ConnectEd Magazine 2007

Education

connected university of california , berkeley

•

graduate school of

winter 2007

Test of Time

The BEAR Necessities of Assessment for Learning

Arts in Education Athletes and Academics Career Academies

From the Dean Welcome to the second issue of Connected. We hope you will enjoy learning

about our continuing efforts to prepare the next generation of educators and scholars and about GSE alumni who are making a difference in educationrelated fields.

Our cover article, “Test of Time,” spotlights the

groundbreaking work of Professor Mark Wilson and his team at the Berkeley Evaluation and Assessment Research Center (BEAR) here. Perhaps no topic in education generates as much controversy in this era of No Child Left Behind. And perhaps no research touches so many people here at the School as the principles underlying the BEAR Assessment System.

When I talked to Mark to learn more about the BEAR

Assessment System for an Education Week piece I wrote in September, it gave me confidence that it really was possible to engineer assessment systems that are fair to students, useful to teachers and meet the accountability demands of policymakers. Assessment for learning might ultimately replace the high-stakes standardized tests that dominate today’s school landscape. And it will be due, in no small measure, to efforts underway here.

As a member of our learning community, you are critical

to the work we do to prepare the next generation of scholars and educators. With continued 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.

Graduate School of Education

P. David Pearson Dean and Professor ppearson@berkeley.edu

Dean P. David Pearson Associate Dean for Academic Affairs David Stern Associate Dean for Professional Programs Diane Mayer Head Graduate Adviser Judith Warren Little Assistant Dean for Administration Frankie Temple

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

Joyce Ng Laurie Olsen Alceste Pappas P. David Pearson James E. Raby Cha Sanders Anthony M. Smith Carolyn Sparks William Tibbey MaryEllen Vogt Lynn Wendell Vic Willits Mike Wood Heather McCracken Wu

Features

connect ed 9 Faculty

14 Arts Start

Preservice Initiative Takes Root in GSE, Local Schools

By Zack Rogow

16 Test of Time

The BEAR Necessities of Assessment for Learning

By Steven Cohen

16

Departments

Spotlight: Michael Ranney

In Memoriam: Harry Stehr

Honors Publications Appointments Grants

New Faces: Xiaoxia Newton

12 Students

Spotlight: Gabriela Segade

In Memoriam: Rodrigo Rodriguez Jr. Honors

2

School News

Spotlight: The All-Simons, All-Decade AAA Team

24 Alumni

POME Colloquium Series Spurs Interest with Focus on NCLB

Spotlight: Derek Briggs

In Memoriam: denise brown

Class Notes

Career Academy Support Network Turns 10 with Momentum

Center for Urban School Leadership Supports Bay Area Administrators

PACE to Focus on Stronger Sacramento Presence

ATDP Jeopardy!

UC Links Teachers, Families in New Orleans

BAWP Finds Its Writer’s Voice

Cal Prep Makes Progress in Second Year

Committee for Professional Education Programs Retreat

In Brief

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connected

winter 2007 • volume 2

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

Editor/Writer: Steven Cohen Graphic Design: Kat Jones Copy Editors: Joyce Burks, Paula Dragosh Editorial Board: Steven Cohen, Christine Cziko, Shantina Jackson, Andy Maul, Heather McCracken Wu, David Pearson, Della Peretti, Sophia Rabe-Hesketh, Meghan Shaughnessy, Janine Sheldon

Contributing Photographers: Steven Cohen, Margaretta Mitchell, Peg Skorpinski, David Schmitz, Bijan Yashar Printer: UC Printing Service Printed on recyled content paper

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

28 Friends

Spotlight: GSE Faculty Participate in Named Funds Initiative

Haste Street Center Opens

Spring Scholarship Tea

LeapFrog Founder Funds GSE’s Work in Urban Education

Donors

Cover: Berkwood-Hedge School teacher Vera Balarin watches her fourth-grade students dig into the magnetism and electricity unit of the FOSS (Full Option Science System) curriculum. FOSS’s assessment design is based on the BEAR Assessment System at the Graduate School of Education.

Photo: Peg Skorpinski Back cover: GSE Developmental Teacher Education students enjoy a guitar class as part of the Arts Education Initiative.

Photo: Dave Schmitz

Phone: 510/643-9784 E-mail: ext_rel@berkeley.edu Fax: 510/643-2006 Web: gse.berkeley.edu To subscribe to gsE-news and receive Connected and the gsE-bulletin by e-mail, please visit gse.berkeley.edu/ admin/communications/subscribe.html

©2007 by the Regents of the University of California. All rights reserved.

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schoolnews

Spotlight

Herb Simons, left, with the AAA class of 2006. Members of the All-Simons, All-Decade team are Bolota Asmeron, front row, first left; Kristen Lewis, front row, third from left (with cap); and Sarah Bergman, top row, fourth from left.

The All-Simons, All-Decade AAA Team GSE professor emeritus Herb Simons thinks collegiate athletes are special people with strong character traits.

That’s why more than 10 years ago, Simons, with the help of Tony Smith and Derek Van Rheenen (see All-Simons Team), developed Athletes and Academic Achievement (AAA), a master’s program for athletes and former athletes to apply their considerable athletic knowledge and academic skills to the scholarly study of the role of sport in society and the conflict between academics and athletics.

Simons wanted student athletes who had dealt with and overcome this conflict to bring their own experiences to the academic study of school and sports and the role of Name

race, ethnicity, class and gender in athletics.

The master’s program allows students to pursue sports- and education-related careers as professional athletes, coaches, teachers, athletic and educational administrators and advisers to student athletes. AAA students come from a wide variety of schools, backgrounds and sports. Many have gone on to successful careers in education and sports.

Hall of Fame football coach John Madden has awarded tough, smart professional players a vaunted place on his All-Madden teams for nearly 20 years.

Here comes a new yardstick: the All-Simons, All-Decade Team playing four key career positions:

College/Sport

Elementary and Genevieve Debose Cal/Track Secondary Cal/Track Education David Glascow Courtney Johnson Cal/Basketball Tony Smith Cal/Football

Academic Support Services Intercollegiate

Lauralee Summer Harvard/Wrestling Kevin Waesco Swarthmore/Football Laura Goldhammer Columbia/Volleyball Keiko Price UCLA/Swimming Chaniqua Ross UCLA/Track Bruce Smith Brown/Football

Derek Van Rheenen Cal/Soccer

College Sarah Bergman Coaches/Athletic Corey Bosworth Administrators Kristen Lewis Louella Lovely

Mark Orr Athletes Bolota Asmeron Currently Scott Fujita Competing Nick Harris

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Career Founding teacher, Lighthouse Community Charter School, Oakland Education aide to Senator Dianne Feinstein Education Director, CYO Deputy Superintendent, San Francisco Unified School District English teacher, Charlestown High, Boston, MA Math teacher; football coach, Tower; Hill School, DE Athletic Academic Adviser, UC Davis Academic Support for Athletes, Stanford University Academic Adviser, Sociology Dept., UC Berkeley Academic Adviser for African American students, University of Arizona Director, Athletic Study Center; Co-Director, AAA; GSE lecturer

Drew/Lacrosse Cal/Crew Cal/Swimming Cal Poly, San Luis Obispo/Volleyball Cal/Football

Assistant lacrosse coach, Earlham College Novice crew coach, Harvard University Assistant swim coach, UC Berkeley Assistant volleyball coach, University of Notre Dame

Cal/Track Cal/Football Cal/Football

Middle distance runner training for U.S. Olympic team Linebacker, New Orleans Saints Punter, Detroit Lions

Athletic Director, St. Mary’s College, Moraga

POME Colloquium Series Spurs Interest with Focus on NCLB Policy, Organization, Measurement and Evaluation continued its successful Colloquium Series on Equity and School Reform, which began in fall 2006, with seven engaging public events in 2007.

The most contentious and best-attended session in the series, organized by POME professors Dan Perlstein, Bruce Fuller and Mark Wilson and aided by student area representatives Laurie Mireles and Leah Walker, was the appearance of Sandy Kress, a former education adviser to President Bush and a lead figure in the creation of the No Child Left Behind Act. Kress defended the legislation in front of a jampacked audience in Tolman Hall room 2515 on March 6.

The Meet the Press–style panel discussion also included Boalt Hall School of Law professor Goodwin Liu, National Public Radio/KQED FM reporter Kathryn Baron and Mireles. A lively question-and-answer session followed opening remarks, with most of the audience and panel members expressing frustration with the accountability features of the legislation, currently being considered for reauthorization in Congress.

The final event in the series, on November 20, also used a panel discussion format that focused on No Child Left Behind. Titled “The Debate Over No Child Left Behind: Advancing Equity, Will It Survive?” it featured a discussion with Norman Yee, vice president, San Francisco School Board; Russlynn Ali, vice president, The Education Trust and Executive Director, The Education Trust-West, and GSE students Funie Hsu and Angeline Spain.

Another well-attended talk was given by UCLA’s Jeannie Oakes, Presidential Professor in Educational Equity and director of the University of California’s

Sandy Kress

Goodwin Liu

All Campus Consortium on Research for Diversity and Institute for Democracy, Education & Access.

Oakes discussed the low college participation rates of California’s African American, Latino and American Indian students, and the K–12 school conditions that help explain them. With the audience, she discussed a variety of policy recommendations for removing the educational roadblocks that unfairly impede these students.

Mark Rashid, chair of UC Board of Admissions and Relations with Schools (BOARS) and a professor of Civil and Environmental Engineering at UC Davis, and GSE professor David Stern, who is UC Berkeley’s representative on the committee, gave the final presentation of the term. Stern offered an overview of UC systemwide eligibility and campus selection procedures as well as their shortcomings. Rashid highlighted the admissions proposal that was unanimously approved by BOARS. This proposal, which will require passage by UC’s Board of Regents to take effect, eliminates the use of the statewide eligibility index to guarantee admission, and instead offers a guarantee to review the entire application of any student above a basic threshold (e.g., meeting “a-g” requirements), and encourages such students to apply. The proposal continues guaranteed admission only for Eligibility in the Local Context students (the top 4 percent of students in each participating California high school class).

Lisa Chavez, the academic coordinator for UC Berkeley’s Center for Latino Policy Research, rounded out the Spring Semester program with a talk titled “Preparing for Transfer: Latinos in California Community Colleges.”

Kathryn Baron

Jeannie Oakes Winter 2007

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schoolnews

Kennedy High School Career Academy students participated in the San Pablo Youth Engagement Project this summer.

Career Academy Support Network Turns 10 with Momentum The Career Academy Support Network (CASN) at the Graduate School of Education is not slowing down in its 10th year of preparing high school students for college and careers.

CASN works primarily in high schools with large proportions of students who are at risk of not completing a diploma. It has particular expertise in developing small learning communities and career academies, which bring together cross-curricular teams of teachers to work with groups of students over time, show students the relevance of what they are learning and point them in the direction of college and careers.

“Helping students meet requirements for higher education can be a challenge for teachers and counselors,” says GSE professor David Stern, CASN’s principal investigator. “Our team has learned a lot working closely with high schools, and we’re eager to share promising practices.”

At any given time, CASN provides technical support or evaluates grants to establish Small Learning Communities/Career Academies in approximately 40 high schools in several different states, but mostly in California, according to CASN coordinator Charles Dayton, who helped start the first Career Academies in California.

CASN’s biggest grant projects currently are in the West Contra Costa Unified School District.

Funded by the James Irvine Foundation, this academies initiative develops and enhances 12 different Partnership Academies at El Cerrito, J. F. Kennedy, Richmond, Pinole Valley, De Anza and Hercules high schools.

In May, the Irvine Foundation awarded CASN a special $500,000 grant to increase support for college preparation and college going among California students from populations that are historically underrepresented in higher education. The grant will fund the development of a toolkit called “College Gear” with materials designed to guide high schools to better prepare students for college 4 connected

— including an electronic transcript analysis system to help gauge whether students are meeting University of California’s “a-g” benchmark requirements. The transcript system is being piloted in six high schools in the Bay Area, Central Valley and Inland Empire. CASN is developing a series of eight regional symposiums around California beginning next spring in order to distribute the toolkit to high school representatives.

Momentum for career-technical education (CTE) appears to be building on the state level, according to Stern and W. Norton Grubb, another GSE professor. In an April Policy Brief, “Making the Most of Career-Technical Education: Options for California,” for Policy Analysis for California Education (PACE), they wrote: “CTE is once again being seriously considered as an option for California high schools, after a decade in which academic programs and college preparation have been the focus. Career academies in California have expanded, and some districts (like Oakland and San Jose) have put academies in many of their high schools. Individual high schools that have restructured into different career-oriented majors or pathways have increased.

“Governor Arnold Schwarzenegger has proposed a revitalization of CTE, calling for additional state funding to increase CTE opportunities, to integrate core academics with occupational courses to ‘give students pathways to postsecondary education and careers,’ to create career-themed high schools, and to build stronger partnerships with employers.

The positive responses to the Governor’s proposals reflect a growing recognition that the conventional academic or college prep track is not the only pathway, and for many students not the best pathway, through high school.”

CASN’s 10th anniversary may yet turn golden for many at-risk California students.

For more information, visit the Career Academy Support Network at casn.berkeley.edu.

Center for Urban School Leadership Supports Bay Area Administrators The Center for Urban School Leadership (CUSL), comprising the Kenneth E. Behring Principal Leadership Institute (PLI) and a suite of interrelated programs designed to support a leadership pathway in urban public schools, is now a leading provider of professional development for the San Francisco and Oakland Unified School Districts.

