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Opportunity Knocks UC Berkeley’s Public Charter School Opens Doors

ATDP Turns 25 Changing History in Rwanda


connect ed Features


Silver Lining

From the Dean


Academic Talent Development Program Stays on Solid Ground After 25 Years By Steven Cohen

Talent Show



An Interview with ATDP Faculty Director Frank Worrell

Education for Reconciliation


Creating a History Curriculum After Genocide in Rwanda By Sarah Warshauer Freedman

Cover story Opportunity Knocks

12 19

UC Berkeley’s Public Charter School Opens Doors By Steven Cohen

Cover: CAL Prep eighth graders Brandan Starks and Bianca Sanchez examine a plane in physical science class. Photo: Peg Skorpinski Back cover: ATDP writing student Photo: Justin Syren


Winter 2006 • Volume 1 • Number 1

Connected is published once a year by the University of California, Berkeley Graduate School of Education for alumni and friends.


Contributing Photographers: Steven Cohen, Pete DaSilva, Sarah Freedman, Margaretta Mitchell, Karen Murphy, Peg Skorpinski, Deborah Stalford, Justin Syren, Bijan Yashar Printer: UC Printing Service Printed on recyled content paper

Dean: P. David Pearson Director of Development: Janine Sheldon Editor/Writer: Steven Cohen Graphic Design: Kat Jones Copy Editors: Joyce Burks, Kate St. Clair

Connected University of California Graduate School of Education 3627 Tolman Hall #1670 Berkeley, CA 94720-1670


School News 2 Spotlight: Guitars in the Classroom UC Admission Process Examined Leadership Plan Launched in SF Schools PACE Study Looks at Achievement Gaps GSE in on Berkeley Diversity Initiative In Brief Faculty Honors Publications Appointments In Memoriam New Faces: Abrahamson, Engle Ammon, Hurst, Simons Retire


Students Spotlight: Laurie Mireles Honors


Alumni Spotlight: Justin Minkel Class Notes


Friends Spotlight: Charles Toto Advisory Board Takes Shape Scholarship Tea Warms Spirits Behring Honored Donors


Phone: 510/643-9784 E-mail: Fax: 510/643-2006 Web: To subscribe to gsE-news and receive Connected and the gsE-bulletin by e-mail, please visit communications/subscribe.html. ©2006 by the Regents of the University of California. All rights reserved.

Margaretta Mitchell

From the Dean

Welcome to our new magazine, Connected. Now we can bring you the breadth and depth of the activities of students, faculty, staff and alumni of the Graduate School of Education. Inside you will discover the unique ways our work is touching countless lives in so many places — from our exciting new charter school partnership, the California College Preparatory Academy to the thriving quartercentury-young Academic Talent Development Program, to professor Sarah Freedman and her team’s mission to establish a history curriculum in post-genocide Rwanda. Along the way, you will meet others in the School of Education family such as Associate Professor Frank Worrell, alumnus Justin Minkel, student Laurie Mireles and many others who are tackling some of society’s most pressing problems in K-12 and college classrooms and achieving positive results in the process. As a member of our learning community, we encourage your continued support of the work we do to prepare the next generation of scholars and educators. With support from you and other alumni and friends of the Graduate School of Education, we will continue to play a major role in efforts to improve educational opportunity and practice everywhere. P. David Pearson Dean and Professor Graduate School of Education

Winter 2006



DTE student Serian Strauss leads a song with her first graders at Albany’s Cornell School.

Spotlight Guitars in the Classroom

When Developmental Teacher Education (DTE) coordinator Della Peretti picked up a “Guitars in the Classroom” flyer, she had no idea that she would be popularizing a new course by the same name. “I thought maybe five to eight students would sign up,” said Peretti.

to music in DTE school classrooms each year. On a recent Monday evening, Graduate Student Instructor Martin Lewis, a second-year DTE student who earned an M.A. in opera, encouraged his guitar students to mouth and clap the sounds of their names before he translated the syllables into musical notation on the blackboard. As Lewis led the beginners in the music theory section of the class, GITC instructor Quinn Fitzpatrick concluded the practice side of the course with the intermediate students by performing a rendition of the classic folk song, “Goodnight Irene” in a nearby classroom. Peretti strummed along happily at the back of the class.

Stern, Other UC Professors Urge University to Open Up Admissions Process

Leadership Plan Launched

A group of UC professors including

The Center for Urban School Leader-

GSE Professor David Stern, has proposed that UC’s admission procedures be revised so that applications from more of California’s graduating seniors will be read. “There are many students who are simply invisible to UC,” said Stern, who co-authored a paper, “UC Eligibility: The Quest for Excellence and Diversity,” along with UC Santa Barbara Education Professor Michael Brown, UC Davis Engineering Professor Mark Rashid and UC Santa Cruz Education Professor Trish Stoddard. The proposal was presented at a daylong conference at UC Berkeley organized by Boalt Hall law school, marking the 10th anniversary of Proposition 209, which banned the use of race in deciding public school admissions and 2

But just one year later the class — a partnership between UC Berkeley’s Arts Education Initiative and the nonprofit Guitars in the Classroom (GITC) — is overflowing with DTE students, as well as four or five of their master teachers who can’t wait to use participatory music and songs as an engaging activity to address various California Academic Content Standards in their elementary classrooms. DTE is the first teacher education program to incorporate the initiative. GITC founder Jessica Baron estimates that for each DTE teacher who receives a guitar through the program, an average of 70 children will benefit annually. But because teachers lead assemblies and visit other classes, more than 3,000 students are being exposed


state hiring and contracting. The paper by Stern and colleagues demonstrates the value of using information from the full application, rather than relying on just the numbers used in the current UC eligibility formula. For the past five years, all University of California campuses have been doing whole-file review of applicants. The authors said they hope their report will prompt discussion leading to consideration of new policies by UC’s Board of Regents. “We’re not trying to commit to a clear solution yet. We’re trying to open a discussion,” Stern told the San Francisco Chronicle. “Campuses have all developed comprehensive review. We think they can make more accurate judgments about admissions than the current simple formula does.”

for San Francisco Schools

ship at the Graduate School of Education and three partner organizations — the San Francisco School Alliance, San Francisco Unified School District and Partners in School Innovation — have launched a new Leadership Initiative to recruit, prepare, support and retain leaders for more than 100 public schools in San Francisco and to reverse the trend of early departures of school administrators. The initiative’s five-year plan was outlined at a gathering of school and community leaders at Thurgood Marshall High School in December. For more information on the Leadership Initiative plan, contact Principal Leadership Institute Coordinator Lynda Tredway at 510/643-5783 or

In Brief GSE hosted several distinguished speakers in 2006 including, clockwise from left, Director Marshall Smith of the Education Program, the William and Flora Hewlett Foundation; then-California Secretary of Education Alan Bersin; University of Pittsburgh Education Professor James Greeno; and Stanford Education Professors Kenji Hakuta, Linda Darling-Hammond and Guadalupe Valdés.

PACE Study Examines State’s Achievement Gaps

Seven years after Sacramento em-

barked on ambitious and costly school reforms, and five years after President Bush signed the No Child Left Behind education law, test scores in California are leveling off and in some cases they have widened, according to Policy Analysis for California Education (PACE), the research center jointly administered by UC Berkeley and Stanford. “Not only have all boats stopped rising, but the boats that are under water are sinking further down,” PACE director at UC Berkeley Bruce Fuller told the New York Times. PACE takes stock of the state’s schools every five years. Its new report, “Crucial Issues in California Educa-

tion 2006: Rekindling Reform,” details how test scores did improve, mainly in elementary schools, following enactment of former California Gov. Gray Davis’ comprehensive school reforms in 1999, as local educators faced stiff accountability pressures. “But we now see that rules and penalties hitting many schools don’t motivate educators and students in the long run,” said Fuller, professor of education and public policy. “Sacramento expects educators to deliver world-class educational standards on a Third World budget.” To view sample chapters of the report and summary graphics, visit pace

GSE Has Role in New Berkeley Diversity Research Initiative UC Berkeley Chancellor Birgeneau marked the culmination of a two-year effort this fall by announcing the selection of three diversity-research initiatives from a wide field of finalists for funding under the new Berkeley Diversity Research Initiative (BDRI). Dean and professor David Pearson and professor Norton Grubb are represented on one of the three BDRI clusters: Educational Policy Collaboration Research Approach. The other two clusters are Diversity and Democracy

and Diversity and Health Disparities. The selected projects focus on racial inequities in urban public schools, the root causes of health disparities among diverse populations, and diversity and democracy. Birgeneau said that six full time employees have been assigned for the new interdisciplinary research clusters to develop a wide range of disciplines on diversity-related research themes and, eventually, instructional programs.

The second Dale Tillery Institute for Community College Leadership and Innovation took place July 31–August 2 at UC Berkeley’s Faculty Club. College teams from throughout the state and guest professors again participated in the Institute, which focused on strategies to help English Language Learners succeed in higher education. Hartnell and Sierra colleges each received Tillery Awards of $5,000 for development and execution of their equity plans during the 2005–06 academic year. The Institute was established at UC Berkeley in memory of Professor Tillery, author of the Community Colleges section of the California Master Plan for Higher Education. Local middle school students participating in TELS (The Center for Technology Enhanced Learning in Science) demonstrated computer-based science projects for U.S. Rep. George Miller (D-Concord) last October and National Science Foundation Director Arden Bement this November during their visits to UC Berkeley. TELS is directed by GSE Professor Marcia Linn. Marjorie Lovejoy, who spent 38 years on staff at the Graduate School of Education, retired in May. In October, GSE Professors David Pearson and Ingrid Seyer-Ochi discussed the significance of two upcoming U.S. Supreme Court cases that address the constitutionality and impact of race-conscious, voluntary desegregation programs in K–12 education.

Oakland storyteller Muriel Johnson returns for the Celebration of Children’s Literature on Cal Day, April 21. The free public event made a spectacular return to Tolman Hall last year after a two-year hiatus.

Winter 2006



Alan Schoenfeld

Mark Wilson

Andrea DiSessa

Sophia Rabe-Hesketh


Cynthia Coburn

Andrew Furco

Assistant Professor Cynthia Coburn received the prestigious Palmer Johnson Award at the 2006 American Education Research Association (AERA) Conference for best academic scholarship published in an AERA journal during the 2005 volume year. Her article, “The Role of Non-System Actors in the Relationship Between Policy and Practice: The Case of Reading Instruction in California,” was published in Educational Evaluation and Policy Analysis. Andrea DiSessa has been named editor-in-chief of Cognition and Instruction journal. He was also reappointed as a Fellow at the Center for Advanced Studies in the Behavioral Sciences.

Glynda Hull

Jabari Mahiri

Language, Literacy and Culture professor Sarah Warshauer Freedman has been selected as a Fellow at the Center for Advanced Study in the Behavioral Sciences. In addition, Freedman and two of her students, Verda Delp and Suzanne Mills Crawford, were honored by the National Council of Teachers of English for their article, “Teaching English in Untracked Classrooms.” Professor Andrew Furco received the 2006 National Society of Experiential Education’s (NSEE) Researcher of the Year Award in



Nashville during NSEE’s annual conference, October 12. Furco was honored for his contributions to advancing understanding of programmatic features that help distinguish the effects and outcomes of various forms of experiential learning experiences, as well as for his more recent work, which has focused on the institutionalization of service-learning and community-based learning in higher education. The institutionalization work has involved more than 200 U.S. colleges and universities. Furco teaches GSE courses in educational research, experiential learning and education reform and directs UC Berkeley’s newly formed International Center for Research on Civic Engagement and ServiceLearning. Glynda Hull, professor of Language Literacy and Culture in the Graduate School of Education, was honored in October as one of three recipients of the Ernest A. Lynton Award for Faculty Professional Service and Academic Outreach. The award, given by the New England Resource Center for Higher Education, recognizes faculty members who use their academic expertise for community outreach. Hull co-founded Digital Underground Storytelling for Youth (DUSTY), a community technology center.

