HIGH-STAKES FOR DENTISTS?
  
What do teachers and dentists have in common? Last spring at the
Project-Based Learning Conference: "Kids Who Know and Do," keynote speaker
Linda Darling-Hammond retold a satirical story by John S. Taylor,
Superintendent of Schools in the Lancaster County School District in South
Carolina. In a room full of 5,000 educators, you could have heard a pin
drop. Of course, during the witty dialogue and the ironic parts, outbursts
of laughter filled the room. But as soon as Darling-Hammond began speaking
again, the audience fell silent. What had educators laughing so hard?
  
http://www.teachervision.com/lesson-plans/lesson-4727.html 

CREATING A SEAMLESS WEB OF SERVICES FOR YOUTH
  
Outcomes for youth in the District of Columbia were quite poor during the
1980’s and early 1990’s. SAT scores were well below the national average
and the juvenile violent death rate was almost three times the average for
the largest 50 U.S. cities. To address this crisis, several important
initiatives have been started, many of which focus on improving
after-school activities for DC youth. One such initiative is the DC
Children and Youth Investment Partnership, which is coordinated by DC
Agenda, a local education fund. The Partnership seeks to build a
sustainable collaboration that changes the way in which youth programs are
designed, managed, and implemented. Specifically, it aims to improve
outcomes for DC youth by increasing both the quantity and quality of
services provided to this group. This new evaluation report suggests that
this new initiative is helping to provide important links between a large
number of stakeholders who might not otherwise work as closely together on
their common goals.
   
http://www.urban.org/education/DC-CYIP.html#execsum 

TEACHERS UNION SEEKS UNPRECEDENTED POWER
   
California's largest teachers union is poised to seek unprecedented power
over everything that happens in the classroom, from setting local academic
standards to choosing course curriculum and textbooks. The California
Teachers Association already holds great sway over statewide education
policy set in the Capitol. But teachers union labor contracts have always
been limited to wages, benefits and working conditions. Elected local
school trustees set broader education policy in consultation with
teachers, parents and the community. Now the CTA is circulating
legislation that would give its members the right to collectively bargain
over education issues as well. The union president says he would want to
exclude parents from any contract negotiations over standards, curriculum
and textbooks. "School administrators could bring in their curriculum
experts, and teachers could bring in their experts, and they could have a
thorough discussion on the curriculum at every level and every subject
matter. They could reach a decision on what they want to do, or what they
agree is the best way to teach kids in their district." All behind closed
doors. Parents might be consulted on the side, he said, "if they have some
qualifications."
   
http://www.sacbee.com/content/news/education/story/1584148p-1660375c.html 

TEACHING AS AN ACT OF LOVE
   
A teacher is a revolutionary. A revolution is a change in the way things
are organized. As we teach we create revolution because we change patterns
of thought. Cognitive psychology and developmental psychology tell us that
the adolescent locks in on the first possible solution to a problem and
once equipped with this possible solution, will not explore new
possibilities. The role of a teacher is to re-open the evaluation process
and have the students begin to practice exploring different options, and
when faced with different viable alternative solutions, use critical
analysis and reflection to choose the direction of their life. As William
Ayres writes, a teacher calls students to look beyond the reality of the
moment. Read about how one teacher is moving toward a more revolutionary
vision of teacher quality.
   
http://tcla.gseis.ucla.edu/rights/features/3/perspectives/williams.html 

TEACHER SAYS: "IF I'M GOING TO GROW, I MAY NEED TO MOVE ON"
   
"I really do not want to leave Turner," writes Ellen Berg. "I love my
kids. I love the community. I love the idea that I am serving a population
that desperately needs committed teachers. Yet I cannot help feeling I
will never reach my potential if I stay where I am, without the support
and guidance I think I need. There is no one to observe, no more
experienced colleague to glean wisdom and ideas from, no person to ask me
the hard questions about what I am doing. I am feeling my way along, a
blind woman in a sea of darkness."
  
http://www.middleweb.com/mw/msdiaries/01-02wklydiaries/EB21.html 

BAD KIDS OR BAD COACHING?
   