Results of the CUSL’s district-customized professional development programs are promising, according to a just-completed first-year evaluation.

In an effort to support and retain K-12 administrators, the program ensures that principals and assistant principals share similar approaches to the complex work of school change.

As one elementary school principal participant explained: “Keeping my eyes on the goal of school change in the midst of all the minutia has helped.”

Lynda Tredway, coordinator of the new professional development project, credits GSE professor Judith Warren Little’s ongoing work on professional learning communities as fundamental to the project.

The project is based on opening up the culture of privacy in schools and classrooms and sharing leadership practices across the district.

“Our model focuses on leading for learning by supporting educators in their cultivation of inquiry and daily reflection as habits of mind,” says Tredway.

CUSL’s professional development shares similarities with Project IMPACT (Inquiry Making Progress Across Communities of Teachers), the innovative GSE teacher professional development program, by focusing on action research as a catalyst to leadership. Participating administrators identify specific school site issues and, in small work groups, look closely at how their leadership actions impact teacher practice and student learning.

Inquiry facilitators are a key support to the project and school leaders. They oversee groups of five to six individuals (as well as coach new district principals and assistant principals), guide group discussions, and provide assistance with group members’ action research projects.

Meanwhile, CUSL’s flagship program, the Behring PLI, continues to go strong in its eighth year. Of 271 PLI graduates to date, 209 are serving in principal, assistant principal or district-level positions.

“The speed with which our graduates are placed in leadership roles is remarkable,” says Tredway, “and still only one PLI grad has ever left the field of education.

“Thanks to Ken Behring’s extraordinary scholarship support, 50 percent of our graduates are persons of color, reflecting the demographics of California and serving as exemplars of high educational attainment in our most underserved communities.”

Hawking Hair to Raise Test Scores In September, Ron Machado, a Principal Leadership Institute graduate and principal of San Francisco’s Miraloma Elementary School, promised to sport a pink mohawk if his students raised the school’s Academic Performance Index (API) by 55 points, a large oneyear gain on the 1,000-point scale. The students came through with a 67-point gain on the API. So, with 300 smiling students chanting, “Mohawk! Mohawk! Mohawk!” off went the old, and up went the new hairdo.

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schoolnews PACE to Focus on Stronger Sacramento Presence When Policy Analysis for California Education (PACE) turns 25 in 2008, it plans to mark the milestone with a major shift in focus — from conducting in-house policy research toward building a broader research network and establishing a stronger presence for researchers in Sacramento.

The independent research center, based at UC Berkeley and Stanford, is uniquely positioned to bring the scholarly research generated at the state’s major research institutions — the University of Southern California, UC Davis, UCLA and others — to bear on the policy challenges facing California’s education system.

“There’s a wide gap between academics and policy audiences,” says executive director David Plank, who joined PACE last January from Michigan State University’s Education Policy Center. “Researchers often complain that their findings aren’t taken into account by policymakers while at the same time policymakers are searching for research to guide their policy decisions. We’re translating it into information that’s useful and accessible to them.”

Following up on March’s Getting Down to Facts (GDTF) studies, which called for an overhaul of the

ATDP Jeopardy!

A Jeopardy! wannabe has about as much chance to become a contestant on “America’s Favorite Quiz Show” as to win the California Lottery. But Host Alex Trebek with Small after an exasperating three-year wait, Shadrick (Shad) Small, an assistant specialist with the Academic Talent Development Program (ATDP), finally got his shot on July 30. Small, 21, made the most of the opportunity, becoming a three-time Jeopardy champion and finishing second in the fourth round, pocketing $61,101 for his appearances. Amazingly, Carrie Brown, his ATDP office mate, appeared as a Jeopardy! contestant in 1992. Small figures that it must be some kind of statistical anomaly that two Jeopardy contestants could hail from the same crowded office on the northwest corner of Tolman Hall. “That’s 40 percent of ATDP’s regular cast,” Small surmised, “50 percent if someone’s on their lunch break!”

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state’s public school finance and governance systems, PACE is focusing on two sets of issues: the need for useful education data collection and the need for improved personnel policies and capacity building at all levels of California’s education system.

As Getting Down to Facts showed, California lags far behind many other states in the quantity, quality and timeliness of education data. The lack of reliable data represents a serious obstacle to comprehensive educational reform, preventing the state from tracking the performance of students, teachers and schools, and from evaluating interventions.

The studies also found that the failure to target human resources efficiently and equitably creates ills such as very limited supervision of teachers, too-large class size and the virtual disappearance of librarians, counselors, nurses and other vital nonteaching personnel in some areas of the state.

The organization also convenes monthly seminars in Sacramento, bringing together leading scholars, practitioners and policymakers to discuss current educational issues. For more information on any of PACE’s activities or policy briefs, please visit the PACE website at pace.berkeley.edu.

UC Links Teachers, Families in New Orleans UC Links, in collaboration with the Virtue Foundation, conducted two professional development conferences in Louisiana on digital teaching and learning for teachers from districts affected by Hurricanes Katrina and Rita as part of its ongoing effort to support families and youth displaced by the disasters. Teachers Charles Underwood attending the conferences received laptops from the Foundation. Pictured above, University-Community Links executive director Charles Underwood helped train the teachers in using the technology effectively with their students.

BAWP Finds Its Writer’s Voice This summer, the Bay Area Writing Project (BAWP) initiated a new partnership with ForWords Foundation and the Canal Alliance to create a new summer program, “The Writer’s Voice,” for middle and high school students in the largely Latino immigrant community of San Rafael’s Canal Area.

In this five-week program, two Spanish bilingual BAWP teacher consultants, Pilar Mejía and Diana Encarnacíon, and ESL teacher Myron Berkman served as mentors and co-teachers for Canal Alliance teachers and interns.

The program helped the students develop English and literacy skills. With laptops and digital cameras purchased by ForWords and the dedication of the staff and the students, three publications were completed: “Diamantes del Sol,” a collection of student poetry, “Immigration Stories,” a collection of students’ personal stories and “Interviews and Advice,” interviews of high school students about their educational experiences. The inclusion of color photographs gave the publications a remarkable

Immigration Stories

professional quality.

“The students not only learned the joy of writing and developed significant computer and media skills, but they also had a vivid and tangible product of their hard work,” says BAWP director Carol Tateishi.

The program closed with a publication celebration where students were presented with bound copies of their writing, a moment shared with Canal Alliance and BAWP staff, ForWords and the students’ families.

“This summer’s project was an amazing collaboration that brought the strengths of teaching writing to students in a culturally competent manner,” says Juan Carlos Arauz, Canal Alliance’s Youth Education and Development Director. “The students were engaged in learning and a deep level of critical analysis of their lives and community they live in.”

CAL Prep Makes Progress in Second Year Students at California College Preparatory Academy (CAL Prep), the secondary school serving low-income urban youth co-founded by UC Berkeley and Aspire Public Schools, showed impressive gains on the California Standards Tests during the last school year.

More than 34 percent of CAL Prep students scored proficient or advanced in English language arts (up about 10 percent from 2006), and math proficiency almost doubled over the same period, to 44.5 percent. The school’s seventh graders demonstrated the most progress, with 43 percent reaching proficient or advanced levels in English Language Arts and 56 percent in mathematics.

Although the percentage of English Language Learners doubled to a third of all CAL Prep students in 2007, students had an 11 percent jump in proficient or advanced levels over 2006 in English Language Arts. Overall, CAL Prep accelerated the learning of at least two-thirds of its students who scored far below basic in either English Language Arts or mathematics in 2006.

Based on these results, CAL Prep’s Academic Performance Index (API) score rose by 77 points, to 725.

“We’re very proud that many of our students are doubling and almost tripling their mastery of the core curriculum,” says Steve Liles, who took over as principal from Michael Prada (who now serves as Director of Student Services at Aspire) this fall.

“Our collaboration with UC Berkeley is helping us increase the quality of our instructional program so that in the future all of our students can show this kind of success.”

CAL Prep was also buoyed by a 100 percent retention rate for returning teachers this fall. In addition, the school’s first ninth graders (a grade is added every year) are taking art history and English 201 from nearby Berkeley City (formerly Vista) College instructors. A popular college-level conversational Spanish course is again being offered after school.

“We’re on the right path with dedicated, consistent teachers, Cal undergrad tutors and UC Berkeley faculty helping design the school,” says Dean David Pearson.

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schoolnews CPEP Moves Forward at Retreat The Committee for Professional Education Programs (CPEP) held a very successful retreat September 2325 at Westerbeke Ranch Conference Center in Sonoma. Faculty, coordinators, instructors, supervisors and students from five professional programs — the Principal Leadership Institute (PLI), Developmental Teacher Education, Multicultural Urban Secondary English, Masters and Credential in Science and Mathematics Education and Cal Teach — convened to renew and further their commitment to preparing teachers and principals to work in settings committed to diversity and equity, as well as to examine and challenge themselves on issues of diversity and equity. Victor Cary and Lisa Lasky from the Bay Area Coalition for Equitable Schools facilitated the retreat.

From left, Adela Arriaga, Bay Area Writing Project co-director and MUSE supervisor; MACSME supervisor Shary Rosenbaum; and MACSME student Rosemary Jamal converse at the CPEP retreat.

Marissa Moss, authorillustrator of the wildly popular Amelia books, headlines the 14th Celebration of Children’s Literature on Saturday, April 12, 2008, from 11 a.m.–4 p.m. The free public event enjoyed one of its most successful years ever in 2007.

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In Brief Teams of mathematics and English faculty from 10 community colleges from throughout California and out of state attended the third annual Dale Tillery Institute, held August 6–8 at UC Berkeley’s Faculty Club. Led by professor W. Norton Grubb and Foothill College President Emerita Bernadine Chuck Fong, the teams worked with national experts in basic skills education to craft strategic plans to be implemented during the upcoming academic year. Presenters included Joyce Romano from Florida’s Valencia Community College; Barbara Illowski, De Anza College; and Dona Boatright, California Community Colleges Chancellor’s Office Institute. The Institute is named for the late GSE Dean who wrote the community colleges section of the California Master Plan for Education.

UC Berkeley’s new Berkeley Diversity Research Initiative (BDRI) is moving ahead at the Graduate School of Education. The Educational Policy Collaboration Research Approach cluster, led by Dean and professor David Pearson and professor Norton Grubb is in the process of considering candidates for two tenure-track positions at the assistant or associate professor levels in any of the following three areas: K-12 education policy and equity; education and community/student social processes; or education and immigration. The other two campus BDRI clusters are Diversity and Democracy and Diversity and Health Disparities. In July, Gibor Basri, a UC Berkeley astrophysics professor, was selected as the campus’s new vice chancellor for equity and inclusion.

A total of 120 happy students received degrees at the Graduate School of Education’s commencement May 12 in Zellerbach Hall. Keynote speaker Patricia Gándara, a UCLA professor of education, told the new graduates that their good intentions and dogged persistence would be rewarded. She concluded her remarks by urging the graduates to “change the world one student at a time.”

Kathryn Young, a graduate in Policy Organization, Measurement and Evaluation, was the doctoral program speaker; and MACSME student Abbey Novia was the master’s/credential program speaker.

The Spencer Fellowship Institutional Research Training awards are in their final year. The $10,000, one-time fellowship grant program was instituted nine years ago (the program is at the end of its second five year phase) in order for Spencer Fellows to design and conduct independent research projects during their fellowship year, as well as receive support and mentoring from faculty and peers in a series of special activities. More than 100 former Spencer Fellows have gone on to take faculty positions in a wide range of universities, colleges and research organizations.

faculty

Spotlight Michael Ranney The Numbers Beat Professor Michael Ranney finds statistics empowering. He has even compiled a Top 40 list of numbers that every person should know… but many don’t.

Last fall, he shared the list with 55 journalism students during an intensive, one-week numeracy module, “Numbers, News, and Evidence.” Some news-reporting students initially thought that California had a billion or more people (instead of about 37 million).

“Reporters are notoriously numbers-shy,” says UC Berkeley journalism professor and associate dean Cynthia Gorney. “We tend to glaze over when confronted with statistical information or a story requiring calculation — or, far worse, to do the math wrong.” Gorney says that it’s especially striking in education beats, where “we’re constantly being confronted with test scores, percentages, increases/ decreases and so on.”

Ranney’s research shows that some of the numbers on his Top 40 list can change people’s preferences on highly charged issues — from higher education to the death penalty. Three of his Top 40 for the class include: the annual number of abortions per 1,000 live births in the U.S./315, the annual number of legal immigrants per 1,000 U.S. residents/4, and the annual number of legal immigrants per 1,000 U.S. residents over the past 150 years/5.

“People care a lot about abortion, but when they see that number [315 per 1,000], they care even more about abortion,” says Ranney. “On the other

hand, people care a lot about immigration, but they care less about immigration after learning the current rate.

“Numbers can change what you know and want — and even how you feel about an issue.”

Ranney, a soft-spoken, energetic teacher, wants current and future journalists to think critically about

that President Bush’s “tax cuts have helped make the U.S. economy the strongest in the world.”

“A couple of things they could ask are, ‘Who had the strongest economy before the tax cuts?’ and ‘When did the U.S. overtake them?’ ” Ranney’s team received grants from the William and Flora Hewlett

“Numbers can change what you know and want — and even how you feel about an issue.” what they’re reporting and to communicate it coherently because “news stories, when they even report quantities, often provide disconnected numbers, or even too many numbers.” For example, he favors conveying some per capita concepts with imagery involving sold-out football stadiums.