Her graduate and undergraduate students create multimedia stories about their lives, families and communities. Participating K-12 students, most of whom began the program with poor literacy skills, become highly motivated to read and write. Jabari Mahiri, associate professor of Language and Literacy, Society and Culture, has been awarded the Leon Henkin Citation for Distinguished Service, which is presented to a faculty member for “exceptional commitment to the educational development of students from groups who are underrepresented in the academy.” GSE Dean P. David Pearson, an alumnus of the College of Education and Human Development at the University of Minnesota, received the Outstanding Achievement Award from that University in May. The award is the highest non-degree award conferred upon distinguished alumni by the University and recognizes graduates or former students who have attained unusual distinction in their chosen fields or professions, or in public service, and who have demonstrated outstanding achievement on a community, state, national or international level.

Carol Tateishi

Patricia Baquedano-López

Della Peretti

PUBLICATIONS Cognition and Development professor Alan Schoenfeld has been elected to the Kappa Delta Pi Laureate Chapter, which honors individuals who have made outstanding contributions to the development of professional education. The Chapter has named 293 eminent educators to its honor roll including John Dewey, Albert Einstein and Jean Piaget. GSE Professor Mark Wilson gave the Samuel J. Messick Memorial Lecture at the Learning Testing Research Colloquium, University of Melbourne, in June. He presented a new and integrated way to think about item response models in language testing. The Messick award is given in honor of the distinguished research scientist at Educational Testing Service. Wilson spent his spring 2006 sabbatical as visiting professor, Department of Education and Professional Studies, Kings College, University of London. Professors Mark Wilson and Frank Worrell were elected Fellows of the American Psychological Association. Wilson was named a fellow in Evaluation, Measurement and Statistics (Division 5); Worrell was honored in School Psychology (Division 16), where he is also president-elect.

Elyse Eidman-Aadahl et al, Writing for a Change: Boosting Literacy and Learning Through Social Action (2006). Glynda Hull, Nora Kenney, Stacy Marple, Al Forsman-Schneider, Many Versions of Masculine An Exploration of Boys’ Identity Formation Through Digital Storytelling in an Afterschool Program (2005). Sophia Rabe-Hesketh and Brian Everitt, A Handbook of Statistical Analyses Using Stata (2006). Carol Tateishi, co-editor and chapter author for Working Toward Equity: Writings and Resources from the Teacher Research Collaborative, published by the National Writing Project (2005). Mark Wilson and Meryl Bertenthal, Systems for State Science Assessment (2005).

APPOINTMENTS Associate Professor Patricia Baquedano-López has been appointed chair at the Center for Latino Policy Research for 2007.

In Memoriam James R. Gray, 1927–2005 Gray, a senior lecturer emeritus of education, was founder of the Bay Area and National Writing Projects.

Reginald Jones, 1931–2006 Jones joined UC Berkeley’s faculty in 1973 as professor of African American Studies and adjunct professor of Education. His work pushed the educational psychology field, challenging and debunking ideas held, particularly with regard to minority and disabled children.

Nadine Lambert, 1926–2006 Lambert, a professor emerita of Education, and an advisor and mentor in the Joint Doctoral Program in Education Leadership, founded the School Psychology Program at the School of Education in 1964, her first year at UC Berkeley.

Anne Wallach, 1912–2005 Wallach, who taught at San Francisco’s Lowell High School for more than two decades, founded the UC Berkeley Gifted Program, which became the Academic Talent Development Program in 1983 (see article on page 8).

Doris White, 1928–2006 Developmental Teacher Education Coordinator Della Peretti was elected to the Board of Directors of the California Council on Teacher Education.

White served part-time in the Graduate School of Education, supervising fifth-year students enrolled in the teacher-education program.

Winter 2006



New Faces Dor Abrahamson, an assistant professor of Cognition and Development since 2005, brings a strong emphasis on design-based research to the School of Education. As director of the Embodied Design Research Laboratory, he studies students’ mathematical intuitions, thinking and learning. “Kids know a great deal about stuff in the world. I tune in to this knowledge with specialized learning tools. If kids can build from what they already know, they sustain a sense Bijan Yashar of understanding and accomplishment,” says the Israeli-raised Abrahamson, who studied music in the Jerusalem Academy, cognitive psychology at Tel Aviv University and learning sciences at Northwestern University. “There are two products from this kind of work: new insight into student cognition as you have under other methodologies, but also new learning tools. “I keep thinking of this low-achieving fifth-grade student I interviewed last winter,” Abrahamson recalls. “We’d been working on probability — scooping marbles, coloring cards and running computer simulations — when he said that now he understands, not just knows. I asked him what he meant, and he replied, ‘If you know something, then you know it — it’s the answer. But if you understand something, then you understand the question to get you to the answer, kind of.’ ” For more on Abrahamson, visit or

Bijan Yashar

Randi A. Engle joined the School of Education in 2005 as an assistant professor of Cognition and Development, director of the Discourse, Interaction and Learning Lab, and a faculty member in the undergraduate Cognitive Science major. “My passion is understanding the moment-by-moment processes of learning,” says Engle. “To do that, I study discussions in mathematics and science classrooms and how discussion-based learning environments can be designed

and supported.” Engle also examines how traditionally social and cognitive factors interrelate, for example how identity issues may influence content learning. “In one current project,” she says, “I’m testing the hypothesis that transferof-learning can be promoted by positioning students as authors of their own ideas within intellectual communities that extend across time and space. Having an identity as an author may encourage students to assume they will be using what they are learning, and therefore to direct their learning activities accordingly.” A graduate of Dartmouth and Stanford, Engle says she was attracted to teach at UC Berkeley because of its students. She hasn’t been disappointed. “They want to explore cutting edge ideas,” Engle explains. “They want to do it rigorously. And they want to make a difference. It’s a unique combination.” For more on Engle, visit 6


Simons, Ammon and Hurst have 122 years.

Three Distinguished Professors

Take Retirement Graduate School of Education professors Herbert Simons, Paul Ammon and John Hurst have retired and joined the ranks of emeriti faculty. Hurst has taught at UC Berkeley since 1960, giving him seniority among the three. He developed and chaired the undergraduate minor for which he won the campuswide Educational Initiatives Award in 1997. He was also honored with the first Chancellor’s Award to faculty for Outstanding Community Service in 1999, and was one of five UC Berkeley faculty members to receive a 2006 Faculty Award for Outstanding Mentorship of Graduate Student Instructors. Ammon has taught at the School of Education for four decades. He is the director and co-founder of Developmental Teacher Education, the GSE’s model program for preparing elementary school teachers. In 2002, he received the Distinguished Teacher Educator Award from the California Council on Teacher Education. Simons has been at UC Berkeley for 36 years . He directs the highly regarded Athletes and Academic Achievement master’s degree concentration, for students who have competed in sports and are studying the intersection of athletics and academics. What now? After a combined 122 years of distinguished service to the School, the three professors will continue to teach, with only a slightly reduced load.


Spotlight Laurie Mireles

Bijan Yashar

Third-year doctoral student Laurie Mireles recalls the first time she set foot on the UC Berkeley campus as an Academic Talent Development Program (ATDP) student in the summer of 1993. “I’d never seen a university in my entire life,” says Mireles, who grew up with five other siblings in Coalinga, a Central Valley farming community. “I had no idea that this is where I’d end up.” By the time she graduated from Swarthmore College a decade later, Mireles chose to pursue a doctorate in education at Cal over Stanford. At the point she was torn between the two schools, she phoned ATDP Director Nina Gabelko to ask her to help break the tie. Gabelko told her that she couldn’t make a wrong choice, but also assured Mireless that

there would always be people in the School of Education for her to lean on. Initially “those people” turned out to be Gabelko herself. “She gave me a job at ATDP right away,” says Mireles, “and the entire first year when I didn’t have a formal faculty adviser, she was there for me. Then she actually went out and found someone else from the department to advise me.” It’s been smooth sailing ever since. Mireles, a student representative to the department for Policy, Organization, Measurement and Evaluation (POME), helped organize the successful new POME Colloquium, and does research for Policy Analysis for California Education on how schools are changing home dynamics for Mexican children. “I don’t know why I got these opportunities, really,” says Mireles, who in her spare time mentors students from the Central Valley, “but I think it worked out for me because of the education I had and the support and mentorship I received here.”

HONORS Juan (Jan) Du, a doctoral student in Quantitative Methods, Measurements and Evaluation, served as an educational measurement intern in the Louisville, Kentucky Center for Learning, Evaluation and Assessment Research of the Human Resources Research Organization (HumRRO) this past summer. Du was selected from 23 outstanding graduate students who applied for the paid internship. Her work included literature reviews, synthesis and analysis, data collection, entry and analysis, and documentation of findings. HumRRO conducts research and development for a wide range of federal and state agencies, the military, corporate firms, professional associations and educational institutions.

Sarah Griffin, Erica Kohl, Cecilia Lucas, Kenzo Sung, Maris Thompson, Kofi-Charu Nat Turner and Xiaohui Zheng received outstanding Graduate Student Instructor Awards for 2005–06. Shlomy Kattan, an Israeli-born, Language and Literacy, Society and Culture third-year Ph.D. student, has received a Dissertation Fieldwork Grant from the WennerGren Foundation for Anthropological Research. The generous award is considered one of the most coveted awards for graduate students in anthropology and related fields. The grant will fund his study “Language Socialization and Language Ideology Among Israeli Emissaries: A Global Ethnography of Transnationalism.”

Jennifer Russell, a doctoral candidate in the Policy, Organization, Measurement and Evaluation program, has been awarded a Spencer Dissertation Fellowship. The $20,000 fellowship, given to only 30 Ph.D. candidates from all academic disciplines nationwide, will allow Russell to devote fulltime to completion of her dissertation. Susan Shepler won a 2006 Comparative and International Education Society Award for Outstanding Dissertation in Comparative Education. Her dissertation, “Conflicted Childhoods: Fighting Over Child Soldiers in Sierra Leone.” earned top spot for academic excellence dealing with social justice and equity within a global context. Winter 2006


Justin Syren

Silver Lining

ATDP Stays on Solid Ground After 25 Years By Steven Cohen

Don’t try to pin the gifted stereotype on the Academic Talent Development Program. It won’t stick. “We don’t subscribe to it,” declares Nina Gabelko, ATDP’s popular director since 1988. “We have lots of kids who are labeled gifted in the outside world. We just don’t care to know about it.” The School of Education program dropped an entrance requirement for sky-high scores on nationally normed tests in 1983, the year the UC Berkeley Gifted Program morphed into what’s now more accurately called the Academic Talent Development Program. The trailblazing program screens applicants on the basis of their passion for learning, teacher recommendations, evidence of hard work and academic test scores. “More than anything else, I want to know that 8


students are passionate about learning. I want to know what their questions are,” exclaims Gabelko, co-author of the forthcoming book, Academic Talent Development by Choice Not Chance. Passions have been sparked for most of the nearly 70,000 ATDP students — currently, more than 2,000 per summer — who have participated in the program since its inception a quarter century ago. Alumni have gone on to diverse colleges, from Berkeley to Yale, as well as a flood of fields, from art history to zoology. Family Affair Coalinga’s Laurie Mireles, one of four Mireles siblings who spent a combined 16 years in the Academic Talent Development Program, describes the program as “one big extended family,” and the Coalinga-Huron-Avenal House in which her brothers

and sisters participated, as “a tight-knit family unit. “We lived together. We studied together. We did everything together,” says Mireles. Through the Central Valley partnership, established in 1986, approximately 200 students — many the sons and daughters of farmworkers and most earning scholarships — migrate to Berkeley each summer and plunge into a breadth of ATDP classes not available in their hometowns. This past summer, the Secondary Division offered intellectually challenging enrichment courses including Understanding and Creating Movies, Robotics, Existentialism, Cultural Ethnography, Murder and Magisteria, and Philosophy, as well a whole slate of AP classes.

