TRUST and Mike Froning's leadership
What Dean Froning of the University of Alabama/Birmingham has written in his chapter, "Recruiting, Preparing and Retaining Urban Teachers: One Person's View from Many Angles," is a core component to the movement we are attempting to reinforce. It will be a message that we will deliver at the Aspen Ideas Festival to audiences which span the broad political spectrum.
Individuals such as Jean Anyon argue that we need a new social movement in which the poor and middle-class demand new, more egalitarian economic and social policies that will "double the minimum wage, create decently paying jobs in cities, and provide transportation to where suburban jobs are located." Anyon suggests that urban schools and educators can be at the center of such a movement working with the community and developing school curricula that focus on urban issues.
At the NUA we have delivered this point regarding the potential influence/power of the 3.5 million educators at work in the U.S. and the role they might play in a new civil rights movement to numerous audiences from Seattle to Denver, East St. Louis to Birmingham, Minneapolis to Indianapolis, Newark to Albany, Hamden to Bridgeport, Chicago to New York City, Wyandanch to Hartford, Buffalo to Austin. Anyon goes on to suggest that educators working with community stakeholders, because of their "...respectful, caring, and hardworking habits, trusted by students and parents, have a unique opportunity to engage residents and youth in political conversations and activity." The challenge we face is how to connect/reinforce the groups and how to sustain a message of hope to more and more leaders. Developing a strategic communication plan is underway, which will include a film to be released at targeted theaters across the country, "In a perfect world...Listen to the Children." A preview of the film will be shown at the internationally respected Aspen Institute's Idea Festival early in July.
Please see Mike Froning's passages below from his chapter:
"There are untold numbers of university faculty members with K-12 experience working in substantial ways with urban schools -- individuals who are well-suited to offering the sustained mentoring many researchers now believe is critical to the long-term classroom survival of new teacher education graduates.
Such faculty, however, often work alone or must balance their efforts against other responsibilities. Neither the schools nor the university is fully equipped to deliver high-quality, sustained professional development because each has other pressing, front-line responsibilities. For this task, specialists -- or "boundary spanners" as they have been called -- properly grounded both in research and practice, may be the best solution (Joint Task Force for Urban/Metropolitan Schools, 2004). The caveat is that these boundary spanners can have an impact on schools only when they work closely with both the school district and the university and tailor their delivery to the particular needs of the teachers and principals they serve."
Toward helping to support educators as activist for those they serve:
Individuals such as Jean Anyon argue that we need a new social movement in which the poor and middle-class demand new, more egalitarian economic and social policies that will "double the minimum wage, create decently paying jobs in cities, and provide transportation to where suburban jobs are located." Anyon suggests that urban schools and educators can be at the center of such a movement working with the community and developing school curricula that focus on urban issues.
At the NUA we have delivered this point regarding the potential influence/power of the 3.5 million educators at work in the U.S. and the role they might play in a new civil rights movement to numerous audiences from Seattle to Denver, East St. Louis to Birmingham, Minneapolis to Indianapolis, Newark to Albany, Hamden to Bridgeport, Chicago to New York City, Wyandanch to Hartford, Buffalo to Austin. Anyon goes on to suggest that educators working with community stakeholders, because of their "...respectful, caring, and hardworking habits, trusted by students and parents, have a unique opportunity to engage residents and youth in political conversations and activity." The challenge we face is how to connect/reinforce the groups and how to sustain a message of hope to more and more leaders. Developing a strategic communication plan is underway, which will include a film to be released at targeted theaters across the country, "In a perfect world...Listen to the Children." A preview of the film will be shown at the internationally respected Aspen Institute's Idea Festival early in July.
Please see Mike Froning's passages below from his chapter:
"There are untold numbers of university faculty members with K-12 experience working in substantial ways with urban schools -- individuals who are well-suited to offering the sustained mentoring many researchers now believe is critical to the long-term classroom survival of new teacher education graduates.
Such faculty, however, often work alone or must balance their efforts against other responsibilities. Neither the schools nor the university is fully equipped to deliver high-quality, sustained professional development because each has other pressing, front-line responsibilities. For this task, specialists -- or "boundary spanners" as they have been called -- properly grounded both in research and practice, may be the best solution (Joint Task Force for Urban/Metropolitan Schools, 2004). The caveat is that these boundary spanners can have an impact on schools only when they work closely with both the school district and the university and tailor their delivery to the particular needs of the teachers and principals they serve."
Toward helping to support educators as activist for those they serve:
posted by Eric J. Cooper at 12:59 AM
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