When a child swings a bat, shoots a basket, kicks a ball or slaps a hockey
puck down the ice, are they becoming a better moral being? According to
Arizona State University Exercise Science Professor Darren Treasure, maybe
not. Sports leaders should promote sportsmanship and foster the
development of good character by teaching, enforcing, advocating and
modeling six "pillars of character": trustworthiness, respect,
responsibility, fairness, caring and good citizenship.
  
http://www.aiaonline.org 

 
EXPERTS DEBATE EFFECTS OF WHOLE SCHOOL REFORM
  
The federal government has poured millions of dollars into its whole
school reform program, and hundreds of schools have overhauled their
academic programs in the hope that such prescriptions will improve
academic results. But are those models meeting the high expectations of
lawmakers and educators? That depends on who's doing the evaluating and
which whole school experiments they're looking at, according to a panel
recently convened by the Brookings Institution, a Washington think tank.
While some schools have shown great success, and the concept carries much
potential, many pitfalls remain in packaging and mass-producing systems
for school improvement, panelists said.
   
http://www.edweek.org/ew/newstory.cfm?slug=20whole.h21 

ONLINE ACTIVISTS: YOUTH WEBSITES SERVING THE PUBLIC GOOD
   
Adolescents, pre-teens, even younger children are often today’s computer
experts. And on the Internet, young people combine computer savvy with
idealism, developing websites that serve the public good. Check out the
causes they champion and services they volunteer, from increased school
funding to global peace, from soliciting suitcases for foster children to
helping Tibetan refugees bridge the "digital divide."
  
http://www.whatkidscando.org/studentwork/onlineactivists.html  

SCHOOLS GETTING TITLE I MONEY NEED TO STAND & DELIVER
   
For years, educators and their political allies have complained that
Washington did not invest enough money in Title I, the massive federal
program that provides extra funds for public schools in poor
neighborhoods. According to this article, Title I money--like so much
else in big-city education--has flowed more toward the needs of adults
than of children. "In many places," says Phyllis McClure, "Title I has
been thought of more as an adult employment program than an education
program." No one should minimize the challenge facing schools trying to
help low-income students coping with chaotic neighborhoods and, too often,
chaotic situations at home. It's fair for schools to protest that they
can't solve all these problems alone. But it's equally fair for society to
demand that schools place no other priority above helping kids.
   
http://www.latimes.com/news/nationworld/nation/la-000008895feb04.story 

USING TITLE I TO SUPPORT OUT-OF-SCHOOL TIME & COMMUNITY SCHOOL INITIATIVES
   
Title I, the largest single federal investment in education, now provides
$10.3 billion annually (an increase of $1.6 billion over last year's
appropriation) to school systems across the country. This brief presents
an overview of the program, including recent legislative changes, and
highlights three strategies that community leaders, program developers and
school officials can employ to access these funds to support out-of-school
time and community school initiatives.
  
http://www.financeproject.org/newproducts.htm 

BOTH SIDES NOW IN GIFTED EDUCATION
   
Parents want their children of high ability to work at the upper
boundaries of their abilities. This leads to a common misunderstanding.
Teachers see a child who is doing well; parents see one who is capable of
doing much more. Parents know a child who is capable of moving faster and
going into greater depth. They know when their child has slowed down
and/or dumbed down in order to fit in. Read how one teacher is helping
other teachers deal with a greater range of student abilities by analyzing
curricula, student interest, and other methods for enriching and
accelerating learning.
  
http://teachers.net/gazette/JAN02/burke.html 



SCIENCE GOES TO PRESCHOOL
   
Hunched over their microscopes, peering intently into the eyepieces, they
look like biology students or scientists anywhere—with one big difference.
These are pint-sized scientists—3-, 4- and 5-year-olds, to be exact. What
kind of science can preschoolers do? "What can't they do?" replies Kati
Gilson, a Chicago Public Schools early childhood science specialist. The
rationale for preschool science is that we need to expose children to
science as early as possible. According to Gilson, "The more science they
get when they are really young and impressionable, the less likely they
are to struggle with science when they get older, and the more likely they
are to develop a lifelong interest in science that may translate into
future studies and careers."
    