After graduating from Swarthmore — a college that Mireles and several other Coalinga alumni compare to ATDP because of the small classes, available teachers, passionate learners and intensely academic environment — Mireles returned to UC Berkeley to pursue a Ph.D. in the School of Education (see Mireles profile, page 7). She is in the good company of other ATDP alumni. San Francisco’s Erica Owyang Turner is pursuing a doctorate in Policy, Organization, Measurement and Evaluation. Richmond’s Adena Young works as a graduate student researcher for the ATDP and studies school psychology from the program’s Faculty Director Frank Worrell (see interview page 11). And Berkeley’s Damian Moskovitz, a doctoral student in

From left, ATDP director Nina Gabelko makes a point; alumni-turned School of Education students Erica Owyang Turner, Adena Young and Laurie Mireles meet under the program’s hallway sign; and ATDP alumnus Guive Balooch instructs one of his Calculus students.

“The reason we work is that there’s room to grow and learn.” “We offer traditional courses that the kids need and need to know well,” says Gabelko, “but we also offer classes that are generated by teachers and what they most care about.” For example, Imagining the City and The Latin American City were created by practicing architects who have a keen interest in the history and social science of the built environment. First Look For Mireles and many other students, spending six weeks at ATDP is much more than an accelerated summer course: It’s an impressionable first look at college.

the Department of Psychology, took AP Psychology at ATDP from Worrell. These might be coincidences except that the small GSE/ATDP world is even more visible in the program’s elementary division, which holds classes at Washington School in Point Richmond. Nearly all 27 K-6 courses there — from Anatomy to Greek Mythology to Writers at Work — are taught by Developmental Teacher Education (DTE) and GSE alumni and are assisted by current DTE students. Developmental Teacher Education director and co-founder Paul Ammon uses his annual visit to the school to catch up with his former students, now highly regarded educators in their own right. Winter 2006


One of them, San Leandro teacher Jody Goodman, has spent six of her 12 years since graduating from the DTE program serving as a master teacher and ATDP instructor. She says the experiences enable her “to stay connected to the GSE, stay true to the ideals of DTE and help upcoming teachers.” Other ATDP Elementary Division teachers and instructional associates welcome the change from narrower curriculum options and shorter classes

associate in the third-grade Author’s Corner class. She says that her young students have grown by asking and answering their own questions. Sharpnack’s observations are music to the ears of Gabelko. “We want a wide community of youths who have burning questions they need to investigate and who seek to develop an intellectual life,” says Gabelko. “We want them to go out into the world knowing

“More than anything else, I want to know what students are passionate about learning. I want to know what their questions are.”

From left, DTE master teacher Judy Goodman, father-daughter “Bugs! Bugs! Bugs!” teachers Vernard and Aikane Lewis, DTE alumna Margaret Lim and Coalinga student Rahim Ali participated in Academic Talent Development Program classes this summer.

during the regular school year to individual classes that run 3.5 hours for 12 days in July. “My classes here seem to be more about generating excitement and creativity [compared to ones during the school year],” says Martin Lewis, a firstyear DTE student and instructional aid in Jazz Up Your Writing and Mathematical Investigations. “There’s just a lot more flexibility in the schedule and what we can accomplish,” adds second-year DTE student Tamiko Sharpnack, an instructional

what different people love about the disciplines and careers they pursue.” Adds Worrell: “ATDP works simply because it doesn’t try to be more than it is. It’s a place where students who like to learn can interact with each other and with teachers who love to learn and teach in an atmosphere that encourages and supports learning. “That’s talent development at its best.” For more, visit

Spending six weeks at ATDP is much more than an accelerated summer course: It’s an impressionable first look at college. 10 connected

Q &A TALENT SHOW Steven Cohen

An Interview with ATDP Faculty Director

Frank Worrell

GSE Associate Professor Frank Worrell joined ATDP in 1989 as instructor of Psychology and as graduate student researcher. In 1995, he earned the Dissertation of the Year Award from the Graduate School of Education for research that included ATDP students. Worrell also directs the School Psychology program and co-directs the California College Preparatory Academy. Connected Editor Steven Cohen sat down for a conversation with the dynamic professor at his Tolman Hall office. How would you summarize your research on gifted and talented students over the last few years with ATDP? Well, it’s something that is going to seem fairly mundane, but showing that students who we identify as gifted and talented, students we identify as academically talented at ATDP, are just like their peers — except in the areas in which they are talented. There is this notion, and it is certainly a popular notion, that once you get this label that somehow who you are changed tremendously. You are suddenly qualitatively shifted to a different place. What kind of place? Let’s say the two of us are in class together. We both get assessed for the school’s gifted program. We all get good

recommendations, and so on. I get a 133 on the IQ test that is part of the evaluation, and you get a 125. I get put in. You do not get put in. And suddenly I get told that somehow I’m better. I’m different. My thinking is more advanced than you who got the 125. We have an eightpoint difference on an IQ test, but the individual scores have an error band around them. Certainly these error bands overlap. So what happens to these kids as a result? I suddenly get all these resources and instruction, and more interesting projects, and so on. And then people say at the end of it, ‘You see? He was brilliant all along; this is a gifted student and the guy with the 125 was not a gifted kid.’ But what we have done is, we have changed the balance. And in fact, there is no reason to believe that the person who got the 125, if he had gotten the same opportunities, would not have had the same outcomes. So we decide on the basis of some test or series of tests that this kid is gifted and this one is not. And then we imbue that giftedness as if it is somehow something very, very different, rather than all it is saying is that this person is performing better in a particular domain, usually, than other people that are at the high end of that domain. And if you think about it, one can probably argue that everybody in the physics department here in Berkeley is within the gifted spectrum, but not everyone has won a Nobel Prize. Winter 2006


“We decide on the basis of some test or series of tests that this kid is gifted and this one is not. And then we imbue that giftedness as if it is somehow something very, very different, rather than all it is saying is that this person is performing better in a particular domain.” So in a sense you are saying that many are very gifted but not all will get the Nobel Prize? Exactly. Some get it, some don’t. Because even within that gifted range, that level, there is a range of performance. Sports always provide a good example. What percentage of college students who play in the NCAA go into the NFL or the NBA? It’s something like one to two percent. Those are all gifted people, but we have the Michael Jordans and the others. We have the stars and the non-stars. So that in fact… is Michael Jordan better than anybody? He is a gifted basketball player, and in basketball skills he is or was here [raises hand way above head]. But that’s what he is. And because of that he has a lot more money, too [laughs]. Right? But that’s about it. But we have done this in gifted programs. So is it fair to say that these are reasons the UC Berkeley Gifted Program was renamed the Academic Talent Development Program (in 1983)? Yes, the admissions process began to focus more on development than test scores because talent, including academic talent, is developed. And the interesting thing about this is that in education, we have actually placed much less emphasis on the development of academic talent than we have on other talents. So then what do they call the summer programs for gifted and talented at other major universities? A number of them are called ‘talent search programs’; that’s the Johns Hopkins model. That’s where if you are in seventh grade you had to get a certain score, say 700 on the SAT, to get in. And if you’re in eighth grade you need to get 710. So there were these rigid cut scores. And if you didn’t

make that cut score you weren’t accepted. There is now a recognition that, in point of fact these tests have measurement error, and what they do is exclude students who are perfectly capable but who just didn’t do well on that particular test on that particular day. Is there some definition of gifted in the research literature that ATDP subscribes to? We have not thought about it, but I think our philosophy is in keeping with Renzulli’s definition of ‘gifted,’ that it is ‘above average but not necessarily superior ability, plus task commitment and creativity.’ In other words, working hard plus creativity will ultimately give you success. And I think that that is in some sense the model we operate on, rather than IQ models that would limit access to only the people who have the superior ability, the above-130IQ score. I guess if you were to measure IQs in ATDP, you would probably find IQs as low as the 114s. I heard someone mention the big fish in the little pond effect. What’s that about? The big fish, little pond effect is that the person who is very competent in his or her local setting may go to another setting where suddenly he or she is no longer the most competent. Let me give you another sports example. The best athletes from each country get chosen to go to the Olympics. And what happens? At some point there are eight finalists from however many hundred countries who sent athletes to participate in this particular competition. What happens is the people who you are comparing yourself to have changed. It’s the same thing that happens when you go to law school or into a Ph.D. program: The comparison group

“One can probably argue that everybody in the physics department here in Berkeley is within the gifted spectrum, but not everyone has won a Nobel Prize.” 12 connected

“There is this popular notion that once you get this label that somehow who you are changed tremendously.”

changes. You may have graduated at the top of your class as an undergrad, but there are other people in your program who have done that too. So you may be the smartest person at your home school but you’re not necessarily going to be the smartest person here. So as a result? There’s a decrease in self-concept. In the case of gifted programs, your academic self-concept takes a hit. That being said — and I don’t have research to support this, although I think it makes sense — there are many people who I think make too much of the big fish, little pond effect. It’s not as large as we think it is. I am also convinced that even if it were a large effect, it’s a temporary effect, at least for most people. Because if it weren’t a temporary effect, people would be dropping out of gifted and talented programs and competitive institutions in droves. What have you found with minority students at ATDP? One of the things we have found is that for minority populations, the grades they get here don’t reflect the grades they get in their home schools. So often they do much better here than they do at their home schools. And I would venture to say that our courses are more challenging than the courses at their home schools; however, they are also perceived as much more engaging. Can you give me an example? I’ll share something that an Asian student said to me that was very, very interesting. I wrote about it in one of my book chapters. This is a young man who was extremely successful by all accounts in his home school. I think he was Chinese American. He had a 4.0 GPA but he got into

trouble one summer for doing a prank or something, and one of the questions was whether he was going to be sent home and not allowed to come back. Well he wrote a letter to me in which he eloquently begged to be allowed to stay, and pointed out that for him, life was at ATDP. That [his regular] school was the time between ATDP summers. Now the reason that this was really important is that this is somebody who was getting a 4.0 in his home school and successful by all academic indicators, but who didn’t see himself in a community of learners, being challenged, and so forth, except when he was here at ATDP. I’m curious whether your interest in academic success actually spans the whole spectrum from the kids who are not doing well at all to the kids who are doing very well? Yes. And in fact the same issues apply. Persistence is important for both groups of kids. For the kid who is at risk for academic failure, persistence is a protective factor. For the kid who is not at risk of dropping out, persistence is a promotive factor. The one who persists more will do better than a kid of the same ability who does not persist. So in fact, the same psychological principles apply. And I think that’s an important thing to understand, because we are often trying to help at-risk youth without saying, ‘Well, it’s the same variables. What characteristics do these kids who are very successful bring to bear, other than their particular ability or academic ability, or IQ score? What are the other variables related to academic achievement? The other ingredients that are making them successful? And how can we take those and apply them down here?’