During the numbers-training class, he asked his journalism students what they might have asked Karl Rove after his 2006 speech in which he declared

In Memoriam…

Foundation and others, partly to assess the class’s gains. The results of the team’s controlled experiment were encouraging: Students showed significantly improved numeracy skills — such as skills in estimation and various forms of mathematical thinking. And 80 percent or more of the students thought the class should be offered again.

Ranney must consider those numbers empowering.

Harry Stehr, 1928–2007

Stehr served as Supervisor of Teacher Education in the School of Education from 1960 to 1992, following a decade of teaching at San Leandro High School. In training student teachers at GSE, Stehr introduced innovative practices for teaching mathematics and social science. He was also a teacher and later principal of GSE’s Demonstration Secondary Summer School for 20 years.

In 1989, Stehr was inducted into Phi Delta Kappa and served as its president and in various other capacities. The Alameda–Contra Costa Mathematics Educators Association recognized his teaching acumen by granting Stehr their Distinguished Mathematics Educator Award in 1991.

In honor of his memory, the School of Education has set up a Harry Stehr Memorial Fellowship Fund to support Master’s and Credential in Science and Mathematics Education (MACSME) students.

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faculty From left, Dor Abrahamson, Norton Grubb, Glynda Hull, Jabari Mahiri

Honors

PUBLICATIONS

Assistant Professor Dor Abrahamson made presentations at the inaugural conferences of the International Mind, Brain, and Education Society in Fort Worth, Texas, and the Spencer Conference: Developmental Science Goes to School in Chicago. Proceedings of the Spencer conference will become an edited book.

(published in 2007 unless otherwise indicated)

Emeritus Professor Paul Ammon gave the keynote address at the Association for Constructivist Teaching’s annual conference at UC Berkeley in October.

Professor Bruce Fuller, Standardized Childhood: The Political and Cultural Struggle Over Early Education.

Professor Norton Grubb gave the keynote address at the Bad Ischler Dialogue of the Social Partners of Austria on Lifelong Learning in October. The talk was based on a report he wrote for the Organization for Economics and Cultural Development.

Professor Glynda Hull was honored with the first annual Chancellor’s Public Service Award for her contribution to community service. The professor of Language and Literacy, Society and Culture received the Individual Faculty Civic Engagement Award.

Claire Kramsch, professor of German and Education, received the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics.

Professor Marcia Linn was elected to membership in the National Academy of Education as well as president-elect of the International Society of the Learning Sciences.

Professor Judith Warren Little gave the keynote address at“Redesigning Pedagogy: Culture, Knowledge and Understanding” international conference in May in Singapore. The address, titled “Making the Most of Experience — Teachers’ Representations of Practice as a Resource for Professional Learning and Instructional Decision Making,” appears as a chapter in “Yearbook of the National Society for the Study of Education.”

Associate Professor Jabari Mahiri was selected as one of four recipients of the Chancellor’s Award for Advancing Institutional Excellence.

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LLSC faculty Patricia Baquedano-López, Glynda Hull, Jabari Mahiri, Claire Kramsch, GSE doctoral student Shlomy Kattan and alumni Eva Lam, Judith Green, Steve Thorne and Rick Kern contributed to the second edition of the Encyclopedia of Language and Education (2008).

Professor Norton Grubb’s book, The Education Gospel: The Economic Power of Schools (2004) came out in paperback. With UCLA professor Jeannie Oakes, Grubb co-authored a paper, “Restoring Value to the High School Diploma: The Rhetoric and Practice of Higher Standards,” for the education policy centers at the University of Colorado and Arizona State University.

Visiting Associate Professor Zeus Leonardo served as editor and authored an article for a special edition of the journal Race, Ethnicity and Education.

Assistant Adjunct Professor Erin Murphy-Graham, “How Secondary Education Can Be Used to Promote Participation in Public Life: Evidence From the Sistema de Aprendizaje Tutorial Program in Honduras;” “Opening the Black Box: Women’s Empowerment and Innovative Secondary Education in Honduras.”

Professor Alan Schoenfeld, Assessing Mathematical Proficiency; “Problem Solving Around the World: Summing Up the State of the Art.” Professor Sophia Rabe-Hesketh and Anders Skrondal, Multilevel and Longitudinal Modeling Using Stata.

Professor Emeritus Robert Ruddell is revising the two college texts he authored, Teaching Children to Read and Write: Becoming an Effective Literacy Teacher and Theoretical Models and Processes of Reading.

Associate Professor Frank C. Worrell, “Gifted Education: Traditional and Emerging Approaches;” “Identifying and Including Low-Income Learners in Programs for the Gifted and Talented: Multiple Complexities;” with Zena Mello,

From left, Claire Kramsch, Marcia Linn, Judith Warren Little

New Faces “The Reliability and Validity of Zimbardo Time Perspective Inventory (ZPTI) Scores in Academically Talented Adolescents;” with Nina Gabelko and David Roth, “Elementary Reading Attitude Survey (ERAS) Scores in Academically Talented Students.”

APPOINTMENTS Professor Sophia Rabe-Hesketh was named to the Board of Trustees of the Psychometric Society.

Dean and Professor P. David Pearson was elected chair of the California Commission on Teacher Credentialing.

Professor Geoffrey Saxe was appointed to a three-year term as president of the Jean Piaget Society.

Professor Elliot Turiel was named the Jerome Hutto Chair for a five-year term beginning July 1, 2007.

Associate Professor Frank C. Worrell was elected to membership in the Society for the Study of School Psychology.

GR ANTS Associate Professor Patricia Baquedano-López received a UC MEXUS grant for her project “Emerging Maya-American Identities: The Politics of Education and Civic Engagement in Yucatán and the Bay Area of Northern California.”

Professor Geoffey Saxe was awarded a $1.5 million, four-year grant from the Institute of Education Sciences on Teaching Fractions and Integers: The Development of Research-Based Instructional Practice. Associate Adjunct Professor Maryl Gearhart is senior researcher; Professor Sophia Rabe-Hesketh is a consultant; and several current GSE graduate students are affiliated with the project.

Xiaoxia Newton, an assistant professor of Policy, Organization, Measurement and Evaluation, arrived at UC Berkeley just six days before classes started this fall. Still, she’s already feeling at home.

“I had a very good feeling about the faculty, students and staff when I visited in August,” says Newton, “and that hasn’t changed with my experiences so far.”

Newton says that her comfort level is due in large measure to the broad academic methodological training that she received at UCLA as well as her experience directing a longitudinal District Math Plan evaluation project for the Program Evaluation and Research Branch of the Los Angeles Unified School District (LAUSD).

“My academic training from UCLA has enabled me to demonstrate creativity while doing complex program evaluation projects in a very challenging environment [LAUSD],” says Newton. “I look forward to sharing this experience with GSE students.”

Born and raised in mainland China, Newton received her B.A. (English) and her M.A. (Applied Linguistics) degrees from Tsinghua University, Beijing, China, before attending UCLA, where she earned a Ph.D. in Social Research Methodology. Prior to coming to UC Berkeley, she was a postdoctoral scholar at Stanford’s School of Education, mainly studying graduates of the Stanford Teacher Education Program as part of a research project there.

For more on Newton, visit gse.berkeley.edu/ faculty/XNewton/XNewton.html.

From left, Elliot Turiel, Frank C. Worrell, Patricia Baquedano-López

Winter 2007 11

students

Spotlight

Gabriela Segade

Finding Her Way UC Berkeley was not in Gabriela Segade’s life plans 20 years ago — academically, financially or geographically.

Today, one would be hard pressed to find a more enthusiastic, directed doctoral student anywhere on this sprawling campus.

Raised in a poverty-stricken family in Uruguay, Segade, who speaks Spanish and French, learned some English as an adolescent in Argentina, but didn’t become completely comfortable with it until she entered community college in Hawaii in her early 20s.

At that point, a Ph.D. was not in the cards. “I was thinking about immediate needs,” says Segade. “I just wanted to get a degree and get a job to pay the bills.”

Segade went on to earn a B.A. in Sociology and a master’s in English as a Second Language from the University of Hawaii, at Manoa. She became an ESL teacher and program administrator at the University of Hawaii, English Language Program for five years. In 2002, she hopped to the mainland where she joined San Pablo’s Contra Costa College as ESL professor and chair of the Foreign Languages Department.

Intrigued by the students she taught every day, who had interrupted schooling or who had experiences in underperforming schools, she learned more about UC Berkeley’s School of Education and its emphasis on urban education. She liked what she saw.

“I felt I knew a lot about language acquisition but I didn’t know that much about education,” says Segade, 43. “Sure, I had a master’s in ESL but I had never read Vygotsky,” she jokes.

Despite a successful track record, Segade questioned her ability to do well at UC Berkeley. “Realizing that I could be a good student here was a big surprise,” she now says, “and that was very rewarding.”

Segade’s biggest surprise came when Language and Literacy, Society and Culture nominated her for the Spencer Research Training Fellowship Award for 2007–08. The Richmond resident didn’t apply, nor did she have any idea about the application process.

LLSC professor Sarah Freedman says that her advisee was very deserving of the Spencer. “Gabriela is sensitive as a teacher, deeply caring about her students and has a strong understanding of what it means to be a professional… She has a promising career ahead of her.”

“My ESL students [at Contra Costa College] are a great source of ideas and I really value that,” says Segade, a GSI for two education courses here. “They inform how I design research and how I think about how things play out in the classroom.

“I get to talk to people whose lives we’re supposed to make a difference in. I get to see how these theories and ideas play out in the real world.”

In Memoriam… Rodrigo “Rod” Rodriguez, Jr., 1985–2007 Rodriguez, a 21-year-old senior majoring in American Studies and minoring in Education, was killed in his hometown of Sacramento on September 16.

According to his classmates in Education 198, his driving passion was to be an educator, an entrepreneur and an agent of social change. He was an Education 190 facilitator in fall 2007 and tutored students at Hoover Elementary School in Oakland for three years and worked at the UC Berkeley Student Learning Center.

The youngest of three sons, Rodriguez was the first of his family and friends to attend college. He 12 connected

received the Buck Scholarship, which covered tuition and expenses until 2015 when he expected to receive his Ph.D. He was also awarded a Gates scholarship, but declined the honor so another student could benefit.

Rodriguez was close to his family and commuted every weekend for the past three years to spend time with them. He was deeply committed to his Oak Park community, and was appointed to the city’s Youth Council and tutored underserved students.

The Education 190 class community is collecting donations in his honor. All questions and donations may be sent to InHonorOfRod@gmail.com.

students

honors…

Luke Miratrix, a doctoral student in SESAME (the Graduate Group in Science and Mathematics Education) was awarded a prestigious National Science Foundation Graduate Fellowship (a multiyear scholarship).

Jennifer Langer-Osuna and Maxine McKinney de Royston were awarded competitive fellowships to travel to the University of Manchester in England to discuss their research at the second Socio-cultural Theory in Educational Research and Practice Conference in September. McKinney de Royston also served as the graduate student representative on the search committee for the new vice chancellor for equity and inclusion.

POME doctoral students Brandon Nicholson and Jessica Rigby served as Education Pioneers Fellows, a full-time, 10-week summer program for talented graduate students in business, education, law, policy and other disciplines. Nicholson trained in San Francisco USD, and Rigby in Oakland USD. Yasmin Sitabkhan, a doctoral student in Cognition and Development (DMS), was awarded a grant from UC Berkeley’s Institute of Human Development to conduct a study of the mathematics of urban child street sellers in Mumbai, India.

Kenzo Sung was awarded the Ehrman Fellowship to spend spring 2008 at Kings College, Cambridge University. The POME doctoral student will be engaged in the comparative study of class, race and colonialism in education. Sung was awarded a 2006–07 Spencer Fellowship and recognized with an outstanding GSI award in 2006.

Joint Doctoral Program in Special Education students Vicki Benson-Griffo, Ellen Cook, Emmy Fearn and Shelley Nielsen and LLSC student Diana Arya helped breathe life into the first conference of the proposed UC Center for Research in Special Education, Disabilities and Developmental Risk (SPEDDR) held in Santa Barbara in January. The doctoral quintet shared their research with peers, honed their presentation skills and networked with faculty and students with similar research interests from across the UC system. Nielsen was able to work with a UC Santa Barbara professor who now serves on her dissertation committee. Cook and Benson-Griffo, who serve on SPEDDR’s Doctoral Advisory Council, hope more students will make the most of careerexpanding opportunities when the second annual conference convenes in January 2008.

From left, Luke Miratrix; Vicki Benson-Griffo and Katie Schmidt share smiles at the three-day Spencer Fellows retreat with GSE faculty members at Marconi Conference Center on Tomales Bay; Brandon Nicholson; Ellen Cook, Diana Arya, Emmy Fearn and Benson-Griffo; Meghan Shaugnessy

Spencer Fellows for 2007–08 The final year of the $10,000, one-time fellowship awards are as follows: Cognition and Development: Sereeta Alexander, Jennie Chiu, Katie Lewis, Uyen Ly, Maxine McKinney de Royston, Katie Schmidt, Allison Scott, Meghan Shaugnessy, Crystal Simmons, Yasmin Sitabkhan Joint Doctoral Program in Special Education: Vicki Benson-Griffo, Jaci Urbani Language and Literacy, Society and Culture: Paula Argentieri, Erica Boas, Dafney Dabach, Sera Hernandez, Alexis Martin, Adam Mendelson, Gabriela Segade, Amy Stornaiolo Policy, Organization, Measurement and Evaluation: Sarah Braunstein, Kim Hunynh, Erica Turner The Graduate Group in Science and Mathematics Education (SESAME): Janet Casperson

Graduate Student Instructor (GSI) awards for 2006–07 School of Education doctoral candidates Jose Arias, Language and Literacy, Society and Culture; Mary Alice Callahan, Policy, Organization, Measurement, and Evaluation; Emily Gleason, Language, Literature and Culture/Language and Literacy, Society and Culture; Amanda Lashaw, Language and Literacy, Society and Culture; Alexis Martin, Language and Literacy, Society and Culture; and Linda Platas, Cognition and Development, earned outstanding Graduate Student Instructor (GSI) awards for 2006–07.