http://www.hhmi.org/news/preschoolgia.html

|---------------GRANT AND FUNDING INFORMATION--------------|

"The Thomas B. Fordham Prize for Excellence in Education"
The $25,000 prize for distinguished education scholarship will be awarded
to a scholar who has made major contributions to education reform via
research, analysis, and successful engagement in the war of ideas. Anyone
may be nominated whose work has had a profound impact on education in the
United States. Nomination deadline: May 31, 2002. Self-nomination will
not be considered.
http://www.edexcellence.net/fordhamprizes/fordhamprizes.html 

"2002 McGraw Prize in Education"
Since 1988, the prestigious Harold W. McGraw, Jr. Prize in Education has
been annually awarded to three individuals who have had an unusually
positive impact in the field of education. Past honorees include U.S.
Secretaries of Education Roderick Paige, Richard Riley and Terrel Bell,
former First Lady Barbara Bush, former Governor James Hunt, as well as
university presidents, principals, superintendents and educators from
across the country. Prize recipients are selected by a distinguished
Board of Judges who review eligible nominations. Recipients are honored
at a dinner in New York City and receive a $25,000 prize. Only
individuals who are presently committed to the cause of education are
eligible for nomination. Nomination deadline: March 15, 2002.
http://www.mcgraw-hill.com/community/mcgraw_prize/2001/nomination.html 

"3M Salute to Schools Grant Program"
Schools seeking to protect library media center equipment can get security
products under the 3M Salute to Schools grant program. 3M will provide up
to two 3M Detection Systems for the entrance/exit of their library media
centers and a supply of Tattle-Tape Security Strips for marking
materials—a package with an average value of about $15,000. The awards
program is open to middle and high schools with 500 or more students. 
Application deadline: March 1, 2002.
http://www.3m.com/market/security/library/press/releases/callforEntries.jhtml 


"Oracle Help Us Help Foundation"
The Oracle Help Us Help Foundation is a non-profit organization that
assists K-12 public schools and youth organizations in economically
challenged communities through grants of computer equipment and software. 
The foundation’s goal is to ensure that all children have access to
Internet technology and learning opportunities that will enable them to
succeed in the 21st century. Grant packages of 50, 30, or 15 computers
and related equipment such as printers and software are available. 
Application deadlines: February 28, 2002 and May 31, 2002.
http://www.helpushelp.org/ 

"Department of Education Forecast of Funding"
This document lists virtually all programs and competitions under which
the Department of Education has invited or expects to invite applications
for new awards for FY 2002 and provides actual or estimated deadline dates
for the transmittal of applications under these programs. The lists are in
the form of charts -- organized according to the Department's principal
program offices -- and include programs and competitions the Department
has previously announced, as well as those it plans to announce at a later
date. Note: This document is advisory only and is not an official
application notice of the Department of Education.
http://www.ed.gov/offices/OCFO/grants/forecast.html 

"eSchool News School Funding Center"
Information on up-to-the-minute grant programs, funding sources, and
technology funding.
http://www.eschoolnews.com/resources/funding/ 

"Philanthropy News Digest-K-12 Funding Opportunities"
K-12 Funding opportunities with links to grantseeking for teachers,
learning technology, and more.
http://fdncenter.org/funders/ 

"School Grants"
A collection of resources and tips to help K-12 educators apply for and
obtain special grants for a variety of projects.
http://www.schoolgrants.org 

QUOTE OF THE WEEK

"Education is one of the most powerful tools for acquiring self-esteem,
and since self-esteem is the most powerful psychological force that
prevents violence, it is not surprising that the level of education is one
the strongest predictions as to whether or not a person will be violent."
-James Gilligan (psychiatrist), "Preventing Violence"

  
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