“For the kid who is not at risk of dropping out, persistence is a promotive factor. The one who persists more will do better than a kid of the same ability who does not persist.” Winter 2006


Sarah Warshauer Freedman

Education for Reconciliation Creating a History Curriculum After Genocide in Rwanda By Sarah Warshauer Freedman History is serious business in my country. You might say it is a matter of life and death.‌ We are obsessed with the past. And everyone here tries to make it fit his own ends. Paul Rusesabagina, An Ordinary Man Rwandans take history seriously. Hutu who killed Tutsi did so for many reasons, but beneath the individual motivations lay a common fear rooted in firmly held but mistaken ideas of the Rwandan past. Organizers of the genocide, who had themselves grown up with these distortions of history, skillfully exploited misconceptions about who the Tutsi were, where they had come from, and what they had done in the past. From these elements, they fueled the fear and hatred that made genocide imaginable. Alison Des Forges, Leave None to Tell the Story


uring the 1994 Rwandan genocide, Paul Rusesabagina, the Hutu hotel manager, internationally recognized after the film Hotel Rwanda, saved Tutsi and moderate Hutu from the machetes of the radical Hutu. Human Rights Watch, an international nongovernment organization, actively tried to enlist the international community to stop the genocide. Although they failed to convince the U.S. or the U.N. to intervene, their lead Rwanda scholar, Alison Des Forges, wrote under their aegis what is widely considered the definitive history of the genocide. Rwanda Roots I am working in this highly contested terrain, where one often hears how much history matters. I first went to Rwanda in 2001, seven years after the 14 connected

genocide. I traveled there to initiate research and development projects focused on the role of schools in reconstructing Rwandan society. These projects were part of a larger program of research at UC Berkeley’s Human Rights Center.1 Because the politics and the issues are so complex, all this work has required both close local collaborators and an international, interdisciplinary team of participants and consultants. For the Rwanda education projects, my colleagues and I at the Human Rights Center brought together specialists in human rights, Rwandan history, political science and history education. After interviewing government officials and then secondary school teachers, parents and students from across the country, we found that everyday Rwandans, Hutu and Tutsi from all parts of the

Sarah Warshauer Freedman

Left, A teacher training session in June 2006 involved a small group activity to deal with difficult information. In this case, teachers read a text and in silence have a written conversation on “big paper.” Right, Identity cards with ethnicity labeled were issued during the Colonial era as a basis for deciding whom to kill during the genocide.

“Pupils need to know the history of their country because a country that has no history is no country.” country, echoed Rusesabagina’s and Des Forges’s words. The Rwandans we interviewed told us time after time about the central nature of the past for Rwandan life. One teacher explained, “Pupils need to know the history of their country because a country that has no history is no country.” However, the government has offered little guidance about teaching Rwandan history, and still today schools have largely suspended teaching about the Rwandan past. Interpreting Catastrophic Events My Human Rights Center colleagues, Harvey Weinstein and Timothy Longman, and I began our research knowing that countries recovering from violence often are unable to reach consensus on how to interpret the catastrophic events that have befallen them. The teaching of history becomes a focal point of political conflict and manipulation, as contending groups seek to promote their political agendas through the school curriculum. As we collected our data, we found that Rwandans wanted the schools to contribute to a peaceful future, and that they blamed the schools for having played a role in inciting the genocide and other past violence. High stakes are attached to memories the youth carry forward. The teachers, especially, expressed frustration that there was no history

curriculum because they felt that teaching history could contribute to a peaceful future. Most of the people we interviewed understood that what was taught before the genocide had to be changed, but many of them also believed that they lacked guidance about what to teach. As one parent told us, “In teaching...history, we have no orientation.” A student revealed, “We have not yet started to learn how to teach such topics.” Decisions about what to teach about the past are complicated in Rwanda because many Hutu and Tutsi still hold tight to conflicting versions of past events. Further, while the government calls itself “the national government of unity and reconciliation,” it fears that any ethnic identification is potentially “divisive,” so Rwanda citizens can go to jail for acts or words the government considers divisive or contrary to its interests. Yet in private life, ethnic identification thrives. One cannot talk about what Rwandan history means in Rwanda today without talking about ethnic identification. For this reason, one school director told us, “All teachers fear the subject [of history].” We also found that in spite of such fears, most Rwandans seemed ready to resume teaching history. There was a surprising openness to changing the usual teaching methods. Instead of formal lectures, Winter 2006


Sarah Warshauer Freedman

Teachers prepare for a dramatic reading of a difficult text.

a legacy of the Belgian Colonial system, Rwandan educators and their constituents showed interest in including discussion and debate. They wanted both a democratic government and a democratic school system. As we concluded our research, we recommended that: “A national curriculum for history should ideally include participatory and democratic teaching methods that invite discussion and debate so students can learn to think critically about competing views of history and ethnicity. An effective curriculum might invite students to examine available facts and draw informed conclusions from them. However, in instituting such a curriculum, it will be necessary to confront the fears surrounding this approach as well as the fears associated with teaching history, particularly in handling issues of ethnicity.” (My Neighbor, My Enemy, p. 263) Given Rwanda’s long-standing tradition of formal lectures, we also recommended that: “A national curriculum for history should not be released without providing extensive preparation for teachers in its use. In-service and distance learning training to help teachers use the curriculum comfortably should be made available. That will be important not only to help teachers with the substance of the curriculum but also with using participatory and democratic techniques of teaching in the classroom.” (My Neighbor, My Enemy, pp. 263-264)

History Curriculum Based on the enthusiastic response from teachers, parents, students and those in the government sectors, we obtained funding for a history curriculum project at the secondary school level. In concert with a team from the National University of Rwanda and the Ministry of Education, we formed Rwandan working groups to gather resource materials and make recommendations for their use in a history curriculum. We also brought in Facing History and Ourselves, the Cambridge-based nonprofit group that has been teaching teachers how to incorporate the lessons of the Holocaust and other difficult histories into the teaching of history. Importantly, these working groups included teacher educators, teachers and students from all parts of the country as well as from the different ethnic groups in Rwanda. Each working group focused on a different historical period — precolonial, colonial, post-colonial and the 1990s. Each group then chose a specific theme or event for initial study within those periods. For example, the post-colonial group chose to examine the policy of regional and ethnic exclusion that seemed to be a precursor to the genocide of 1994. The goal of each group was to assemble materials showing varied points of view on the theme or event. These materials then formed the base for a historical case. Professor Déo Byanafasche, a prominent Rwandan historian, served as chief writer. He

We found that Rwandans wanted the schools to contribute to a peaceful future, and that they blame the schools for having played a role in inciting the genocide and other past violence. 16 connected

“The teaching of history becomes a focal point of political conflict and manipulation, as contending groups seek to promote their political agendas through the school curriculum.”

worked with a us to devise a plan for the curriculum and then worked with a head writer from each group. Byanafasche synthesized the writers’ work and edited the final document, “The Teaching of History of Rwanda: A Participatory Approach.” This document is a resource book for teachers. It offers one historical case per period; the case includes both the materials and a set of sample lessons that actively involve students. The document also provides a model for writing additional cases and associated lessons. A compilation of such cases could, ultimately, yield a full history curriculum for Rwanda. Throughout this process, I have traveled to Rwanda six times as lead on the project. But I could not have done this work without the contributions of many others. History Educators Conference This past year, one of our funders, the United States Institute of Peace, in collaboration with the Carnegie Council on International Affairs, held a conference for educators working on issues of teaching history in highly conflicted parts of the world. At the end of the conference, organizers Lili Cole and Judy Barsalou wrote about the positive roles outsiders can play, and pointed to our project as being exemplary: “In Rwanda, where the teaching of national history was still suspended a decade after the genocide ended, outsiders played a catalytic role in encouraging the education ministry to begin reforming the history curriculum. In that case, the Human Rights Center of the University of California, Berkeley,

worked to connect and convene stakeholders of different age groups and levels within and outside the official education hierarchy, including NGO representatives, government officials, representatives of different ethnic and linguistic groups, returned exiles, and internally displaced persons.” (Cole and Barsalou, pp. 7–8) Teachers who participated in our curriculum development project appreciated the participation of varied participants. One explained: “What I have liked about this project is the way they tried to bring together different stakeholders of different categories: university teachers, students, secondary school teachers, all Rwandans from different backgrounds were invited to sit together and decide how to come up with a concrete tool. This makes me feel without doubt that the result from this workshop will be agreed on by all Rwandans.” The teachers also liked the new teaching methods we were infusing into their curriculum development efforts: “What I personally like most and that I find useful for Rwandan schools is the methodology that we applied, the way or manner of teaching. In the past...the process of allowing a learner to feel free to think and criticize a lesson was rare. Teachers used to come in and dictate what they have prepared without any resistance...I liked very much this methodology [from the project]: allow a student time and a way of finding out himself and then criticize what he thinks should be criticized.” This past summer, a teacher in a workshop led by Dr. Karen Murphy, head of international programs for Facing History and Ourselves, stated: Winter 2006


Karen Murphy

Freedman joined the working group discussions in June 2005.

“The workshop was very good because it has strengthened the importance of participatory method of teaching history. This method will benefit the Rwandan history learners — to have a variety of historical facts from various people, for example, from fellow students, parents, community leaders and other teachers. Also the teacher is guided a way to teach a lot of things in few hours. This workshop has also led to interaction of various teachers from different provinces of the country. This will also help in the exchange of ideas.” We found a strong base of academics and educators in Rwanda. They were overworked and lacked resources to move forward on their own. We provided much-needed resources and consultants

for building capacity further. We have left in place a model for the development of a full history curriculum and have introduced participatory and democratic teaching methods. With our partners, Facing History, we have provided a teacher education program and training for teacher leaders to disseminate the training to their peers. At this point in Rwanda, there is some pressure to present a tightly scripted, government-approved version of the past as well as a desire for democracy. It is my hope that Rwanda ultimately will resolve this tension by finding it in her best interest to support honest debate and to move forward to put into the schools an intellectually respectable, inclusive and carefully nuanced history curriculum.

Note 1 For a full report on that research program, see My Neighbor, My Enemy: Justice and Community in the Aftermath of Mass Atrocity, edited by Eric Stover and Harvey Weinstein. (New York: Cambridge University Press, 2005).

Stover, Eric, & Harvey Weinstein, Harvey. (2004). My Neighbor, My Enemy: Justice and Community in the Aftermath of Mass Atrocity. Cambridge, UK: Cambridge University Press.

References Rusesabagina, Paul, with Tom Zoeliner. (2005). An Ordinary Man: An Autobiography. New York: Viking. Des Forges, Alison. (1999), Leave None to Tell the Story: Genocide in Rwanda. New York: Human Rights Watch. Cole, Lili, and Judy Barsalou. (2006). “United or Divide? The Challenges of Teaching History in Societies Emerging from Violent Conflict,” United Institute of Peace Special Report 163. Washington, DC.

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Funders Hewlett Foundation United States Institute of Peace MacArthur Foundation Rockefeller Foundation Sandler Family Foundations Center for Adanced Study in the Behavioral Sciences Final Report Education for Reconciliation: Creating a History Curriculum After Genocide

Peg Skorpinski

California College Preparatory Academy eighth-grade students examine an albino snake during a science class.

Opportunity Knocks UC Berkeley’s Public Charter School Opens Doors By Steven Cohen

Cloaked in a white lab coat, Dr. Stephen Andrews commands rapt attention from seventh-grade life science students, whom he affectionately calls doctors. “Exactly,” confirms Dr. Andrews before shifting to the big idea of the lesson, which is projected onto a screen behind him: “Maps are used to depict threedimensional landscape features in two dimensions.”