Winter 2007 13

Arts

Start

Pre-service Initiative Takes Root in GSE, Local Schools

By Zack Rogow

As

graduate students file into the Arts in the Elementary Classroom course in Tolman Hall, they discover a percussion instrument at each desk — castanets, a frog–shaped wood block, a triangle, a rain stick, even a donkey’s jawbone, or quijada — and begin to toy with their sounds.

When the Developmental Teacher Education (DTE) class begins, teaching artist Nydia Gonzalez shows the credential students how to use movement, singing and musical instruments for a variety of classroom activities. The students stand in a circle and use their hands and bodies to make sounds that recreate the whoosh and tinkle of a rainforest. They learn a traditional Mexican game that uses song and movement to teach the concept of opposites. Then they collaborate to write a song that summarizes the plot and theme of the children’s book classic Charlotte’s Web. By the end of the two-hour class, they have learned a repertoire of techniques that involve music and movement for a range of curricular lessons — precisely what the Arts Education Initiative (AEI) was designed to do, when it launched in 2003.

Supported with a new, 2.5-year, $413,000 grant from the Ford Foundation and supplemental funds from the Heller Charitable Foundation, the program infuses arts education into DTE and Principal Lead14 connected

ership Institute credential programs at UC Berkeley and other teacher credential programs at partner campuses at CSU East Bay, Humboldt State, Mills and St. Mary’s. While the AEI plays a different role at each of the five campuses, graduates of these pre-service programs are expected to integrate the arts throughout the curriculums when they begin teaching in K–12 schools.

Bucking Trends “People who care about the arts are alarmed at the dwindling presence of arts in the schools,” says GSE professor emeritus Paul Ammon, AEI’s director and principal investigator. He says the AEI is bucking strong national and statewide currents toward backto-basics curriculum and test prep that consume much of the school day. “We’re treating the arts as fundamental to learning for K–12 students, as well as for teachers and administrators.”

Della Peretti, DTE coordinator and a key faculty member in the initiative, feels that incorporating the arts at the School of Education has strengthened the credential program’s content as well as its applicant pool. “The number of artists who have applied to the program has dramatically increased,” says Peretti.

First-year DTE student Jordan Emmart says that

“We’re treating the arts as fundamental to learning for K–12 students, as well as for teachers and administrators.” the AEI was a major reason that she applied to UC Berkeley. “I worked in musical theater for years before deciding to become a teacher,” she says. “I was looking at different teacher education programs, and when I found this one, I stopped looking.”

Emmart and other DTE students learn to play guitar in a class offered by Guitars in the Classroom, an organization that advocates its methods nationwide and provides instruction to partner schools at CSU East Bay and Mills. The instructors teach open string tuning so that even novices can easily master songs that they can use for instruction. “It’s not just a course that teaches students how to play the instrument,” says Peretti. “The guitar is a vehicle toward a curriculum integration class.”

Local Impact While there is not yet any empirical evidence that the AEI has had an impact in Northern California schools, there is a lot of anecdotal evidence of its success.

Four recent DTE graduates who started teaching in a new small school, Learning Without Limits, in the lowincome Fruitvale District of Oakland, have used lessons derived from their AEI experiences in their classrooms.

Teacher Malana Willis and another DTE graduate, Samara Ripps, offered an arts integration project that included nutrition, poetry and visual art to second graders. They brought sweet peas, red peppers and carrots for their students to taste, observe, write about and draw. After talking about the health benefits of vegetables, Willis and Ripps used a framework that they provided students with to write odes to their favorite vegetable. One student wrote an “Ode to the Snap Pea” that included the line, “Oh, snap pea!…

You look like the moon.” Students went on to draw their favorite vegetable with crayons and watercolors.

“The result was an artistic celebration of vegetables that many of our students hadn’t tasted before our activity,” says Willis.

“It’s a great blessing that the [DTE] teachers come with an understanding of the importance of the arts and how to incorporate them into their classrooms,” says Principal Leo Fuchs, a recent Principal Leadership Institute graduate.

Principal Leadership Institute GSE’s Principal Leadership Institute [PLI] has incorporated the arts in multiple ways into its curricular structure, concentrating on poetry and visual and performing arts as ways to introduce and encode concepts important for leadership.

This summer four conceptual frames for a good school were introduced through readings to PLI students. “They observed and analyzed visual art reproductions and made analogies between conceptions of a good school and the artisitic images and themes,” says Principal Leadership Institute coordinator Lynda Tredway, an accomplished fabric artist.

In addition, Tredway says that performance artists work with PLI students, using theater exercises and oral presentation guidelines, to assist them in delivery of vision statements.

While the Leadership Institute’s performance art strand was in place before AEI, Tredway says, “We’re more deliberate about looking at PLI’s curricular structure and artistic products [since receiving the AEI grant]. How do we make sure aspiring principals have a deep and sustained artistic experience so when they leave here, they carry it with them and add value to their schools?”

During 2007–08, PLI is implementing the BRAVO project, which will translate the historical and educational history of race in California into artistic representations. Five artists will work with PLI students at designated points during the year to create artistic representations of historical content to be presented in a works-in-progress exhibition and performance next June.

As the AEI develops in the Developmental Teacher Education and PLI programs at UC Berkeley and other Northern California teacher education programs, it will be augmented by feedback from future graduates like Emmart and graduates like Fuchs, Willis and Ripps who share their school experiences with current program participants.

Says Peretti: “I’m hopeful that what we learn here will make a difference for students in Northern California and beyond.”

Winter 2007 15

Test of Time The BEAR Necessities of Assessment for Learning

By Steven Cohen

T

wo dozen kids in small, mixed groups squirm in anticipation, then nearly in unison out pop science materials, marble-patterned composition books, pencils, glue sticks and a room full of smiles in Teri Hedges’s class at Huegel Elementary School in Madison, Wisconsin.

“What do you know about making a two-coordinate graph?” Hedges asks her fourth and fifth graders as she confidently circles the room. She thanks the students, half of whom are English Language Learners, for sharing their ideas.

Clearly, the informal classroom conversation does not look like the annual, standardized Wisconsin Knowledge and Concepts Exam (WKCE), which is administered to Hedges’s students as well as other fourth, eighth and twelfth graders in the Badger State. Still, it is a barometer — one piece of a comprehensive, integrated assessment system developed at the Berkeley Evaluation and Assessment Research Center (BEAR) at UC Berkeley’s Graduate School of Education.

Built on the class curriculum, this catalyst to

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learning provides Hedges with a set of easy-to-use assessment tools to generate solid diagnostic (embedded) and evaluative (benchmark) information to track the progress of her students and direct her teaching. The bottom-up approach that hundreds of teachers like Hedges use with the FOSS (Full Option Science System) curriculum provides reliable information for measuring precisely how much each student learns about the big ideas in science over time.

Conversely, the top-down, high-stakes WKCE includes commercially developed questions used in schools across the country as well as those developed specifically to improve coverage of Wisconsin’s academic standards. The aggregated results offer a distant snapshot of how well Huegel Elementary or the Madison Metropolitan School District is doing in science or other core subjects.

“It’s important that the assessment system is based on instruction and what’s actually in the curricula,” says Mark Wilson, a psychometrician and education researcher who founded the BEAR Center 15 years ago.

“Our system is all about deciding what you want to measure, how you are going to observe it, understanding how the users are going to respond and what you might do about it, and then deciding how to put all that evidence together so you get the actual measurement that you care about.”

Wilson and his BEAR team have been applying those principles to four associated building blocks, each of which represents a stage of assessment development: (1) define the progress variables, the big ideas and skills you want to develop over time; (2) perform the items design, the assessment activities that best portray progress on those big ideas; (3) describe the outcome space, the way you’ll interpret student responses; and (4) select the most feasible measurement model, the system that establishes that the assessment is reliable, valid and usable.

“I was stunned when students asked me if they could take an I-Check two or three weeks into this unit. They wanted to find out how they were doing!”

Those principles resonate with Hedges and other educators nationwide who favor teacher-managed, classroom-based learning and assessment.

“Students today come to us at such a variety of levels with a variety of backgrounds that comparing them against each other is unfair,” says Hedges, who has used the FOSS kits developed at UC Berkeley’s Lawrence Hall of Science for six of the 16 years that she has taught all subjects at Huegel Elementary.

“What I want to see is individual improvement.”

Mary Beth Meggett, a third-grade teacher at Stiles Point Elementary in Charleston, South Carolina, who has used the same Assessing Science Knowledge (ASK) system for four years, says that when she began using embedded assessments/ science notebooks and “I-Checks” — a benchmark assessment short for “I check my own work” given as part of ASK after each FOSS investigation — she “really started to understand student learning.

“I told a colleague, ‘Science was so much easier to teach before I knew if the kids really got it,’ ” says Meggett. “She looked at me like I was crazy. But,

you know, assessing student knowledge extends way beyond a weekly quiz. It’s about what students learned.”

Meggett says that when she used to give weekly quizzes, too much time had passed to clarify misconceptions once she handed the quizzes back.

“When I give them immediate feedback, they are able to reflect on their own learning and make necessary changes immediately. Students tell me they can see how much they have learned.”

At the end of the school day, Hedges says that she makes a point to look at her students’ composition notebooks for the data they’ve collected and organized and the conclusions they’ve drawn.

Sometimes she uses sticky notes to provide written feedback to individual students.

When she doesn’t have time to give students direct feedback, Hedges reviews as many notebooks as she can and makes notes about items she wants to address with the class during the next lesson.

“What I’ve found to be most important is taking the time to look at the student work as often as I can,” says Hedges. “I want to ensure that they understand the content before they take the ‘I-Check.’ ” Hedges also gives an initial survey with open response and multiple-choice items and a post-test after the FOSS variables unit. She says she gets excited when she compares her students’ pre-instructional and post-instructional performance because “I can see how much progress they made.”

Hedges says that the different embedded assessments are not just another prescription for test stress or learning barriers. On the contrary, she says

BEAR director Mark Wilson believes that assessment should be an essential part of instruction.

Winter 2007 17

“Preschoolers are absolutely terrific at being themselves and doing all those things that they do, but they are not always going to stop on demand and answer questions that an adult reads from a test booklet.”

Collected Wisdom The Desired Results Developmental Profile

F

ire-alarm headlines about the California High School Exit Exam are grabbing the public’s attention, but the real news in education may be “School Readiness,” as more educational professionals are trying to head off the problem at its source by helping infants, toddlers and preschoolers get ready to learn.

The Desired Results Developmental Profile (DRDP), developed at the BEAR Center at UC Berkeley’s Graduate School of Education, has emerged as California’s chief assessment tool for documenting and tracking young children’s developmental progress over time.

“Assessing kids this young requires an unprecedented team effort from psychometricians and developmental researchers,” says Gwen Stephens of the California Department of Education’s (CDE) Child Development Division. So Stephens, who had worked with BEAR director and GSE professor Mark Wilson when she directed other California assessment programs, such as the Golden State Exams and California Standards Test, turned to him again. Stephens understood that the BEAR Assessment System, with its emphasis on teachers’ knowledge of children and precise, psychometrically sound assessment, would be an ideal match for CDE’s fledgling DRDP project.

“Preschoolers are absolutely terrific at being themselves and doing all those things that they do,” says BEAR’s DRDP project director Stephen Moore, “but they are not always going to stop on demand and answer questions that an adult reads from a test booklet [a requirement of the Bush-era Head Start NRS direct assessment protocols].

“Imagine instead assessing a child’s development across domains such as social interaction, the self, cognition and motor coordination without them ever realizing it?” Moore says.

Moore says that teachers who use DRDP’s embedded assessment are able to identify four progressive levels

of development in 39 separate observational contexts during normal play and early learning activities, all of which are based on scientific research literature and best practice in early childhood education.

Teachers trained to use Desired Results Developmental Profile are able to translate knowledge of their children into a formal assessment. The training uses video of infant, toddler and preschooler behaviors in at least one DRDP–identified developmental level for the 39 observational contexts. In addition, the teachers use samples from a child’s portfolio of work and anecdotal notes they write about their students.

For example, one teacher wrote this note about a three-year-old girl named Kavita: “Kavita separated out the animal figures from the other toys in the bucket. She made a corral out of blocks and put only the horses inside, leaving the other animals outside it. She said, ‘I have my horses so they don’t run away.’ ” This one observational note about Kavita informs her teacher’s decisions about rating the three year old on her classification skills in the math domain, verbal expression in the language domain, as well as other areas of development. The teacher has a full portfolio on every child, with months of notes, samples of work, and other reminders to help her complete the entire DRDP, whose instruments are calibrated and scaled to transform the teacher’s ratings into valid and reliable measurements of the child’s development.

“Although the child is none the wiser about being assessed,” says Moore, “the teacher is much the wiser about the child.”

