AASA Bulletin: A supplement to the school administrator.

Announcing

THE HARVARD SEMINAR ON PUBLIC ENGAGEMENT

Reconnecting Schools, Parents and Communities

MARCH 7-9, 2002 * HARVARD GRADUATE SCHOOL OF EDUCATION * CAMBRIDGE, MASSACHUSETTS 

CO-SPONSORED BY AASA 

Public engagement is critical to the survival of public education. Whether seeking support for new standards or securing needed resources, educational leaders must have the skills to forge new partnerships with the American public. The goal of the Harvard Seminar on Public Engagement is to develop these skills and to deepen your understanding of public engagement. The seminar will provide you with critical resources and ideas for engaging the public in the important work of school improvement.

At the Harvard seminar, you will:

* understand how Americans think about critical public education issues;

* consider ways to engage the public in school improvement--especially in light of current accountability discussions;

* review strategies and practices for effective public involvement; and

* develop a tailored action plan for your own school or district.

The Daily News from San Diego 

A Web-based version of the daily newspaper being published at the AASA National Conference on Education in San Diego will be available at AASA Online by 10 p.m. on the day before the print edition is distributed. The Conference Daily will provide summaries of keynote speakers, topical presentations and news from the corners of the convention center. It will be published on Feb. 16, 17 and 18.

2002 AASA President-Elect and Executive Committee Candidates

Following the National Conference on Education, AASA members will elect a president-elect and two members of the Executive Committee. All voting members will receive a ballot in the mail. New officers will be installed at the AASA Leadership Conference and officially take office on July 1.

Upon filing, candidates for president-elect--Mary F. Barter and John R. Lawrence--and Executive Committee-Donald B. Trombley, Joan P. Kowal and Daniel R. Mastrobuono--were asked to provide biographical information and to answer several questions in 100 or fewer words each. The candidates' responses to the final two questions are included in this issue of the Bulletin. Candidates' bios and additional responses can be found at www.aasa.org, along with a candidate video discussion.

Question 1: The No. 1 concern of school superintendents is inadequate resources to do the job expected of them. What are your top two or three recommendations to help superintendents cope with this dilemma?

Question 2: Ever since the events of September 11, 2001, Americans have come to realize that their world as they knew it has changed dramatically. What would you suggest are the lessons to be taught to public school students?

Candidates for President-Elect (2 candidates)

Mary F. Barter

Inadequate resources: The demand for higher standards and public accountability has set the stage for more effective use of existing resources and the acquisition of new resources. Aligning curriculum, instruction, assessment and staff development with student achievement priorities maximizes the effective use of existing resources. Achievement gaps that persist in spite of these efforts demonstrate that additional resources are necessary Superintendents must make it clear to those who control the purse strings at the local, federal and state levels that school districts are unable to meet the challenge of increased levels of achievement for all students without adequate resources.

Lessons: September 11 demonstrated that a free, democratic society cannot guarantee peace beyond its own boundaries or safety within them. This is not a new lesson. We know that demagoguery and hate cause anger and violence despite the obvious benefits of peaceful interdependence. We also know that our system of government tolerates differences within the limits of law, significantly lessening the probability of unchecked violence against others. Our schools must continue to teach the lessons of history while encouraging students to acquire the attitudes, values and appreciation for interdependence upon which the continuation of our free and democratic society exists.

John R. Lawrence

Inadequate resources: For 26 of my life's 49 years I have been a school superintendent. During those years, I have dealt with fiscal issues on a daily basis. Like you, I've found procuring resources to provide students the exemplary education they deserve a formidable task.

Most fiscal solutions are ultimately local. We must be proactive in building consensus for statewide initiatives and diligent decision makers at the district level.

However, one way to enhance funding is through AASA. A personal interaction with AASA lobbyists and AASA's Legislative Corps holds elected officials accountable to their often expressed "political promise" of prioritizing America's children.

Lessons: Shortly after the events of September 11, I asked randomly selected students to meet with me and respond to this very question. I first shared my beliefs. They embraced them, fortifying my confidence in America's children. I believe: America is the greatest of nations, our legacy must be cherished, our freedoms defended; Real heroes are often public servants, including teachers; It is unjust to condemn everyone within a culture for the wrongful acts of a few; We must be cautious in a forever altered planet, but not afraid; In crisis, we rediscover we truly are "One nation, under God, indivisible..."

Executive Committee (3 candidates: 2 open seats)

Donald B. Trombley

Inadequate resources: If you find yourself hard-pressed for adequate funds, clearly define the necessary resources that preserve effective teaching and learning in the classroom. Be cognizant of the student/teacher ratio and curricular materials needed to carry out instructional tasks. All other expenditures are on the peripheral and need to be ranked in order of importance by the school community and residents of the school district.

You and your staff have to exhaust all sources of financial support at the local, state and federal level, both public and private. They may include partnerships, integration of services from related agencies or targeted grants.

Lessons: The searing occurrences of September 11 have left an indelible mark on our conscience and memories. A knowledge and understanding by students about the foundations of what our country represents and the unity that people from all backgrounds have brought to this land to make the United States the leading nation of the world needs to be reaffirmed. Courses on American History and Government need to be bolstered and made relevant to our children. The important decisions that not only affect our relationships throughout the world but within our society should be seriously addressed for the country's immediate and long-term future.

Joan P. Kowal

Inadequate resources: Financing education at less than adequate levels is poor economic investment by any standard. In a highly literate, technical society, a quality education must be the fundamental right of each child. To address this dilemma, superintendents must work aggressively with state legislative bodies to assist in defining adequacy and developing reform in school funding structures. Superintendents must support leadership training, secure staff development funds, and encourage and prepare educators for future administrative positions. Finally, superintendents must develop and facilitate ongoing community and business partnerships to support quality public education for all children.

Lessons: September 11, 2001, has taught our students that the future is unpredictable and that we as a society and democracy must be prepared for the unexpected. We must teach our students to appreciate the importance of protecting our civil rights and understanding the fragile balance between individual rights and the freedoms of our democracy. Students must learn that the true face of education in 2001 is knowledge. Daily in our classrooms we see a love of learning, exposure to boundless diversity and a perspective of the world that reminds us that equity does not mean equal resources but equal results.

Daniel R. Mastrobuono

Inadequate resources: Society has entrusted schools with more responsibilities for social development along with academic learning than at any time in our history. Resources for such a task have been focused more on what once were school tasks, not with what tasks we are currently charged to do. Hence, we are behind. As a result, superintendents must build community consensus through setting community objectives. The superintendent must report often on successes and failures. Also, the school administrator must provide opportunities for the community to come together often to develop solutions to common problems.

Lessons: We face a life-changing test of our goodness and our will to be better. In crisis there is the opportunity to expose young people to the possibilities for growing together. We must discuss the genesis of violence and hate and what we can do to promote less of such emotional cancers, and we must focus on our sacred trust to make our charges better human beings. We must speak of tolerance, appreciation of diversity and the need to come together and love more. Educators have the responsibility, the opportunity and, better still, the humanity to make the world better.