Steven Cohen

“What is it about the topographic map that allows you to show three dimensions in two?” asks Andrews, a lecturer in environmental earth science at UC Berkeley. The cherubic teacher surveys a sea of 12-year-olds waving raised hands before settling on Alana Banks, an African-American student with a long ponytail, who squirms in anticipation, trying rather unsuccessfully to contain the “oohs” escaping from her chest. “Dr. Banks?” he calls out. “Contour lines?!” she responds with equal parts question and answer.

Dr. Stephen Andrews

Alana Banks

Winter 2006


“Success for a model like this is not just getting those 15 or so college units at the end of high school. Success is rising to the challenge, thriving in college, valuing the experience and then hopefully making the most of your education.”

Mapping a successful path to and through college for Banks and the other 140 underserved middle school students has engaged Aspire Public Schools’ operational knowhow and UC Berkeley’s crosscampus brain trust, including a sizable faculty and student contingent from the Graduate School of Education (see “Key Players,” page 25). They share the mission of developing the second-year public charter school into a replicable regional institution, with plans to fill grades 6–12 classrooms with 420 students by 2010. “We’re building a new model and growing the school,” says Principal Michael Prada, who spent more than a dozen years as an administrator at Catholic schools in San Francisco and Oakland before joining Aspire and CAL Prep. “To watch the kids grow so quickly and respond to the challenge of an early college curriculum has been really exciting.” Early College Initiative CAL Prep became one of the first early colleges funded to begin at sixth grade in 2003, when UC Berkeley was awarded a three-year $425,000 grant from the Gates Foundation for planning and start-up. Students in early-college schools traditionally complete a substantial number of college credits, up to two years or 60 credits of university coursework by the time they graduate from high school. The essential idea behind the early college model is that by shortening the time to degree after high school, then those students will be more likely to complete college. The partners determined that admission priority should be given to local, low-income students 20 connected

who would become the first in their families to graduate from college. Current students come to CAL Prep from many different East Bay schools. Since applicants aren’t screened for admission, the UC Berkeley–Aspire partner school decided to start with sixth and seventh grades, then add one class each year through high school. That way, the students who lack essential academic skills can catch up during the critical middle school years, up to the point where they are able to take college courses successfully in middle and high school. “The rigor, the character, the scholarly behaviors that need to go into getting kids ready to take college credit when they’re in middle and high school are much different than just a regular high school for kids to take college credit when they graduate,” says Prada, who is a student in the Graduate School of Education’s Joint Doctoral Program in Educational Leadership when he’s not tending to his CAL Prep duties. Graduating from CAL Prep will require a letter of acceptance from a four-year college, as well as completing UC’s “a-g” requirements, a required number of service hours and an internship. But just getting into college is not the end goal according to GSE associate professor Frank Worrell, who serves as CAL Prep’s co-director for Research and Development. “Success for a model like this is not just getting those 15 or so college units at the end of high school,” says Worrell. “Success is rising to the challenge, thriving in college, valuing the experience and then hopefully making the most of your education.”

Face Forward Profiles of four CAL Prep students

Alana Banks

Natassija Jordan

Daniel Sanchez

Ayinde Webb











Favorite Subjects

Science, Math

Math, Science, History

Math, Science, English

Science, English

Favorite Activities

Sports, Numbers Club, Filmmaking

American Baptist Girl, Girl Scouts, Soccer, Tennis

Soccer, Video games, Internet

Drums, Movies

Summer Program in 2006

Berkeley/Oakland AileyCamp at Cal Performances

Academic Talent Development Program

Academic Talent Development Program

Berkeley/Oakland AileyCamp at Cal Performances

UC Berkeley

UC Berkeley, UCSF

UC Berkeley

UC Berkeley

Research Scientist




College Plans

Career Aspiration

Words to Live By

“Go hard or go home.”

“Keep trying and never give up.”

“Treat others the way “Your talent is your you want to be treated.” prosperity.”

Winter 2006


Peg Skorpinski

CAL Prep shares space with Aspire’s sister K-5 school, Berkeley-Maynard Academy, at the former site of Golden Gate Elementary School on San Pablo Avenue in north Oakland, an area bordering Berkeley to the north and Emeryville to the south. With the Golden Gate site near capacity and CAL Prep expanding to grades 6–12, finding and fundraising to secure a permanent space in downtown Berkeley, close to BART and within walking distance of the campus, has become an absolute necessity. Several potential sites have been identified. Higher education and the high expectations that come with it deck the walls inside the school building. Students’ aspirations are projected onto large poster boards. Faculty profiles and student

students make orderly, five-minute transitions between classes from 8 a.m. to 3:15 p.m., breaking only for a 45-minute lunch period where they can complain about the mysteries of cafeteria food. Most stay after school to participate in a variety of enrichment, intervention and tutoring activities. The academic year is long, too, beginning August 10 and ending June 26 — 187 regular school days and three, three-hour Saturday classes per year. Students typically spend another three hours a day doing homework. Scholarship and structure are always visible here. But just below the surface lie access, discipline, enrichment, inquiry, knowledge, preparation and support.

Scholarship and structure are always visible here. But just below the surface lie access, discipline, enrichment, inquiry, knowledge, preparation and support. work are on display. And college banners representing the alma maters of CAL Prep’s credentialed teachers dangle from yellow classroom doors that stand above spotless brown floors include Cal Poly San Luis Obispo, Columbia, Lewis and Clark, Macalester College and the University of Massachusetts. When Prada wants attention during lunch and other periods, he does a call and response: “College!” he shouts. “For certain!” the students yell until it’s loud enough to satisfy Prada. Students dress in uniforms: navy blue sweaters or vests that bear the school’s spiral white Aspire logo over CAL Prep lettering stitched in gold, white shirts, and tan slacks or skirts. The middle school 22 connected

“The kids and their parents respect that we push them really, really hard and that we come back every day,” says Prada. “We’re consistently here. Teachers don’t call in sick. They don’t disappear. They’re here everyday from 7:30 a.m. until 5 p.m. And because of that the kids just don’t get caught.” Seventh-grader Ayinde Webb echoes his principal. Asked what he likes about the school, Webb says, with some astonishment, “The teachers come back every day.” Another seventh-grader, Daniel Sanchez, who commutes to school from Richmond with his twin, Andres, and older sister, Bianca, has a similar response to the same question: “The teachers will do whatever they can to help you.”

Opposite left, Principal Michael Prada keeps a watchful eye on sixth grader Mussa Obad. Opposite right, Art instructor Inbal Rubin draws the attention of her sixth grade class.

Teacher Support CAL Prep teachers are aided throughout the school day by about a dozen UC Berkeley graduate and undergraduate students through the Destination: College AmeriCorps Program, Cal Corps Public Service Center and the Environmental Sciences Teacher Program. They tutor CAL Prep students in mathematics, science and language arts, and serve as role models and mentors to aid student success and help develop a college-going culture. Another effort focuses on developing UC Berkeley “critical friends” to CAL Prep teachers in their subject matter areas. They advise on the curriculum, pedagogy and enrichment programs and help analyze baseline student data to improve instruction.

Pete DaSilva

Right, DeAngelo Wilson stretches out at the Berkeley/Oakland AileyCamp at Cal Performances.

from the departments of Astronomy, Chemistry, English, Engineering and Law, as well as the Center for Educational Partnerships are among those already pitching in. The Lawrence Hall of Science arranged for the donation of FOSS kits to enliven and structure the science curriculum. According to CAL Prep teachers, students handle the FOSS experiments with so much care that no test tubes have disappeared, an unheard of prospect at most public schools. Weinstein, a psychology professor and director of Cal’s Clinical Science Program and Psychology Clinic, is promoting another initiative she calls, “A Caring Community of Learners and Leaders.” CAL Prep students meet twice a week in advisories

“The kids and their parents respect that we push them really, really hard and that we come back every day.”

“We’ve identified faculty, staff and students across the University who are now coming in on a regular basis to meet with teachers to examine how students are learning and how to shift instruction to better meet their needs,” says UC Berkeley community psychologist Rhona Weinstein, who, along with GSE’s Worrell, serves as CAL Prep’s co-director for Research and Development. The two Berkeley professors, along with Early College coordinators Gail Kaufman and Bob Jorgensen, act as liaisons between the University and the school, meeting weekly with Prada and other Aspire administrators to harness the breadth of Cal’s resources and apply them toward the early college. UC Berkeley faculty and graduate students

(small group settings) and also develop new talents through electives, such as photography, while they build relationships with teachers and other students. “These [advisories] are places to engage students and promote their agency and leadership,” says Weinstein, who has been involved in dozens of school interventions, many of which are chronicled in her acclaimed book, Reaching Higher: The Power of Expectations in Schooling (Harvard University Press, 2002). A research-based reading intervention program that employs a full-time literacy specialist helps to boost reading skills for students behind grade level. GSE Dean David Pearson is conducting an evaluation of the program while employing his graduate Winter 2006


Peg Skorpinski

Measures of Success First Year Student Growth • Academic Performance Index score was 650 at the end of their first year, 60 points higher than the average score for students at the school site CAL Prep occupies and the primary source of CAL Prep enrollment • 86 percent of students passed their spring Exhibitions* on their first attempt as judged by students, community members and UC faculty • Reading, math and writing scores are up substantially • Attendance averaged 93 percent • Number of Honor Roll students doubled since fall 2005 *An exhibition is a major project that includes a formal paper and presentation that is judged by UC Berkeley faculty and other community members. Exhibitions are graded pass/fail. If students’ fail then they are assigned an adult to prepare for a second try; each student is expected to pass by the close of the academic year. An example is a seventh grade math curriculum standard on area and scale. Students measure the houses they live in or design houses they want to live in. They have to calculate the area of the floor based on the floor model and create a correct scale model. After they calculate the scale, they have to calculate the area of the floor that would be carpeted or finished by subtracting the area for stairs, toilets, cabinets and other needs. Students research different flooring options, including installation, at a store such as Home Depot, and then come up with a project bid that they will need to justify in their presentation. 24 connected

students who learn research and consulting skills in the process. As the school scales up, research activity will increase as will the School of Education teacher and principal training there. Despite their different roles, UC Berkeley and Aspire are working in concert according to both Prada and Weinstein. “They’re [UC Berkeley] providing services, applying and conducting research, and learning about the complexity of this endeavor,” says the psychology professor. Adds the principal, “I just make sure that all the stuff that comes through the doors is directed toward helping student achievement.” The city of Berkeley’s other college also has joined in the dynamic partnership. Two days a week, from 3:30 to 5 p.m., 25 CAL Prep seventh- and eighth-grade students and some of their parents take a Berkeley City College (formerly Vista College) conversational Spanish course at the school — CAL Prep’s first college credit course offering. After successfully completing a series of Spanish language courses, students can enroll in a college-level Spanish course with credit transferable to UC. Year-Long Enrichment The Berkeley connections don’t begin and end with the school day. This year, the students will attend Cal Performances to see Alvin Ailey American Dance Theater, cellist Yo-Yo Ma and other acclaimed musicians, visit Lawrence Hall of Science and attend Cal basketball games. As the number of students grow with each new class, CAL Prep will have more per-pupil state funds to expand class offerings. The school recently contracted with Richmond’s East Bay Center for the Arts to offer filmmaking one day a week at the Oakland school. Other plans for arts activities are in the works. A total of 30 CAL Prep students participated in summer programs at UC Berkeley or Contra Costa Community College. Webb, Banks and D’Angelo Wilson, another CAL Prep student, attended the Berkeley/Oakland AileyCamp, a six-week middle school program conceived by Alvin Ailey and locally administrated by Cal Performances. The camp program combines dance instruction with personal development and creative communication classes, plus field trips.