Stephen Moore

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that her students want more opportunities to check their own learning.

“I was stunned when students asked me if they could take an I-Check two or three weeks into this unit,” Hedges marvels. “They wanted to find out how they were doing! Students feel this is another piece of their learning. They are prepared to check their understanding. And they all agree that it’s less scary than quizzes or other tests they used to take, so they relax and probably do a much better job

“Science was so much easier to teach before I knew if the kids really got it.” because they know we will talk more about these concepts before the final (post-test) assessment.”

During a recent class, one fourth-grade girl noticed that her two-coordinate graph did not have the same shape as the others projected on an overhead, so the class discussed where they thought there was a problem, where they thought the point on the graph might have been plotted incorrectly and how to revise their work.

Hedges’s students then began to recheck the data that they had collected after testing the effect of length on the number of times a pendulum swings in 15 seconds and confirmed where to place the point.

Hedges codes each assessment based on specific guides that BEAR and FOSS have developed for the curriculum. She then enters the codes to record student performance into a computer program called ClassMap, which produces reports on each of her students throughout the module.

“I think a big part of what we do is prepare teachers to think about what they’re looking for when they look at student work,” says Cathleen Kennedy, who created the ClassMap system at BEAR. “We care about how a student’s response gives us a hint as to what the student is understanding and what he or she is struggling with,” says Kennedy.

“And that’s what we try to highlight in the way we teach teachers to interpret student work. It’s not a check-off. Did they get it? Did they not get it? It’s

Mary Beth Meggett’s students tell her how much they’ve learned.

an understanding that if they didn’t get it, what do they need? And that’s the most valuable part of our work: helping teachers understand what assessment is about.”

Kennedy, who taught Computer and Information Science at the College of San Mateo and was recognized as National Community Colleges Professor of the Year in 1998, is keenly aware that teachers may not have enough time in their day to take a closer look at student work.

“Teachers need to give grades,” she exclaims. But she says that her work at BEAR guides “the kind of assessment that teachers do to know how to help their kids tomorrow morning in the classroom.”

So Kennedy is devoting many of her working hours to applying new psychometric techniques to develop a technological tool for assessing how well students in grades 4–8 respond to complex performance tasks in mathematics and science classes.

This National Science Foundation–funded project, known as the Formative Assessment Delivery System (FADS), will, Kennedy says, “reduce the amount of time required for teachers to score complex student work with new kinds of items that can be scored automatically or with some scaffolding for teacher scoring and, through the professional development component, help teachers learn how to appreciate and use formative assessment.”

The FADS and ASK projects are just two of seven collaborative projects that Wilson and the BEAR team of Teri Hedges reviews her students’ staff and graduate students notebooks to check their progress.

Winter 2007 19

in Quantitative Methods and Evaluation juggle at any given time (see DRDP, page 18, and DIAS, page 23).

The nerve center for this cutting-edge education assessment research and design is tucked into a corner of Berkeley’s City Center building, seven blocks from Tolman Hall. An established law firm is directly across from the BEAR Center office, and the Berkeley-Albany Municipal Court down the hall bustles when court is in session.

Inside the proverbial BEAR den, its seven diligent employees seem to march to the beats of their own psychometric tools. But they also find time to socialize and enjoy their off-campus status with informal pizza lunches at Jupiter Beerhouse or birthday parties in the cramped office.

It’s a scene that Wilson, a former Australian Council of Educational Research officer and University of Chicago Ph.D., could not imagine when he first enlisted graduates and postdoctoral students (see Derek Briggs profile, page 24) for his fledgling effort in 1992, six years after he first joined the GSE faculty as a visiting assistant professor.

The BEAR Assessment System grew out of two early Wilson assessment projects: California’s voluntary Golden State Exam, which debuted in 1985 while Bill Honig was State Superintendent of Public Instruction, and which met its demise in 2003 with the implementation of No Child Left Behind (NCLB) legislation; and SEPUP (Science Education for Public Understanding Program), an innovative science curriculum for grades 6–12 that

Fraction Traction The Mathematics Assessment Collaborative

E

ach year, approximately 4.7 million fifth-grade students try to solve a question very similar to this one given on the California Standards Test: Maurice talked on the telephone to two friends. He talked to Sherry for 1/4 hour, and to Gabriel for 1/3 hour.

How much time did Maurice spend on the telephone?

A. 1/6 hour B. 2/7 hour C. 5/12 hour D. 7/12 hour Roughly 70 percent of the test-takers pick the correct answer (D).

While the response rate may reveal that some fifth graders can calculate 1/4 + 1/3 at the state, district or school level, it has limited value on a class or individual level, according to Graduate School of Education professor Alan Schoenfeld, who has directed the Balanced Assessment, Mathematics Assessment Resource Service and Diversity in Mathematics Education projects at Berkeley, working closely with assessment and professional development specialists David Foster and Linda Fisher at the Silicon Valley Mathematics Assessment Collaborative, known as MAC. “Assessment can be a powerful tool for examining what students understand about mathematics and how they think mathematically,” says Schoenfeld. “This helps students, and it also helps teachers. As they reflect on what their students demonstrate about their own knowledge,

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teachers can deepen their own knowledge of mathematics, student learning and teaching.”

MAC, which works with school districts around the Bay Area, including Berkeley Unified School District, has provided formative and summative assessments for students and used student responses in professional development for teachers and to inform instruction.

For example, teachers working with MAC assess their students’ knowledge of fractions with tasks like “Sharing Pizza.” The task gives fifth graders the opportunity to identify fractional parts, combine common unlike fractions, draw representations of fractions and use fractions in a sharing context.

Sharing Pizza Aretha, Beth, Carlos and Dino go in a pizza shop and order three different pizzas. They divide the pizzas so that they each end up with the same amount to eat.

Aretha can’t eat seafood. The other friends like all the pizzas.

Cheese

Seafood

Sausage

Aretha gets all the pieces labeled A. Beth gets those labeled B. Carlos gets those labeled C. Dino gets those labeled D.

was first developed at Lawrence Hall of Science in 1987.

Wilson spent lots of time with his GSE colleague Katherine Sloan reviewing the projects to try and extract what they thought were the core principles.

They formally described them in a journal article, “From Principles to Practice: An Embedded Assessment System,” published in 2000.

“We thought we’d done something rather good,” recalls Wilson, with a thick Australian twang, “so we asked ourselves, ‘How can we explain what we’ve done here without telling them every detail?’ ” Kathy Long, a FOSS curriculum developer at Lawrence Hall of Science, was one of the educators who liked Wilson’s ways. She took his Measurement in Education and the Social Sciences class at GSE in 2000 and has

collaborated with BEAR ever since. The ASK grant to develop FOSS’s assessment system was funded by the National Science Foundation (NSF) and includes FOSS, BEAR and others who have worked together since 2003 to develop it.

The ASK assessment design puts research into practice and draws from the influential National Research Council report and book, Knowing What Students Know, which was published in 2001. The report, which highlights the BEAR Assessment System, encouraged curriculum developers to create tools that would enable teachers to implement high-quality assessment within daily instructional practices, and recommended that assessment design recognize three components: cognition, observation and interpretation.

Alan Schoenfeld

1. What fraction of the Cheese pizza does Aretha get? ___________

What fraction of the Sausage pizza does Aretha eat? ___________

How much pizza does Aretha eat? __________

2. Complete the diagram below to show how five friends — Aretha, Beth, Carlos, Dino and Erica — would divide the three pizzas.

Remember that each person gets the same amount to eat.

Remember that Aretha can’t eat seafood, but the other friends like all three pieces.

Cheese

A

Seafood

B

B

C

C

D

Sausage A

B

D

C

How much pizza does Aretha eat this time?

Explain __________________________________

On this task, 68 percent of the 11,000 fifth graders in MAC were able to calculate 1/2 + 1/4 in Part 1, and 33 percent were able to demonstrate any proficiency

with any of the mathematics in Part 2, roughly the same number that answered the California Standards Test question. But the difference between the high-stakes test and the classroom assessment as a diagnostic tool is substantial. Despite being able to do the numerical calculations, many students divided the circles into clearly unequal parts, such as

and labeled each part as being 1/5 of the pizza!

A close look at student work like this revealed fundamental gaps in understandings that multiple-choice items like the test question given above don’t reveal at all. Such information gives teachers more to think about and work on. The question arises, “How can I teach fractions so that my students really do understand that all the fifths (or thirds, or fourths, etc.) have to be the same size? Just as with medical diagnoses, better tests lead to better follow-ups.

Assessment “packages” constructed by the Balanced Assessment project have been made available for general teacher and school district instructional use. The Balanced Assessment/Mathematics Assessment Resource Service team produces annual assessment used for both formative and summative assessments by MAC. Winter 2007 21

The BEAR Assessment System is based on the idea that good assessment addresses the three inextricably linked parts of this triangle: observations

interpretation

cognition

The system’s principles and building blocks also inform assessment design projects in the Graduate School of Education’s areas of study, as well as campus-wide equity initiatives such as Cal Prep (see page 7).

These projects include the Performance Assessment for California Teachers (PACT), a stateapproved evaluation for teacher-candidates to earn teaching credentials in California, developed at Stanford with a consortium of 30 teacher education programs including GSE teacher education faculty members; and classroom assessments being developed for new mathematics and science curriculum units, such as the new Learning Through Mathematical Representations project (see page 11).

It could be argued that the principles and practices of the BEAR Assessment System even impact the School Psychology program, where students are trained to conduct assessments and diagnose learning disabilities, mental retardation and giftedness, among others.

Yet as far as BEAR has come, as wide as its principles have spread, as fair and useful as its byproducts have become to students, teachers and parents, lingering questions persist about its efficacy.

Is it possible to design and use assessment systems that meet the accountability demands of policymakers? Could assessment for learning ultimately inform, improve, even replace highstakes standardized tests (summative assessments as they are called in the education vernacular) like the annual, standardized Wisconsin Knowledge and Concepts Exam or South Carolina’s Palmetto Achievement Challenge Tests that Hedges and Meggett’s students take every year?

22 connected

Both Kennedy and Wilson believe that the way is already here; it’s the will that may be harder to muster. BEAR is conducting studies that compare progress on state standards tests of students in classrooms that use BEAR Assessment Systems with traditional forms of the same curricula, and the results look promising.

Still, state and federal law effectively mandate that public education can be gauged by the number of students who reach the “proficiency” mark on a standardized test, usually a multiple-choice one, that appears cheaper to administer.

According to Kennedy, Wilson and other education researchers at the Graduate School of Education, such easily graded items have hidden costs, such as the hours spent on test prep.

“There is an opportunity cost associated with the expenditure of classroom time to produce assessment results with such limited utility,” says Kennedy, “particularly when alternative assessment models could provide more timely and useful information about what individual students know, what they are able to do with that knowledge and what learning activities would be most immediately useful to them.”

When that happens, Kennedy believes that “teachers, students, parents and administrators will come to see assessment results as clues as to what should happen next in the classroom, and they may come to look forward to the next opportunity to evaluate progress.”

Not surprisingly, Wilson agrees with his colleague. “The power of assessment is in its role as the connection between instruction and student learning,” he says. “The key is to have a reasonably accurate and comprehensive idea of the ways that students grow to understand the content and to build assessments in line with that.

“When assessments are built using this approach, testing doesn’t have to be lost time for learning, but BEAR co-director Cathleen rather an essential part of Kennedy designs technological instruction.” assessment tools for teachers.

“The unique focus of the DIAS project is on constructing measures that are relevant and meaningful to classroom, field and program-level outcomes.”

Brent Duckor

Deborah Ball

Measuring Quality Developing an Integrated Assessment System for Elementary Teacher Education

D

ebates about the role of teacher quality in American education are not new. Studies about the effects of teaching and teacher characteristics on student achievement have been part of the policy landscape for decades.

What is new is the call to define what constitutes a “highly qualified teacher” under the 2001 No Child Left Behind legislation. Under NCLB, a highly qualified teacher is one who has at least a bachelor’s degree, full state teacher certification and demonstrated knowledge in the subjects taught.

One question that emerges again and again with the NCLB definition of teacher quality is, How do we measure teacher quality? And, more important, how do we ensure that the interpretations derived from those measures are meaningful, consistent and fair? What does it mean to warrant the multiple competencies of a “beginning” teacher to do the work of teaching in a K–12 mathematics or science classroom? How would we measure progress of teachers — as they move from “methods” courses in pre-service programs to field instruction placements to the very first years of classroom teaching — in a coherent, systematic way?

UC Berkeley’s BEAR Center is collaborating with University of Michigan faculty and researchers to study just these questions within UM’s program for preparing elementary mathematics teachers. The goal is to start a conversation across classrooms, departments and programs that asks, What does it mean to measure students’ progress and growth over time in a way that supports and sustains their development as teachers in mathematics education?

UM collaborators Deborah Ball and Tim Boerst note, “Because teaching is a practice that integrates knowing and judgment in action, we believe that the preparation of elementary mathematics teachers must be grounded in the doing of mathematics teaching and the use of mathematical knowledge in teaching practice.”

This work is being carried out under the aegis of

the Developing an Integrated Assessment System for Elementary Teacher Education (DIAS) project. This NSF-sponsored project aims to develop, implement and evaluate a prototype for an integrated assessment system in elementary teacher education.

UM’s Pamela Moss, the project’s principal investigator, says that assessment is needed to prepare teachers to “provide clinical feedback on teaching practice, to help teacher educators decide what to do next in planning instruction, to track progress over time, to make consequential decisions about readiness to teach and to evaluate teacher education programs. Different purposes require different configurations of evidence of student teachers’ learning and the factors that shape it.

