Leadership today places implicit and explicit demands on leaders, requiring them to think more complexly to support the children and adults in their schools—which can serve as true learning centers for all participants (Capper, Theoharis, & Sebastian, 2006; Jacobson & Bezzina, 2008; Kegan & Lahey, 2009; Murphy, 2002, 2006; Normore, 2008; Peterson, 2002; Shoho, Barnett, & Tooms, 2010; Wagner et al., 2006). Helping practicing and aspiring leaders to support their own and other adults’ development and learning has become a central mission of leadership preparation programs. In other words, we must help leaders build their own and other adults’ internal capacities (Ackerman & Maslin-Ostrowski, 2004; Elmore, 2004; Kegan & Lahey, 2009; Normore, 2008). While this is important for its own sake, given the complexities of leading today, it is also essential, since we know that supporting adult learning is directly and positively linked to increasing student achievement (Guskey, 1999; Kaser & Halbert, 2009). In this article, when we use the term adult learning, we are referring to all educators in schools and school systems.

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Chapter 3 The Most Effective Intervention Is Prevention

Mike Mattos Solution Tree Press ePub

The Most Effective Intervention Is Prevention

Luis F. Cruz

Between 70 and 80 percent of students who fail in the first year of high school do not graduate (Wyner, Bridgeland, & Diiulio, 2007). Unfortunately, many high schools allow incoming ninth graders the opportunity to fail before providing extra help. In most cases, this means “too little, too late.” Early identification is the key to preventive interventions. Predicting which incoming students are likely to need this support is hardly difficult; at-risk ninth graders usually have a history of struggling in school long before entering high school. As most students enter high school from predictable feeder school(s) within the same district or region, a high school could begin identifying incoming students who may need intensive support during the second semester of the previous school year.

As this chapter demonstrates, Baldwin Park High School does not take a “wait to fail” approach. To this end, the school’s Guided Studies program possesses two critical characteristics. First, the staff identify at-risk ninth graders before they have a chance to fail. By working with the middle schools that send students to Baldwin Park High School, students enter high school with daily support beginning the first day of ninth grade. Second, Baldwin Park does not track these students into remedial core classes. To learn at high levels, students must be taught at high levels. The Guided Studies program supports students in meeting rigorous college-prep expectations.

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Medium 9781935542032

Chapter One The Diversity of Students and Programs

Calderón, Margarita Solution Tree Press ePub

A teacher who has ELs in his or her classroom has triple the work. He or she is teaching not only core subjects but also basic language and literacy—and often without the time and resources to put together effective lessons that fit his or her teaching style and the students’ diverse learning needs. It is no wonder that such teachers feel unprepared. A first step toward helping teachers feel and be successful is identifying the different levels of language, literacy, and core knowledge of the students. Once those levels are identified, the appropriate type of instructional program or intervention can be designed.

The heterogeneity of ELs in the classroom can be overwhelming for a teacher. The following are broad categories of ELs and the characteristics of each:

Non-English speakers entering preschool or kindergarten. Non-English-speaking children entering school for the first time may or may not have large vocabulary banks in their primary language, which makes a significant difference on how quickly they learn English. Some may have attended preschool where instruction was mainly in Spanish or another primary language. Others may have participated in an English immersion program with or without language support. Some may have attended a preschool where instruction was equally delivered in the primary language and English. Exposure to books, talk stories, and life experiences has a positive impact on such children’s early learning.

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