“Part of what this whole enterprise is about is developing an academic identity that says college is something that not only I should do, but that I must do and that I CAN do!” But the biggest attraction for Webb and his classmates was UC Berkeley’s cafeteria, with its multiple food stations, drinks and desserts. “I was blown away by Crossroads [restaurant near Units 1 and 2],” professes Webb. Worrell considers the cafeteria experience a proverbial meal ticket to college. “It’s telling them, ‘yeah, I’m comfortable here. I’m going to come to college here and stay in this dorm.’ ” Sanchez and Natassija Jordan, an eighth grader who proudly represented herself and the school with an inspiring speech at CAL Prep’s dedication last November, spent their short summer at the GSE’s Academic Talent Development Program (ATDP). “It [ATDP] is a chance for us to expand our minds during the summer and still learn fun things,” says Jordan, who has attended ATDP since first grade. “Taking Latin there has helped me with my Spanish class.” Academic Identity “Part of what this whole enterprise is about is developing an academic identity that says college

is something that not only I should do, but that I must do and that I CAN do!” exclaims Worrell. “The idea is that college is not a mysterious, distant place that only certain people go to.” Alana Banks discovered that last year when she entered CAL Prep as a sixth grader from Golden Gate Elementary. She took stimulating classes, improved her reading skills and enjoyed a weekly “College Talk” class where she and her classmates created projects and played games such as “College Jeopardy.” In the process, Banks found out the classes she’ll need to complete in high school in order to go to college, become a research scientist and further her goal of curing colon cancer. And like many other CAL Prep students, her sights are set on Cal. “I wasn’t comfortable talking about college before. I never talked about it,” says Banks with an irrepressible smile. “This is a college school so you can talk about college and feel comfortable about it. You don’t have to be, like, ‘I’m not going to college.’ ”

KEY PLAYERS Principal Investigators: Vice Chancellor Genaro Padilla, GSE Dean David Pearson UC Berkeley Faculty Oversight Committee CoChairs: Angelica Stacy (Chemistry), David Stern, Alice Agogino (Engineering), Gibor Basri (Astronomy), Rory Bled (Berkeley High School), Christine Cziko, Brent Duckor, Ron Gronsky (Engineering), Goodwin Liu (Law), Diane Mayer, Nicci Nunes (Cal Teach), Genaro Padilla (English; Student Affairs), Ingrid Seyer-Ochi, Rhona Weinstein (Psychology), Mark Wilson, Frank Worrell Co-Directors of Research and Development: Rhona Weinstein, Frank Worrell Early College Coordinators: Bob Jorgensen, Gail Kaufman

Aspire Leaders: Don Shalvey (president), Elise Darwish (regional VP) and Michael Prada (CAL Prep principal) Major Funders: Anonymous Frank Baxter K&F Baxter Foundation California Department of Education Dodge & Cox Funds Bill and Melinda Gates Foundation (via the Woodrow Wilson National Fellowship Foundation) San Francisco Foundation UC Berkeley Office of the Executive Vice Chancellor and Provost GSE representatives are indicated in bold type

Winter 2006



Spotlight Justin Minkel Justin Minkel has followed fellow Arkansan, Bill Clinton, to the top. Minkel, a 2002 Developmental Teacher Education graduate, grew up in Fayetteville, Arkansas. Now he’s back home teaching second grade at Harvey Jones Elementary School in Springdale, the next town over. Already in 2006, he’s been awarded district teacher of the year and a $25,000 Milken Family Foundation National Educator Award. In early December, he’s up for Arkansas Teacher of the Year, along with three other finalists. The irony is that Minkel says that he has much more flexibility to teach what and how he wants in a nonuniversity town in the heart of Bible Belt Arkansas than his mentor teachers had when he made his mark as a student teacher in the progressive Bay Area. “The school and district are like a diamond in the rough,” says Minkel, who taught in Harlem where he met his wife, a UC Berkeley School of Public Policy graduate.

In Memoriam

San Francisco AERA Reception

Eric Rofes

Eric Rofes, who received his Ph.D. in School Psychology in 1998, died of an apparent heart attack at the age of 51. A leading scholar, author and activist in the gay community who lived in San Francisco, Rofes led the Los Angeles Gay and Lesbian Community Center — the largest gay, lesbian, bisexual and transgender organization in the world — from 1985 to 1988 and directed San Francisco’s Shanti Project for people living with AIDS from 1989 to 1993. Rofes was trained as a teacher and was fired from a job teaching sixth grade in Belmont, Mass., in 1978 because he was gay and was an associate professor of education at Humboldt State University in Arcata (Humboldt County), where he lived part-time. “Eric was an incredible colleague, teacher and friend to many of us. This is a tremendous loss for our community,” said Elisabeth (Betsey) Woody, principal research scientist and director of the Public School Accountability and Effective Schools Projects at PACE. 26 connected

“There’s freedom to teach with the methods and materials you believe are best for the kids.” Teaching in a classroom in which English is a second language for the vast majority of students — 97 percent of whom qualify for the federal free lunch program — Minkel has helped them make significant gains in English proficiency, with nearly a third becoming fluent. His strategies include differentiated instruction, looping with students from second to third grade, using hands-on experiences to show the relevance of math concepts, and making literature, social studies and science more meaningful by connecting them to real-world experiences. The Cornell University graduate uses textbooks that are not on the California adoption list, and sometimes no textbooks at all. Minkel has presented teaching strategies to colleagues throughout the district, has served on committees ranging from math leadership to textbook adoption and has mentored student teachers from the local university. Achievement scores on the Iowa Test of Basic Skills indicate that virtually all of Minkel’s students are performing at grade level or above. Not bad for a modest guy who took a round trip from Arkansas to Berkeley.

From left, GSE alumni Kevin Pattison (’03 and ’06), Joseph Flessa (’03), Amy Ryken (’01) and Kim Bancroft (’03).

From left, Alumnae Kysa Nygreen (’05), Christine Selig (’05) and Beth Rubin (’01) reconnect at AERA reception.

…class notes If you would like to submit a Class Note or subscribe to gsE-news to receive Connected and the gsE-bulletin by e-mail, visit Class Notes for future issues must reach us via e-mail or letter by October 1.

1960s Vern Green, M.A. ’60, was principal at Golden Gate School (the school building being used by CAL Prep) from 1965–1969 and served the Oakland Unified School District in a number of capacities from 1945–1980. He lives in El Cerrito and calls himself a “compiler,” or one who collects historical albums. Donal Brown, teaching credential ’61, a Pacific News Service reporter, retired after 30 years of teaching at Redwood High in Marin County. Ronald Loos, B.A. ’58, M.A. Ed Administration ’64, has served on the Education Alumni Association since 1970, and was president of the Association between 1985 and 1988. Loos has served as a school administrator at all grade levels.

Christian Knoeller, Ph.D. English Language Literacy ’79, is associate professor of English Education at Purdue University.

1980s Melanie Sperling, Ph.D. Language and Literacy ’88, is associate professor of education at UC Riverside’s Graduate School of Education. She was elected as a fellow of the National Conference on Research in Language and Literacy in 2005.

Ana Lunardi, M.A. PLI ’00, is a K-12 teacher’s coach for the New Teacher Induction and Peer Assistance Review programs.


Shannon Gray, M.A., teaching credential ’02, teaches kindergarten.

Judy Sasaki, Ph.D. Applied Social Research & Humanistic Studies Program ’91, has been appointed vice president for Student Affairs at UC Office of the President. Pete Adamy, M.A., elementary teaching credential ’94, has been promoted to associate professor of education at the University of Rhode Island School of Education where he directs the teacher education program. Sarah Taylor, teaching credential ’94, was one of six winners of the 2006 Outstanding Teacher of the Year Award sponsored by the Carlston Family Foundation.

1970s Richard Green, Ph.D. ’71, Educational Psychology, one of the first two graduates of the School Psychology Program, recently retired as Assistant Superintendent of Piedmont Unified School District. Joan Kramer, B.A. ’69, elementary credential ’71, coordinates evaluation and cataloging of Spanish language books for Los Angeles Unified School District. Woodrow Clark, Ph.D. ’77, is the co-author of Agile Energy Systems: Global Lessons from the California Energy Crisis. Susan Danoff, teaching credential ’79, promotes storytelling as a teacher, author and director of Storytelling Arts, a nonprofit she founded in 1996 to provide storytelling to disadvantaged youth. She recently wrote and published The Golden Thread: Storytelling in Teaching and Learning about storytelling’s many values.

Sean Anglon, M.A., teaching credential ’00, teaches high school English. He also designed a course that introduces students to African-American authors as well as a variety of college options.

Susan Katz, Ph.D. English Language Literacy ’94, is professor of International and Multicultural Education at the University of San Francisco where she works with other GSE alumni colleagues, including Shabnam Koirala, Emma Fuentes and Miguel Lopez. Jody Goodman, M.A., multiple subjects credential ’94, teaches elementary school in San Leandro and a DTE master teacher. Raquel Rodriguez Jones, B.A., teaching credential ’96, teaches at Oakland’s International Community School, part of the new small school reform initiative. Allison Krasnow, M.A., teaching credential ’99, teaches middle school math in the Oakland Public Schools and has worked for the Bay Area Math Project.

2000s Sharon Arthur, M.A., teaching credential ’00, teaches at Willard Middle School in Berkeley.

Stephen McMahon, MACSME ’02, was honored as San Jose Unified School District’s 2005–06 Teacher of the Year.

Ashley English, M.A., teaching credential ’02, teaches kindergarten and first grade in Oakland. Joseph Flessa, Ph.D. POME ’03, is assistant professor, Department of Theory and Policy Studies, Ontario Institute for Studies in Education, University of Toronto, where he “helps prospective teachers and administrators come to grips with the work they must do both inside schools as well as in the world the schools are nestled in.” Olga Pineda, M.A., Preliminary Administrative Services Credential, Principal Leadership Institute ’03, is principal, at Hayward’s Cesar Chavez Middle School. Tom Fairchild, M.A. ’03, is a grade-level coordinator and teacher. K. Wayne Yang, Ph.D. Social and Cultural Studies ’04, is an assistant professor of Ethnic Studies at UC San Diego. Jessica Zacher, Ph.D. Language, Literacy and Culture ’05, earned two recent awards: Promising Researcher Award in English Education by the Standing Committee on Research of the National Council of Teachers of English, and honorable mention in the 2006 Division G Dissertation Award Competition at the American Education Research Association Conference for her dissertation: “It’s Not the Color of their Skin: Identity Politics, Literacy Practices and Multicultural Curricula in an Urban Fifth Grade Classroom.”