“The project focuses on three settings for initial professional development: the subject matter methods course and related field instruction, the student teaching semester and related seminar, and, for assessment purposes only, the initial induction year.”

“The unique focus of the DIAS project is on constructing measures that are relevant and meaningful to classroom, field and program-level outcomes,” says BEAR Center director Mark Wilson.

Specifically, the BEAR Center is collaborating with the UM team in developing the constructs to be measured, such as progress variables, an item bank, a set of scoring procedures and the technical calibration of the prototype assessment system.

Brent Duckor, a postdoctoral fellow at the BEAR Center, says that the research team expects multiple and nuanced uses of data derived from the assessment system.

“We hope to have assessments that support the development of student teachers for teaching mathematics,” says Duckor, “but also aid in the development of the school-based field instructors and university-based faculty who work with these student teachers in analyzing beginner teaching practice and would like to give helpful, targeted feedback.”

Winter 2007 23

alumni

Spotlight Derek Briggs Making His Mark When Professor Mark Wilson introduced the terminology of test instruments and items to his introductory measurement course a decade ago, Derek Briggs was one of his young students and had little idea about what those terms meant.

Today, Briggs, an assistant professor of quantitative methods and policy analysis, teaches essentially the same course to his University of Colorado students, collaborates on cutting-edge research with Berkeley Evaluation and Assessment Research Center (BEAR) colleagues, and co-authors scholarly journal articles with his former GSE mentors.

From top, Interim state administrator Oakland The connection isn’t lost on the personable California native, and neither USD Vincent Matthews with Ben Redmond; is its significance. That’s because Briggs has placed a premium on education Roma Groves, David Pearson and Eric Nelson; and teaching ever since he was a high school student in South Pasadena and Matthews and Kyla Johnson Trammel at the awards ceremony. witnessed some of his favorite teachers striking for better wages.

“One thing that you can do in academia is pass on what you’ve learned to Three Principal Leadership Institute your students, and that’s a great thing,” says Briggs, who earned a doctorate in alumni — Benjamin Redmond, Roma Quantitative Methods and Evaluation from the School of Education in 2002.

Groves and Kyla Johnson Trammel — “My graduate students are getting to the point where they’re getting ready to were honored by the Oakland Unified make their own contributions, and it feels good to know that I’m playing a role School District at its inaugural Expect in that.”

Success Awards in September. The awards School of Education professors Wilson and David Stern, former GSE recognize instructors, administrators professor Paul Holland and UC Berkeley statistics professor David Freedman and staff who have distinguished themall had a hand in mentoring Briggs when he attended Cal. Even before he gave selves through their contributions the GSE commencement address, Briggs was publishing scholarly journal to Oakland Public Schools in 2007. articles with Stern as well as doing research at BEAR and the National Center for Research on Vocational In Memoriam… denise brown, 1957–2007 Education.

denise brown, an artist, teacher and Berkeley Since leaving the School, Briggs has earned an AERA

High School administrator, and 2003 Principal outstanding dissertation award, a Carnegie Foundation

Leadership Institute graduate, died February 9 research grant and most recently a prestigious National

at age 50.

Academy of Education/Spencer Postdoctoral Fellowship.

“She was the heart and soul of Berkeley “It’s a nice validation of my early career, that I’m on

High,” says her friend and colleague, Thelette a good trajectory,” says Briggs modestly.

A. Bennett, retired vice principal at the school “I like to take on questions that are puzzling in of 3,200 students. “She was an extraordinary person who had a gift educational research and use the methodological and a passion for helping young people.” tools that I’ve learned to try to unravel those quesAfter earning her teaching credential in 1997, Ms. brown began tions,” he says. “There’s also a great deal of satisfaction her education career at Berkeley’s LeConte Elementary. She is in helping other people who, like me, are ultimately survived by her daughter and son, three brothers and a sister, and looking for ways to improve the teaching and learning her former husband. process for kids.”

24 connected

…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 gse.berkeley.edu/admin/ communications/subscribe.html.

Class Notes for future issues must reach us via e-mail or letter by October1.

1930s

Almira Bacon DePace, B.A. ’37, teaching credential ’38, taught art, French and physical education in San Leandro for 25 years. She started the girls’ swim team, the first San Leandro interscholastic sports program for girls, and was the senior scholarship counselor. After retirement, she chaired a community committee to restore the former house of Ygnacio Peralta.

1940s

Murray Shapiro, B.A., secondary teaching credential ’47, retired after 52 years in education. She spent 42 years as a public secondary teacher and 10 as supervisor of teacher training at CSU Los Angeles.

Shapiro also earned advanced degrees and credentials from UCLA in the ’50s.

1960s

Shirlianne Olsen, B.A. ’56, Early Childhood Education credential ’57, M.A. School Psychology ’63, retired as a Title I reading specialist and first-grade teacher.

James Leathers, credential ’65, retired as a human resources manager and is working part time for the Los Angeles County Department of Health Services.

Richard Rystrom, Ed.D. ’68, is serving a two-year term as a Peace Corps volunteer in Kamyanets-Podilsky, Ukraine, working on community development projects.

1970s

Meredith Smith, credential ’70, is a senior psychologist supervisor in the California Department of Corrections and Rehabilitation where she initiates programs that benefit inmates and the community.

A former special education teacher, she has four grown children.

John Thelin, M.A. Education ’70, Ph.D. ’73, received the AERA Exemplary Research Award for Division J Higher Education and Postsecondary Education at its conference in April. A university research professor and a member of the Educational Policy Studies Department at the University of Kentucky, he also received the 2006 Provost’s University Award for Outstanding Teaching.

Sherlyn Chew, teaching credential ’72, M.A. Curriculum and Instruction ’74, began teaching third grade at Oakland’s Lincoln Elementary School and Chinese music at Laney College. In 1995, after acquiring her first Chinese instruments, she became a full-time music teacher at Lincoln where she started the first Chinese orchestra in American public schools. Last summer she started to teach music full time at Laney.

Chew’s orchestras and choruses have performed in many local venues and have earned national media attention. She has performed Chinese music internationally and received numerous honors for her teaching.

Julie Reis, multiple subject credential ’75, single subject credential/Biology ’97, teaches biotechnology and human physiology at San Francisco’s Abraham Lincoln High School. She participates in various research partnerships with UCSF, involving high school students in lab research, and is a National Board certified instructor.

Anne Matarrese Everton, single subject credential/History ’76, is in her 11th year of teaching eighth-grade U.S. history at Thomas Hart Middle School in Pleasanton. She enjoys constitutional history and law and is very involved in National History Day with her students and district. Previously she taught high school history for six years at Hayward’s Moreau High School, then took time away from teaching to raise three children.

Woodrow Clark, Ph.D. ’77, is an adjunct and visiting professor in California, Denmark, Italy and China and managing director of Clark Communications LLC. Clark was former Senior Policy Advisor, Energy Reliability, to former California governor Gray Davis.

Janine Collins, B.A., teaching credential ’77, is Pacific District Sales Manager for Pearson Education where she is responsible for a team of 10 account executives and two curriculum specialists.

Ashley Halliday, M.A., teaching credential ’77, is the Director of Human Resources for the Sonoma Valley Unified School District. He worked as an elementary school principal for about 10 years prior to the district position. He is currently completing work on a doctorate in educational leadership with the first cohort of the Capital Area North Joint Doctorate in Educational Leadership (CANDEL) at UC Davis and Sonoma State University. His dissertation focuses on the impact of reform collective bargaining efforts on small and suburban school districts.

Louise Frankel Stoll, Ph.D. Policy, Planning and Finance ’79, designed and obtained FAA certification for the only lightweight, portable child aviation restraint.

A mother of five and grandmother of nine, Stoll manages Kids Fly Safe, LLC, which markets the safety device (kidsflysafe. com). She served as Assistant Secretary for Budget and Programs in the U.S. Department of Transportation during the first term of the Clinton administration and part way into the second. After graduating from the GSE, Stoll worked for a number of years in financial management positions in the City and County of San Francisco and senior executive positions in the private sector. She was recruited as the first chief operating officer of the United Jewish Community.

Winter 2007 25

…class notes John Lee, Ed.D. ’79, has been president of JBL Associates since 1985, doing consulting for federal agencies, state agencies, associations and institutions. One of its major projects is developing the “Achieving the Dream” database, which provides participating community colleges a longitudinal student database to evaluate the effectiveness of their efforts to improve student success.

Karen M. Smith-Cheng, B.A., teaching credential ’79, became a dentist, practiced for 25 years in the Chicago area, and is now retired. She is active in the American Association of University Women, leads book discussion groups and hopes to use her teaching experience as a volunteer.

1980s

Katharine Barrett, M.A. Science Education ’80, is project director for the NSF teacher education grant “Retaining and Mentoring Teachers Through Math and Science in School Gardens.” She directed the Biology Education Department at the Lawrence Hall of Science (LHS) from 1982 to 1996, and established the LHS Family Health Program in 1997. In 2005, she became associate director for education at the UC Botanical Garden. She is co-author of Math in the Garden and the forthcoming Botany on Your Plate.

Stephen Juan, Ph.D. ’81, has taught nearly 30 years at the University of Sydney. Last year he became a Fellow for the Public Understanding of Human Sciences. He appears regularly on Australian radio and television. His latest book, The Odd Body 3, has been nominated for science book of the year in Queensland’s Premier Literary Awards.

Henry (Rick) Mitchell, Ph.D. Ed Psychology ’82, was ordained as a minister in the Christian Church (Disciples of Christ) and served as a volunteer assistant pastor at University Christian Church in Berkeley.

He retired from engineering consulting in 1997 and has served in volunteer chaplaincy and interfaith work. He now leads 26 connected

an ecumenical group in Walnut Creek and edits a website and blogs at peacepolitical.com.

Andrea Mein DeWitt, M.Ed. ’86, retired after 20 fulfilling years as a reading specialist and teacher in the Lafayette School District. She now works with credential candidates in both Multiple Subject and Reading Leadership credential programs at Saint Mary’s College School of Education in Moraga. Ms. DeWitt also coaches beginning teachers in BTSA Induction Seminars and “life long learners” in the Masters in Teaching Leadership Program at St. Mary’s.

David Mendelson, single subject credential/English ’86, has taught high school English in Webster Groves, Missouri, for 15 years after leaving California in the early ’90s. “I have published no books, won no honors, earned no advanced degrees and joined no distinguished societies,” he says.

Alison Waterman, single subject credential/English; Bay Area Writing Project ’87, is a sixth-grade core teacher at Orinda Intermediate School as well as a first-year BTSA mentor. Previously she taught in Vallejo Unified.

Pauline Harris, M.A. ’84, Ed.D. Language in Reading and Writing ’89, is Senior Lecturer and Director of Early Childhood Education Studies in the Faculty of Education, University of Wollongong, Australia. This year she earned an Outstanding Contribution to Teaching and Learning award. Ms. Harris is the founding coordinator of the Literacies Research Initiative at the University, leading a team of nine literacy researchers, which earned an Australian Research Council Discovery Grant to investigate relationships between literacy research, policy and practice. Additionally, her research on reading instruction in the early school years, published in Research in the Teaching of English, won an award for its likely impact on teaching practice.

1990s Suzanna McGee, multiple subject credential ’91, has taught computer science in Highland Park, New Jersey, since graduating from UC Berkeley.

Jim Spira, Ph.D. Counseling Psychology ’91, recently joined RTI International as Senior Manager, Psychology; Center for Distributed Learning. He conducts research that uses advanced technology to facilitate learning in clinical populations, including teaching autistic children social skills via computer gaming, and helping cancer patients cope with side effects from chemotherapy as well as helping soldiers prevent Post Traumatic Stress Disorder through virtual reality systems.

Margaret Anne Crehan Hyde, Ed.D. Higher Education Administration, ’92, retired after 10 years as Dean of Arts and Sciences at San Antonio College, the largest single-campus community college in Texas and one of the 10 largest in the country. Her division consists of 22 departments offering classes in 37 disciplines.

Harold Kushins, Ed.D. ’92, recently retired as the Director of Curriculum and Accountability for the Tracy Unified School District. He is now an educational consultant and faculty member of the University of Phoenix.

Tony Smith, M.A. ’93, Ph.D. ’02, was appointed Deputy Superintendent for Instruction, Innovation and Social Justice for San Francisco Unified School District.

Previously Smith was superintendent of Emery Unified, where he led the 800student district out of a state takeover.

The former UC Berkeley football player will be presented with the 2008 California Alumni Association’s third annual Mark Bingham Award for Excellence in Achievement by a Young Alumnus. The award honors significant accomplishments at an early stage of a recipient’s career, and pays tribute to Mark Bingham, ’93, who died September 11, 2001, on United Airlines Flight 93.

Joe Jaconette, Ed.D. Education Administration ’95, is the new superintendent of the Orinda Union School District. He was superintendent of the Carmel Unified School District. Previously he was with the Government Relations Division of McGraw-Hill Education.

Lilly Roberts, Ph.D. QME ’96, is Educational Research and Evaluation Administrator for the California Department of Education.

She manages three state testing programs, including the California English Language Development Test. Previously she managed the state’s high school exit exam program.

Helena Worthen, M.A. ’93, Ph.D. LLC ’97, has been promoted to clinical associate professor in the Institute of Labor and Industrial Relations at the University of Illinois. She offers labor education for workers and organizations such as unions and workers’ centers throughout Illinois.

Amalia Aboitiz, Ph.D. Educational Psychology ’98, was recently hired as professor and coordinator of the new School Psychology Specialization in the Graduate Counseling Program at St. Mary’s School of Education in Moraga. She welcomed the first cohort of candidates this fall. Before launching and overseeing the program, she worked as a school psychologist.

Theo Dawson, Ph.D. Human Development ’98, has left academia to pursue real-world applications of her work. She founded the Developmental Testing Service in 2004. The business offers research and consulting services as well as online cognitive developmental assessments.

2000s

Gibson Fay-LeBlanc, M.A. MUSE ’00, is executive director of The Telling Room, a nonprofit writing program for young writers and storytellers, ages eight to 18, located in Portland, Maine.

Amanda Godley, Ph.D. LLC ’00, was promoted to associate professor of English

Education at the University of Pittsburgh’s Graduate School of Education.

Suzanne Yee, M.A. Athletes and Academic Achievement ’00, is entering her eighth season as assistant women’s swim coach at Washington State University, where she is in charge of recruiting and dryland workouts and shares on-deck coaching duties.

Lora Bartlett, Ph.D. POME ’01, an assistant professor of education at UC Santa Cruz, has received a $60,000 fellowship from the Smith Richardson Foundation to support her policy research on the global migration of teachers.

Bernadette Chi, Ph.D. POME ’02, is visiting professor at the Institute for Civic Leadership at Mills College. She also works part time as director of evaluation at Sports4Kids, a nonprofit organization in Oakland.

Lorraine Falchi, DTE ’02, is a doctoral student in the Department of Curriculum and Teaching at Teachers College, Columbia University, where she focuses on literacies.

Luis Huerta, Ph.D. Policy and Organizations Research ’02, is assistant professor of education at Teachers College, Columbia University, and the author of several articles in Education Policy and the Journal of Education Finance.

Charles Dorn, Ph.D. POME ’03, an assistant professor of education at Bowdoin College in Maine, was named recipient of the college’s top prize for junior faculty for 2007. His new book, American Education, Democracy, and the Second World War, examines the ways in which U.S. schools served as civic institutions both by preserving their historic function of educating students for democracy and by supporting the war effort.

Maisha Fisher, Ph.D. ’03, is the author of Writing in Rhythm: Spoken Word Poetry in Urban Classrooms. She is an assistant professor in educational studies at Emory University.

Karen Lauritsen, M.A. MUSE ’04, completed a documentary short, “My Name Is Teacher,” which is being shared with new teachers in charter schools. She works as a continuing education student adviser and program representative in the Arts Department at UCLA Extension.

Jeeva Roche-Smith, Ph.D. LLSC ’04, was appointed founding director of Making Waves Academy in Richmond, which opened in September. The Academy offers after-school education and college-going opportunities to students in Richmond and San Francisco.

Ethan Johnson, Ph.D. Social and Cultural Studies ’05, has been awarded a Ford Diversity Postdoctoral Fellowship for the 2007–08 school year. Johnson, now an assistant professor in the Black Studies Department at Portland State University, will be conducting research in Quito, Ecuador, as a follow-up to his dissertation research, which examined the relationship between schooling and racial inequality in an Afro-Ecuadorian region.

Jennifer Russell, Ph.D. POME ’07, is an assistant professor/research scientist at the University of Pittsburgh’s School of Education and Learning Research and Development Center.

AERA Chicago Reception Pharmicia Mosely (M.A. ‘00, Ph.D. ‘03), left, and Maisha Fisher (Ph.D. ‘03).

Yael Kali (postdoc ‘00-02), Department of Education, Israel Institute of Technology, left, with Orit Parnafes (M.A. ‘01, Ph.D. ‘05), School of Education, Tel Aviv University

Winter 2007 27

friends Norton and Rikki Grubb, with Lynda Tredway, applaud Principal Leadership Institute graduates.

Right, David Pearson congratulates Thao Duong, recipient of the David and Mary Alyce Pearson Reading Award.

Spotlight GSE Faculty Participate in Named Funds Initiative Three GSE faculty members — professor W. Norton Grubb, Dean P. David Pearson and an anonymous donor — have each established endowment funds to support fellowships in response to a challenge by former Graduate Division Dean Mary Ann Mason, who matched faculty contributions on a dollar-for-dollar basis. The anonymous gift was established in memory of Alex McLeod, a Senior Lecturer at the University of London and a visiting GSE professor.

“GSE faculty make a tremendous contribution through scholarship, teaching and service,” says Mason. “Their investment of time and talent has paid notable dividends for their students, colleagues, disciplines and community. We are grateful for another kind of contribution: a financial gift that will make them partners to future generations of students.”

Anyone may support any of these three funds with any amount at any time. The Alex McLeod Memorial Fund supports Multicultural Urban Secondary

English (MUSE) master’s and credential program students. The W. Norton and Erica B. Grubb Fund supports Principal Leadership Institute students.

The P. David and Mary Alyce Pearson Fund supports aspiring reading and literacy specialists.

Inspired by the success of Mason’s Graduate Division challenge program, Chancellor Robert Birgeneau has announced that he will match new additional gifts to these endowed funds from members of the campus community: faculty and their spouses, current students, staff and retired staff. In addition to matching contributions to existing funds, Chancellor Birgeneau will match gifts from the campus community in any amount up to $250,000 to establish new endowed funds to support students in need.

For more information about fellowship endowments or the chancellor’s fellowship challenge, please call the GSE development office at 510/643-9784.

Haste Street Center Opens

Left, Alison Gopnik, professor of psychology, and Lynn Merz, executive director of the Mimi and Peter Haas Fund

28 connected

On September 5, the Haste Street Early Childhood Education Center celebrated the individuals and organizations that brought the new facility, winner of a UC/CSU award for Best Integrated Design Process, to fruition.

Through the Haste Street Center, UC Berkeley scholars from education, social welfare, psychology, public policy and public health will work together to train leaders and develop programs and practices that address the rapidly changing understanding of the field and the critical educational needs of young children.

Graduate School of Education professor Bruce Fuller and Dean David Pearson will play an active role in developing the center, the first new UC Berkeley child-care facility in seven years. GSE currently offers a minor in early childhood education, and an interdisciplinary major and master’s degree are being developed.

GSE Professor Emeritus Ned Flanders joins California Flanders Fellows.

spring scholarship tea Celebrates Students and Donors Scholarship donors and recipients celebrated their partnership in service to education at the fourth annual GSE Scholarship Tea at Berkeley’s Bancroft Hotel.

Many of the donors who attended the spring event recalled how they had received scholarships when they were students in need and described how gratified they were to give something back to today’s students. Scholarship recipients shared how extra financial support helped them better balance studies, student teaching and employment. Students marveled that “a stranger” would lift them out of a difficult financial bind, making it possible for them

to achieve their academic and career goals.

The School of Education community thanks the many scholarship donors who support our dedicated future educators, with gifts large and small, year after year. Special thanks, too, to an extraordinary anonymous donor, who, for the fourth straight year, matched GSE scholarship gifts dollar-for-dollar up to $50,000.

To make a scholarship gift, use the envelope enclosed in this magazine, go to givetocal.berkeley .edu, or call the Graduate School of Education Development Office at 510/643-9784.

Spring 2007 Scholarship Recipients Heather Bergmann Jane Baack Award Sereeta Alexander Charles S. Benson Memorial Award Mirian Hyun Jin Song Sarah Elisabeth Wright Mara W. Breech Foundation Awards Patrick Hamilton Sarah Rousseve Robert J. Breuer Awards Tamara E. Henry David Dansky Award Mia Callahan Dyslexia Award Dawn Williams Lily Wong Fillmore Award Heather Bergmann Morgan Gutierrez Alconcher Lara Hale Samantha Johnson

Martin Lewis Paul Mazzei Katharine Morton Zareen Poonen Katherine Walsh-Cunnae Malana Willis California Flanders Fellows

Mahea Gaskins Esther Shang-Lan Wang Miranda Heller Award

Elisabeth Matson Edgar and Camilla Morphet Award

Shayla Duda Margaret Kidd Award

Michelle Vargas Helen Murphy Neumann Award

Dan Davies Professor Nadine Lambert Serian Strauss Memorial Award Lanette V. Jimerson Daphne Ng Marilyn Nye Memorial Theresa Kathryn Franklin Gordy Steil Awards Cheryl Liebling Award Memorial Award Bettina Hsieh Ashley Nulph Kellie Mullin Phi Delta Kappa Award Vicky Umene Daphne Ng Thao Duong Kerri and Mark Lubin Alice Paal David and Mary Alyce

Awards Mirian Hyun Jin Song Pearson Reading Award Danae Towne Mary Beth Bravo Mabel W. Goode Awards Kathryn Moeller Alex McCleod Regan Pritzker and Memorial Award Daniel Seward Chris Olin Award GSE Alumni Association Jessica Rigby Award Sarah Press John U. Michaelis Award Andrew P. Fisher Molly Quinn Award Samantha Johnson GSE Faculty/Staff Award Maxine McKinney Alice Paal Louisa Urbani Malvina Walford Morledge de Royston Lenore Bertagna Marilyn Raby Memorial Awards Heffernan Award Award

Vanessa Orman Lynne Rauscher Award Nathan Kirk Robert and Esther Rice Award Haegi Kim Stacy Marple David H. Russell Awards Diana Arya Lorraine Spingola Memorial Award Phillip Miller James Stone Award Kim Nga Huynh Dale Tillery Memorial Award Greta Marie Kirschenbaum Charles Toto Award Jennifer Lynne Fazio Leon and Barbara Weitz Award Kathleen Bailey Wu Family Award

Winter 2007 29

friends

LeapFrog Founder Funds GSE’s Work in

Urban Education Mike Wood knows how important it is to make learning fun. As the father of a toddler he discovered that the toy market offered nothing to help his three-yearold learn phonics. So, from a wooden alphabet puzzle, Wood created an interactive toy that made phonetic sounds which could be combined to form words.

Phonics Desk®, LeapFrog’s first product, made a big splash, and in the 17 years since Wood first helped teach his son to read, the company has become synonymous with teaching reading skills through timetested teaching methods and a healthy dose of multisensory fun.

Today LeapFrog SchoolHouse products are used in more than 100,000 classrooms in the United States and have won numerous awards from the education industry. Wood retired from LeapFrog in 2003.

While pursuing a wide range of entrepreneurial interests, Wood is also committed to help alleviate the inequities he sees in public education by narrowing the funding gap between high- and low-income districts. He has “adopted” schools in Richmond, donating learning tools and equipment.

A founding member of the Graduate School of Education Advisory Board, Wood recognized a kindred spirit when he first met GSE professor Glynda Hull at an Advisory Board meeting last spring. Hull 30 connected

discussed DUSTY (Digital Urban Story Telling for Youth), her signature project that combines teens’ love for self-expression, social networking, electronic games, music and graphics with opportunities to improve their aesthetic, writing, reading and critical thinking skills in a relaxed, supportive environment.

The Stanford and Cal graduate is also a supporter of CAL Prep, UC Berkeley’s charter school, and the new Haste Street Early Childhood Education Center.

“I wish there were schools like these on every corner throughout the Bay Area,” says Wood.

Moved by the School’s efforts as well as his friendship with Dean David Pearson, who has served on LeapFrog’s board, Wood has pledged $500,000 to support graduate fellowships and programs in the GSE over the next 10 years that address problems in urban education, including DUSTY in 2007.

Says Hull: “The pleasure of getting to know Mike Wood has been the pleasure of engaging with a genuinely creative and expansive thinker.

In the space of one invigorating conversation, he will grasp the key aspects of your work, help you imagine new directions for it, illustrate the importance of making learning fun and re-inspire you to strive to unlock all kids’ potential. We are so honored to have his support for our program.”

Wood’s donation establishes the Lucretia Goldsmith K–12 Opportunity Fund, in honor of his mentor Lucretia Goldsmith, who helped him financially when he was a college student.

“It is a great honor to have Mike’s enthusiasm, support and friendship,” says Pearson. “He will be a like-minded and talented partner as we work on areas of common concern in urban education over the next several years.”

From left, Tiffany Price, San Francisco Foundation; Assemblymember Carol Liu; Leslie Haynes, Jobs for the Future Early College Initiative

Donors July 1, 2006, through June 30, 2007 The Graduate School of Education gratefully acknowledges the following individuals, corporations and foundations that generously supported our efforts to advance education and to provide opportunity for all.