Winter 2006



Spotlight Charles Toto GSE Alumnus Endows Scholarship


chool of Education alumnus Charles Toto has endowed a scholarship with a generous gift of $25,000. A third-generation Italian who served with the U.S. Army Air Corps as an instructor for instrument flying and navigation during World War II, Dr. Toto has dedicated his life to learning and teaching. He graduated from San Francisco State University with a bachelor’s degree and teaching credential and later received a credential in Educational Administration there. He received a master’s degree in Spanish from UC Berkeley and later received his Ph.D. from the GSE. Dr. Toto taught at Galileo High School in San Francisco and at El Camino High School in Sacramento. He supervised foreign language teachers at Sacramento State University, becoming a full professor there in 1973. He speaks five languages — English, Italian, Spanish, French and German. Always fascinated by words and their origins, he admits to having read the dictionary cover-to-cover, “lost” in his exploration for words. As a faculty member at Sacramento State, Dr. Toto always strove to teach his students to question, analyze and think critically. He says his favorite course to teach was Contemporary Educational Thought. Dr. Toto has supported numerous scholarships for traditional and nontraditional students. His interest in alternative pathways to education stems from the difficulties of his childhood during the Depression. Dr. Toto had quit school to help his family, finally graduated from night school at age 20, and didn’t start college until age 26. He knows well the difference financial help can make in the life of a student. The Graduate School of Education is proud to count Dr. Toto among its distinguished alumni and thanks him for his exemplary commitment to education. 28 connected

GSE Advisory Board Takes Shape


he new Graduate School of Education Advisory Board is off to a strong start after holding its first two meetings in the 2005–06 academic year. Chaired by GSE alumna and former California Assemblymember Carol Liu, the Board is charged with assisting Dean David Pearson in the areas of program development, communications, advocacy and advancement. The Advisory Board’s steering committee, chaired by GSE alumna and education consultant Miranda Heller, outlines the agenda for the Board’s two meetings each year. For now, Board members have requested to learn as much as possible about what the GSE is doing to address current problems in education, with an emphasis on local public schools. Toward that end, the fall meeting featured a presentation on CAL Prep, UC Berkeley’s new charter school (see page 19), and the spring meeting featured a presentation on the Principal Leadership Institute and its related recruitment, support and coaching programs. In the months ahead, the Advisory Board will assist Dean Pearson to develop a strategic plan that focuses on schoolwide themes of Diversity and Equity, Learning in Complex Environments and Improving Professional Practice.

Advisory Board Members, Spring 2006 Al Adams Stacey Bell Mary Catherine Birgeneau Mary Jane Brinton Jerry Corazza Pat Cross Philip R. Day Pauline Facciano Lily Wong Fillmore Ned Flanders David P. Gardner Chad Graff Miranda Heller Lucinda Lee Katz Carol Liu, Chair

Diane Morris Joyce Ng Laurie Olsen Alceste Pappas P. David Pearson James Raby Tony Smith Carolyn Sparks Bill Tibbey MaryEllen Vogt Lynn Wendell Vic Willits Mike Wood Heather McCracken Wu

2005–06 Scholarship Tea Warms Spirits GSE scholarship recipients and donors had the opportunity to meet at the

third annual Scholarship Tea on March 24 at the Bancroft Hotel. Rain could not dampen the warmth provided by a cheerful fire, sherry and biscuits, music by UC Jazz, and the spirit of giving and gratitude that pervaded the late afternoon gathering of educators and friends. The School of Education is grateful for gifts in support of its outstanding students. As tuition and the cost of living in the Bay Area rise and traditional sources of financial aid continue to dwindle, private philanthropy relieves the bind felt by our students and their families. Many GSE students simply cannot complete their educations without financial assistance. For the third consecutive year, GSE was fortunate to have a $50,000 matching gift that doubled the amount awarded to most scholarship recipients. We thank the anonymous donor of this gift for this extraordinary support, which was intended to spark giving by new scholarship donors, and has motivated new and increased donations over the three-year period. We thank the many donors who focus their charitable giving on the preparation of the best teachers, administrators and researchers to work in our state’s public schools in challenging times. Scholarship gifts make a huge difference, not only in the lives of the recipients, but also in the lives of the thousands of students they will ultimately serve. To make a scholarship gift, use the envelope enclosed in this magazine, go to or call the GSE Development Office at 510/643-9784.

Robert and Jean Huston speak with Dean Pearson.

Longtime friend of GSE, Mary Jane Brinton

Melen Min receives the MaryEllen Vogt Award.

2005–06 Scholarship Recipients David Hill Charles S. Benson Award Jill D. Bergen Alex S. Lopez Mara W. Breech Foundation Awards Sarah C. Donnelly Abby N. Novia Robert Breuer Awards Nga Kim Huynh Patricia Cross Award Greta Kirschenbaum David Dansky Award Jason Tarn Blanca and Joe Facciano Award Juli Anna Avila Lily Wong Fillmore Award

Sereeta Alexander Elizabeth Cutter Abigail Martin Eric Teruel Flanders Fellowship Awards Lila G. Keene Erica Turner Max Villicana Mabel W. Goode Awards Ildiko Szekely GSE Alumni Association Award Elaine M. Gardner GSE Faculty/Staff Award Dana Erhard-Weiss Lenore Bertagna Heffernan Award Talia C. Branaugh Cheryl D. Justice Award

Khalid A. Afsar Margaret Kidd Award Chris Junsay Joyce Klingman Award Amin Azzam Elizabeth Barter Xiaoting Huang Heeju Jang Linda Morell Xiaohui Zheng Leonard Marascuilo Awards Nirali Ani John U. Michaelis Award

Alejandra Livas Edgar and Camilla Morphet Award

Gregory Hoffman Minne Rose and Max Stoltz Memorial Award

Erin Conner National Council of Teachers of English Award

Mayssun Succarie David H. Russell Award

Samara S. Ripps Marilyn Nye Memorial Award Evangelia Ward-Jackson Bernard Osher Award Diana J. Arya Mary Alyce Pearson Award

Abigail Benedetto Anna Schneiderman Phi Delta Kappa Award Ingrid K. Dickerson Malvina Walford Morledge Gisele P. Ramilo Awards Molly Quinn Award

Martin J. Lewis Lorraine Springola Award Sereeta E. Alexander Dale Tillery Award Melen Min Dawn L. Williams Nicole Migliarese MaryEllen Vogt Awards George Barganier Allen D. Wilson Award Jessica S. Jung Heather McCracken Wu Award

Winter 2006


Peg Skorpinski


Behring Honored for Support to Principal Leadership Institute


ore than 200 enthusiastic Principal Leadership Institute (PLI) alumni and students, UC Berkeley Chancellor Robert and Mary Catherine Birgeneau, Bay Area school district superintendents and the Cal Band and cheerleaders celebrated the Graduate School of Education program’s impact on Bay Area urban schools and honored its chief financial supporter, Kenneth Behring, at a talk and reception on September 28. The Behrings were greeted by a double receiving line outside the International House Auditorium, which prompted Berkeley Unified School District Superintendent Michele Lawrence to quip that the reception “paled in comparison” to the one that England’s Prince Charles and his wife, Camilla, received when they visited Berkeley last year. Lawrence went on to say that as more and more schools become segregated the students and graduates of the program — at least half of whom come from underrepresented minorities — represent “hope for this country.” San Francisco Unified School District Superintendent Gwen Chan, whose district employs 34 PLI alumni and is partnering with the program to coach dozens of new principals and assistant principals, told the audience, “We need the best minds to work with us so that all our students can find success,” and “the PLI helps train the best minds.” 30 connected

Oakland Unified School District State Administrator Kim Statham and West Contra Costa Unified School District Superintendent Bruce Harter also lauded the program. They described PLI’s impact in meeting critical local needs for school leaders as well as their districts’ continuing and expanding partnership with the program. Behring thanked the audience and discussed how he found purpose in life through his involvement with the WaterLeaders and Wheelchair Foundations. He described his pride in following the successful careers of former PLI students. Then two PLI graduates — Karling Auilera-Fort, principal of San Francisco’s Fairmount Elementary School, and Olga Pineda, principal of Hayward’s Cesar Chavez Middle School — saluted the philanthropist for making it possible for them to achieve their purpose in life by presenting him with a commemorative book: “A Long Journey, A Clear Purpose: The Kenneth E. Behring Principal Leadership Institute.” The book was produced by PLI faculty and students over the summer. “We will honor your gift by continuing to give back to the kids,” Auilera-Fort told Behring and the audience in Spanish and English. GSE Dean David Pearson closed the formal program by presenting the PLI benefactor with a facsimile of a large commemorative donor plaque that will be installed in the Tolman Hall lobby.

DONORS JULY 1, 2004 THROUGH JUNE 30, 2006 The Graduate School of Education gratefully acknowledges the following individuals, corporations and foundations that so generously supported our efforts to advance education and to provide opportunity for all.

LEADERSHIP DONORS $1,000,000 or more




The William and Flora Hewlett Foundation

William and Mary Jane Brinton Germano Corazza The Ford Foundation The Clarence E. Heller Charitable Foundation The Walter S. Johnson Foundation San Francisco School Alliance The Spencer Foundation The Stuart Foundations

National Academy of Education Dr. Alceste T. Pappas The Wallace Foundation

Robert Bowne Foundation Mara W. Breech Foundation Career Academy Support Network Anne and Will Gates Professor W. Norton and Erica B. Grubb Judge E. Patricia Herron National Council of Teachers of English Dean P. David and Mary Alyce Pearson James S. Raby

Dr. Srijati M. Ananda and Stanley N. Rabinowitz Mrs. Gloria S. Anderson Verna J. Arnest Linda C. Arnold Norena N. Badway, Ph.D. Louis F. Batmale, Ph.D. Andrea U. Bircher, Ph.D. Elaine L. Boyce Jill and Jeffrey Braden, Ph.D. Mrs. Dorothy L. Brose Steven A. Brown Mary and Mark Bunge, Ph.D. Helen H. Cagampang, Ph.D. Dr. Arthur Z. Cerf Dr. Donald B. Chambers Marilyn and Lorenzo Chambliss June and Stephen Chaudet John M. Chavez, Ph.D. Dr. Tzi-Cker Chiueh Barbara M. Colicino Marjorie J. Cornelius Crail-Johnson Foundation Dr. Leslie W. Crawford Jane E. Croke Mary and Jack Culbertson Lorraine Curotto Dr. and Mrs. Donald Dal Porto Kathleen and Richard Davis Dr. Karen M. Dyer

Karen Malmstrom Eckhart Tom Finn Professor Barbara R. Foorman David C. Frankel Lorena Gaeta-Luna Dr. Michele Garside General Mills Foundation Jack and Rosalie Gifford Dr. Lori A. Goetz Dr. Allan P. Gold Nancy Goodban and Professor Kenji Hakuta James Green Louis J. Grice, Jr. Michael A. Grieb Catherine and David Gross Marilyn and W. Keith Hadley Constance Hafner-Edwards and Rayfield Edwards Anita Hatter Yukiyo Hayashi Dr. James M. Hessler Winifred and Allan Hohlt Dr. Shirley A. Hoskins William S. Howe, Jr. Diane and Richard Huntsinger Xiaoqin Sun Irminger Dr. and Mrs. Proverb G. Jacobs, Jr. Myrna and Richard Jones Robert E. Jones Shirley and Harold Jonsson, Ph.D.

$500,000–$999,999 Mr. and Mrs. Kenneth E. Behring The James Irvine Foundation U.S. Department of Education

ANNUAL FUND DONORS $5,000–$9,999 Professor Bruce C. Fuller

$1,000-$4,999 Joan and Peter Avenali Jack J. Carlson Elizabeth and Emil Eisenhardt Cheryl and Gary Justice Joseph and Madeline Mixer James C. Stone Ellen Wragge Jonathan and Heather McCracken Wu

$500–$999 Robert J. Breuer and The Graduate School of Education Alumni Association Elfrieda Hiebert and Charles Fisher Dr. Daniel W. Kee Dorothy and Kenny Lindauer Susan A. Powell and James M. Revie Shell Oil Company Foundation, Inc.

$100–$499 Stephen M. Adachi Peter H. Adamy

$25,000–$49,999 California Council for the Humanities Assemblymember Carol J. Liu and Michael R. Peevey Dr. Charles Toto

Cathleen Kennedy Kensington Research Group and Joseph C. Malloy Kim Fumiko Kita Morris Kwong-You Lai Linda Landes Jana and Freeman Lane Linda and Stephen Lazzareschi Rose and Dale Lock Sally and Rodney Lorang Dr. Victoria J. Marsick and Peter G. Neaman Nancy McLaren-Salsig and Girard Salsig Dr. and Mrs. William W. Monahan, Jr. Dr. and Mrs. Anthony W. Morgan Frederick Murray Marilyn and Larry Myers Stanley and Diane Nakahara James and Rina Negri Richard and Catherine Nicoll Dr. Arnethia W. Okelo Ruth Omatsu Marie Luise Otto Hyun-Sook Park and Stanley Young Dr. and Mrs. Douglas A. Penfield Kathleen and John Peterson Winter 2006


Mrs. Margaret G. Saulsberry Professors Susan Ervin Tripp and Robert D. Tripp

$100–$499 Dr. Irva A. Hertz-Picciotto and Henri Picciotto Richard and Carol Ponzio Cynthia and Ronald Raven Esther and Robert Rice Carolyn and Derry Ridgway Jane P.Riede-Meyerhoff Dr. Nancy C. Rollston and Kenneth C. Rollston Lalit M. Roy, Ph.D. Herb Salinger Jennifer and Philip Satre Nancy E. Schlegel Nancy S. Schlenke William and Carol Schofield Richard J. Silberg Hugh and Aletha Silcox Dr. Doris S. Smith and J. B. Smith William and Margaret Snyder Jamal D. Splane Gerald H. Stunkel Drs. Roslyn and Donald Sutherland Michael L. Swindell and Christine M. Silva Mary Sullivan Talbot and John D. Talbot Itsuko Terada Robert L. Terrell Susan Rhoades Thum Mary and Gary Tietz Dr. Kimberley F. Tolley and Bruce W. Tolley Shirlene Leong Tong Billie and Gary Valdez Holly Anne Wade Jacob Wang Karen I. Wayman Gudrun and Willie West Patricia Holmes Wheeler Dolores and Jimmie D. Whitley Patricia and Jeffrey Williams Frances and Billy Willms Jill G. and Richard C. Wilson Janet S. Williams and Mark R. Wilson Thomas and Mariol Wogaman Otis and Teresa C. Wong 32 connected

Ann C. Woodard Nancy and John Woods Satoshi and Mariko Yamamura

SCHOLARSHIP FUND DONORS $5,000–$9,999 Robert J. Breuer Professor Emeritus K. Patricia Cross Barbro and Bernard Osher Dean P. David and Mary Alyce Pearson Carolyn Morledge Sparks MaryEllen and Keith Vogt

$1,000–$4,999 Anonymous (2) Justin and Jeanne Bardellini Professor Emeritus Geraldine J. Clifford Barbara and David Dansky Dr. and Mrs. Art Evans Pauline Facciano and Brad Diller Charles and Lily Wong Fillmore Myron Franklin Frank and Lenore Heffernan Sara Hopkins-Powell Margaret Kidd Joyce Klingman Cheryl and Mark Liebling Kerri and Mark Lubin Mako Foundation and Tom Meyer William and Susan McCarthy MPR Associates Inc. and Gary Hoachlander Phi Delta Kappa Regan Pritzker and Chris Olin Dorothy Sweitzer and Terry Emmett Miranda Heller Linda Wing

$500–$999 Mr. and Mrs. Harold Gross Thomas Leathers Mr. and Mrs. Austin L. Prindle

David and Sandra Anderson Muriel Arends Rena M. Bancroft, Ph.D. Dr. Karen D. Benson and Daniel R. Benson William D. Bethell Allen E. Black Elaine L. Boyce Mrs. Dorothy L. Brose Jandre and Douglas Buck Alison and Steven Burke Mrs. E. Merlaine Calhoun Joan Cashel Alice and Rudolph Chen Rico Bernadette Sun Chi Eve and Herbert Clark Mrs. Norma Jo Ann Cox Crail-Johnson Foundation Dr. Leslie W. Crawford Julie F. Crum Mary and Jack Culbertson Ned and Mary Flanders Drs. Elyse and David Fleming Dr. and Mrs. Rex C. Fortune, Jr. Professor Andrew Furco Dr. Michele Garside Mrs. Alice R. Giuffre Dr. Allan P. Gold Professor W. Norton and Erica B. Grubb Yukiyo Hayashi Linda and Gerald Hayward Ginette and Leon Henkin Professor Leanne L. Hinton Margo and Richard Hunter Jean and Robert Huston Dr. and Mrs. William A. Hutchings Harriett G. Jenkins Shirley and Harold Jonsson, Ph.D. Professor Emeritus and Mrs. Paul Kay Mary Ann and James Kidder Kristine Kimura Elizabeth and Geoffrey Knudsen Diane and John Kopchik Jin Young Choo and Ira Lit Susan and Taghi Manbeian Drs. Hermine and Sumner Marshall

Janet Martin Della Martinez Barbara Myers Means Dr. Sarah Michaels and David J. Reier Antoinette Mitchell John Nye Alec and Carol Ostrom Kristin Palmquist-Warriner Hyun-Sook Park and Stanley Young Mrs. Juanita Peterson Kathleen and John Peterson Mamie and Andrew Poggio Richard and Carol Ponzio Patricia and Richard Rankin Mrs. Carol Rowley Amy Ryken Dr. and Mrs. David J. Sanchez, Jr. Eleanor and Hugh Satterlee Dr. and Mrs. Robert P. Sherwood Suzanne and Marc Stein Professor David and Jane Stern Karen and Lewis Teel Terry Maul Meredith and William Tibbey Mary and Gary Tietz Barbara and Frank Walden Susan and James Warfield Jo Ann and Paul Warner Anthony and Siv Larson Wheeler Otis and Teresa C. Wong George Yonge, Ph.D. Dr. Rebecca Zwick

THE NADINE LAMBERT MEMORIAL FELLOWSHIP FUND American Psychological Association Ernest G. Anderson California Association of School Psychology Foundation Helen A. Clifton Suzanne and Charles Cooke Jane E. Croke Provost Barbara Gross Davis Dr. Carol A. Dwyer Anna Rose Grob Ingrid Hylander

Carole E. King Andrea Lum Paul and Marsha Hail McLeod Pamela and Patrick McMahon National Association of School Psychologists Mrs. Carmela S. Nielsen Dean P. David Pearson and Mary Alyce Pearson Therese M. Pipe Sylvia Rosenfield Carol D. Soc John H. Stutesman Patricia H. Wheeler Dr. Renate Zscheye

ACADEMIC TALENT DEVELOPMENT PROGRAM 25TH ANNIVERSARY FUND Anonymous (2) Mr. and Mrs. J. C. Arreguin Alex and Elena Blanter Joseph and Mary Castro Anne C. and James S. Cawood Ms. Ivy S. Chan Clark and Cheryl Chen Mei K. and Yi-Tso J. Chen Dr. Robert K. Cheng and Ms. Jinny S. Wong Catherine and Wai Chow Helen Chow, Ph.D. James and Beverly Chin Joseph and Elizabeth Craven Nidia Varela Cristales Rosadelia and Roy Detwiler Dee di Somma and Kent E. Matsumoto Diana C. Fong, DDS and Stephen M. Lee, DDS Mr. David M. Gabelko Ms. Katrina L. Gabelko Mr. David G. Gleason Ms. Aleksandra Goldenberg Sara Xin Gu and Yongdong Wang Joy H. Hashiba and Gerald T. Sekimura Ken and Anne Ho Pei Y. Ho and Ying L. Ho Angela Hodgson Hunter Susan A. Hutcher

Brian R. Kaye, M.D. The Ladao Family Mrs. Helen Lam-Lee Valerie Lau Robert W. Lee and Ivy Chan Lee Guy and Patsy Leung The Levels Family Dennis and Donna Liu Nancy and Donald Mangold Robert E. and Chu-Li W. McCabe Ms. Valerie A. Miles-Tribble Renee and Meir Moshe Ms. Susan J. Nabeta-Brodsky Ms. Joyce E. Ng Peter S. Pan and So Mui S. Chang Connie and Patrick Pang Craig and Caroline Peterson The Pokorny Family James and Joanne Robinson Michael A. Rogers and Leslie A. Woolley Jonathan Shelley Ms. Joy E. Sledge Ines and Thomas Swaney Ms. Ying Tsui Ms. Susan E. Wehrle Professor Rhona S. Weinstein Nancy A. Weston Mr. Ron Wigginton Pallop and Karen Wilairat Mrs. Patricia A. Williams Professor Brian D. Wright Thomas and Jody Yong

PRINCIPAL LEADERSHIP INSTITUTE SCHOLARSHIP FUND Larissa K. Adam Arnold Adreani Amanda M. Asdel Susan M. Audap Dr. Robert W. Blackburn Neal A. Bloch George C. Bullis Maureen Byrne Verna A. Castro Margaret Clark Susan C. Couch Mary Lou Cranna

Brent Daniels Kristen DeAndreis Glenn F. Dennis Nicole Di Donato Sara Dieli Virginia Dold Natalie R. Eberhard Thomas Fairchild Sarah K. Gahl Professor W. Norton and Erica B. Grubb Jane Guinn Eulalia A. Halloran Robin E. Harley Patricia Harmon Linda M. Kingston Marilyn Koral Allison K. Leslie Hanna Ma Moraima Machado Deborah K. Mar Nancy and Jack Mayeda Jonathan J. Mayer Margaret R. Minicozzi Christopher Moore Raul Muniz Margarita C. Navarro Ho H. Nguyen Viet N. Nguyen Pamala Noli Jane O’Brien Alicia D. Orner Robert S. Patrick Kathy and Bob Polkinghorn Linda Ann Rarden Carole Robie Joshua Sachs-Weintraub Marisa Santoyo Tai-Sun Schoeman Janine Sheldon Sheila B. Smith Susan Speyer-Boilard Amy Stelmach-Frey Angela Stevenson Patricia Theel Lynda Tredway Basil M. Viar Dora L. Valentin-Rios

Jeanne M. Villafuerte Earl L. Walls Michael Walker Wendy Warda Carrie L. Wilson Theresa Young

IN MEMORY OF GILLIAN BROWN Sondra Aguilera Donna Amador Susan Audap Bobbie Brooks George C. Bullis Lottye and Neal Clayton Theresa Clincy Mary Coe Margo Fontes Professor W. Norton and Erica B. Grubb Jean V. Hansen Kyla Johnson Gregory Ko Ilene D. Linssen Ana Lunardi Hanna Ma Moraima Machado Nancy and Donald Mar Otilio Maurezzutt Nancy and Jack Mayeda Raul Muniz Ho Hai Nguyen Mignon Louise Perkins Mark A. Rader Paul Renaud Freda Robinson David G. Stern Angela Stevenson Carol C. Tucker Lori L. Vella Lorraine and Albert Vidal Jeanne Villafuerte Wendolynn R. Warda Becky and Solomon Wheat

Winter 2006




Nonprofit Organization US Postage PAID University of California

ConnectEd Magazine 2006  

UC Berkeley Graduate School of Education magazine

ConnectEd Magazine 2006  

UC Berkeley Graduate School of Education magazine