Leadership Donors $500,000-$999,999 The James Irvine Foundation Mike C. Wood

$100,000-$499,999 Mr. and Mrs. Kenneth E. Behring Mary Jane and William Brinton Arthur Vining Davis Foundation Estate of Helen Murphy Neumann

$50,000-$99,999 The Spencer Foundation William and Flora Hewlett Foundation

$10,000-$49,999 Anonymous Jimmy and Rosalynn Carter Charitable Foundation Inc. Professor Bruce C. Fuller Dorothy and Dennis Sheahan Charitable Family Fund Trust Heather McCracken and Jonathan Wu

Annual Fund Donors $1,000-$4,999 Robert J. Breuer and GSEAA Charles W. Fisher Scholastic Inc. Victor and Arlene Willits Jonathan and Heather McCracken Wu

$500-$999 Kerin A. Baker Karen J. Blank Catherine Smith Nicoll and Richard C. Nicoll Susan Powell and James M. Revie Margaret G. Saulsberry Linda C. Wing Sara L. Wragge

$250-$499 Deborah and Paul Baker Kathleen and Richard Davis Akemi and Karl Ehrlich General Mills Foundation Mrs. Alice R. Giuffre Susie and Thomas M. Griffin Myrna and Richard Jones Morris Kwong-You Lai Mary and John B. Lee Della Martinez and Jeffrey Shepard Karen L. Mendonca Austin and Marjorie Prindle Jane P. Riede-Meyerhoff Jennifer and Philip Satre Shell Oil Company Foundation Inc. Victor Tien-Cheng Shen Phyllis M. and Allan C. Tappe Patricia and Jeffrey Williams

$100-$249 Margaret Allen and Philip Perkins Sandra and David Anderson Verna J. Arnest Norena N. Badway, Ph.D. Rena M. Bancroft, Ph.D. Louis F. Batmale, Ph.D. Terry and Stephen Beck Joyce and Joseph Berry Allen E. Black Elizabeth and David Block Jill and Jeffrey Braden, Ph.D. Mary and Mark Bunge, Ph.D. Mrs. E. Merlaine Calhoun Jane G. Cavala Shelley and Sherman Caviness Dr. Donald B. Chambers June and Stephen Chaudet John M. Chavez, Ph.D. Dr. Tzi-Cker Chiueh Rhoda and Howard Coleman Barbara M. Colicino Assistant Vice Provost Barbara Gross Davis Rosette and Homer Dawson Tom Finn Mary and Ned Flanders Dr. and Mrs. Rex C. Fortune, Jr. Marianne and William Gagen Dr. Michele Garside Margaret L. Gebhard Jack and Rosalie Gifford Dr. Allan P. Gold Dr. and Mrs. William D. Grafft Mrs. Manjula Ray Gupta and Dr. Haragauri Gupta Carolyn and Eugene Haselkorn Momoko Miriam and Roy Hatamiya Linda and Gerald C. Hayward Harriett G. Jenkins Annette and Robert Karlak Elisabeth and Robert Klein Diane and John Kopchik

Sue and Philip Lambert Jana and Freeman Lane Dr. Stephen B. Lawton Larry M. Leskiw and Dr. Phyllis J. Hallam James B. Lytjen Nancy A. Macko Dr. Terry L. Maul Professor Emeritus William A. McCormack Frederick E. Murray Alison and Gerald Ogden Carol and David Olson Ruth Shigeko Omatsu Dr. Kristin I. Palmquist-Warriner and Philip C. Warriner Hyun-Sook Park and Stanley Young Mildred and William Pease Dr. and Mrs. Douglas A. Penfield Carol and Richard C. Ponzio, Ph.D. Patricia and Richard J. Rankin Cynthia and Ronald Raven Carolyn and Thomas Reese Steven and Susan Richardson, Ph.D. June and Eugene Roberts Dana and James Robinson Lalit M. Roy, Ph.D. Anne and Keith Schroder Margaret and E. J. Scrofani Dr. Doris S. Smith and Mr. J. B. Smith John P. Smith, III William and Margaret Snyder Drs. Roslyn and Donald Sutherland Michael L. Swindell and Christine M. Silva Mary Sullivan Talbot and John D. Talbot Itsuko Terada Winter Winter 2007 2007 31 31

Left, Dean Pearson congratulates 2007 scholarship recipient Dawn Williams.

Center, Scholar Heather Bergman with scholarship donor Jane Baack Right, Dean Pearson joins friends Adrienne and Toni Sweet.

Robert L. Terrell David and Penelope Warren Suzanne and Peter Wehausen Dr. M. Linda Forsyth Weidenhamer and Robert G. Weidenhamer Dr. Harvey Weinstein and Professor Rhona S. Weinstein Major Willie West, Jr. Professor Barbara Y. White Frances and Billy Willms Professor Emeritus Alan B. Wilson Dr. Keith R. Wilson Professor Mark R. Wilson and Janet S. Williams Pamela and Douglas Wong Jayne and Dennis Wood

$1-$99 Lauren M. Adamek Susan and Marcos Alvarez Dr. Joan P. Avis Dorothy and Clifford Bachand Mrs. Roselyn B. Baskin Judith V. Bebelaar Mary-Claire Bernstein, Ph.D. Andrea U. Bircher, Ph.D. Barbara and Nicholas Brereton Dr. and Mrs. Gerald J. Brunetti Kimberly Capriola-Juza and Kevin M. Juza Ann M. Carbone Dr. Victoria O. Chan and Leland L. Chan Dr. Shirley M. Convirs Stephanie F. Cowan, Ph.D. Wendi Craig Dr. and Mrs. Geoffrey A. Dafforn Leona E. Dickey Mrs. Edith W. Don Donna J. Feci Nina L. Floro Lisa and Matthew Friedman Lesley Getz Gretchen and Thomas F. Griswold, Jr. Wendy J. Gulley Sheila and George Gurnee 32 connected

Donna M. Hamane Laurie R. Harrison Drs. Otto and Grete Heinz Eugene A. Hessel Dr. Kenneth J. Holbert Robert M. Houghteling and Elizabeth R. Fishel Dr. Kathleen Hurty and Reverend David Hurty Sharon and William Jager Patricia and Kenneth Johnson Ruth and Raymond Jung Mrs. Joy P. Kaiser Ilene and Gary Katz Elizabeth Keithley Kim F. Kita Audra and Audrey Knight, Ph.D. Karl Knobler, Ph.D. Gail H. LaBonte Dr. and Mrs. Kenneth L. Larson Donna and Robert Lawson John A. Lee Sharon and Jeff Lee Anne and David Manchester Dr. and Mrs. Robert F. Manlove, Jr. Alexis T. Martin Mrs. Sandra K. Martone Allyson R. McAuley Deborah L. McKoy Karen M. Meldrum Dr. and Mrs. Reid C. Miller Patricia and David Miller Richard F. Miller, Ed.D. Mary E. Molesworth Doris and William Morey Dr. Sheryl Morgan and Chet Seligman Dr. Judit N. Moschkovich Gredy E. Mossin Cyndee M. Nguyen January A. Nice Rhona and Ronald Noll Dr. Pearl M. Oliner Linda and Adrian Ownby Gwenyth and Robert Page Stephanie L. Pang L. Leann Parker

Carol M. Pe単ara Dr. and Mrs. Jesse Perry, Jr. Beverley and Robert Petersen Patricia and Willie Player Carol H. Porter S. Peter Poullada and Nancy A. Sheppard Christopher J. Rampoldt Midge and William Renton Mary Ann and Ronald Rettig-Zucchi Margie and Morris Richman Dr. James E. Richmond Dr. Nancy Rogers-Zegarra and Elias Zegarra Dr. Sharon H. Ross Carolyn A. Rotman Dr. Susan A. Rounds Dr. William H. Rupley Judith S. Sam Jennie F. Savoldelli Sandra and Jack Scarzella Steven E. Schlegel Marilou and John Shankel Madelaine Shellaby and Richard Shapiro Meredith and Jon Shoenberger Paul A. Silberstein and Karen B. Glasser Margaret and Paul Slakey Nancy and George Spaeth Jane E. Spencer Mills and Richard L. Mills Karen and Stephen Spicer Mimi and Erich Steadman Sally Swarts Barbara and Bruce Swenson Laura E. Telep Christina P. Teller Regi and Stephen Topol Sandra and Kenneth Tramiel Joseph K. Turnage Kevin M. Waesco Barbara and Frank Walden Helen and Morton White Craig and Kim Wilson Mary-Alice and Brayton Wilson Lesley Young Elisabeth A. Zinser

Scholarship Fund Donors $5,000-$9,999 Mara W. Breech Foundation Andrew and Denise Goldfarb Rotonda Foundation Carolyn Morledge Sparks

$2,500-$4,999 Miranda Heller

$1,000-$2,499 Jane and Lawrence Baack Professor Emerita Geraldine Clifford Barbara and David Dansky Terry S. Emmett Anne and Will Gates Frank and Lenore Heffernan Margaret Kidd Cheryl and Mark Liebling Kerri and Mark Lubin Phi Delta Kappa Regan Pritzker and Chris Olin Lynne A. Rauscher-Davoust Esther and Robert Rice Professor Emeritus James C. Stone Leon and Barbara Boericke Weitz

$500-$999 Ceinwen L. Carney Marjorie and Robert Goodin Professor Jack A. Graves Sara Hopkins-Powell Daniel Kee E. Toki Oakley, Ph.D., and Owen Oakley, Jr.

$250-$499 Dr. and Mrs. Ryszard J. Chetkowski Professor W. Norton and Erica B. Grubb Marcia and John Harter Cathleen and Kenneth Kennedy

Left, PLI graduates Karling Aguilera-Fort and Angienette Estonia greet benefactor Kenneth Behring.

Right, Eileen Hutto-Powers, Catherine Gordon and interim vice chancellor Harry LeGrande celebrate the opening of the Haste Street Early Childhood Education Center.

$100-$249 William D. Bethell Elaine Boyce Mrs. Dorothy L. Brose Alison and Steven Burke Lois and William Cannady Joan Cashel Claudia Cate and Branden Bickel Alice and Rudolph Chen Rico Citigroup Foundation Mrs. Norma Jo Ann Cox Crail-Johnson Foundation Dr. Leslie W. Crawford Pamela and Clarence Donahoe, III Rena Dorph Tom Finn Professor Joseph J. Flessa Professor Jesus Garcia Geotechnical Engineering Inc. Violet and William P. Golden, Jr. Dr. Carol L. Brosgart and Joseph A. Gross Professor Emeritus Frank Hauser and Lorraine F. Hauser Jacqueline and Terry Haws Margaret and Alan Hill Dr. Bonnie S. Ho and Melvin K. Ho Ruth and Herbert Hoffman Proverb and Mimi Jacobs Barbara E. Jones Jocelyn and Michael Kelleher Kristine L. Kimura Diane and John Kopchik Patricia and Warren Kubler Lois and Ronald Leonard Marie Luise Otto Drs. Sumner and Hermine Marshall Carol Ann B. Mosher Kathleen and John Peterson Linda Raben-Beckstrom and Robert Beckstrom Carol J. Rowley Mary H. Schwartz Dr. and Mrs. Robert P. Sherwood

Aletha and Hugh Silcox Mary L. Soltis Dr. and Mrs. Harry B. Stehr, Jr. Suzanne and Marc Stein Sara B. Steinberg Professor David and Jane Stern Meredith and William Tibbey Richard G. Weinland Kathleen and Roy Whalin Anthony and Siv Larson Wheeler Mariol and Thomas Wogaman Teresa and Otis Wong Libby Wyatt-Ortiz and William Ortiz Dr. Rebecca J. Zwick

Academic Talent Development Program Antonia A. Badway Jeanne M. Goldsmith Ivy and Robert Lee Stephen M. Lee, D.D.S. Leslie A. Woolley

$1-$99

Principal Leadership Institute Scholarship Fund

Norma and Joseph Adwere-Boamah Professor Paul R. Ammon and Mary Sue H. Ammon, Ph.D. Bernice D. Bell Lucia L. Blakeslee Patricia and Michael Busk Bianca and Louis Caserza Carolyn J. Daoust Gerald L. Dunbar Marjorie and Dana Elmore James H. Green Norman Hill Dr. Rita H. Jones Drs. Maya and Steven Klein Elizabeth and Geoffrey Knudsen Beverly and Ronald Loos Maureen A. Maloney, Ed.D. Carroll Martin Kathleen and Dasil Mathews Julia and Peter Menard-Warwick Dr. Victoria C. Mui and Walter K. J. Mui Mary and Jack Rothe Drs. Diane and Jack Schuster Maryann Smetzer Sola Takahashi Allyson L. Werner Dr. David Zeff

Arnold J. Adreani Karling J. Aguilera-Fort Amanda M. Asdel Dr. and Mrs. Robert W. Blackburn Neal A. Bloch Curtis and Jennifer Brock George C. Bullis Maureen M. Byrne Verna A. Castro Mary W. Coe Randall R. Covey Mary Lou and James Cranna Norma and Philip Dahnken Glenn F. Dennis Nicole M. Didonato Sara C. Dieli Virginia L. Dold Mary L. Dybdahl Natalie R. Eberhard Thomas R. Fairchild Carin D. Geathers Professor W. Norton and Erica B. Grubb Judith A. Guilkey-Amado and Gary Amado Eulalia A. Halloran Robin E. Harley Patricia A. Harmon

Trent and Rosemary Kaufman Kevin P. Kerr Dongshil J. Kim J. Carlisle Kim Linda M. Kingston Gregory T. Ko Nancy M. Lambert Linda and Malcolm Leader-Picone Linda M. Lee Hanna L. Ma Moraima Machado Nancy and Jack Mayeda Jonathan J. Mayer Peg Minicozzi Raul Muniz Pamala Noli Alicia D. Orner Robert S. Patrick Han Ngoc Phung Linda A. Rarden Carole and Kenneth Robie Chelda A. Ruff Joshua M. Sachs-Weintraub Marisa Santoyo Tai-Sun Schoeman Janine B. Sheldon Sheila B. Smith Susan Speyer-Boilard Professor David and Jane Stern Clarence B. Stevens, Jr. Patricia Theel Lynda L. Tredway Susan C. Valdez Couch and Richard W. Couch Dora L. Valentin-Rios Basil M. Viar Jeanne M. Villafuerte Michael P. Walker Wendy R. Warda Lauran M. Waters-Cherry Richard B. Zapien and Nicolle M. Gottfried

Winter 2007 33

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