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Welcome to the Tuesday, January 29, 2019, edition of the
HML Post
.
The
HML Post is a weekly review of recent of articles about educational research and leadership articles. T
he HML Post is a service provide by the members of the League.
Last week's HML Post, click here. The "New" HML Blog site, click here.
Donations are welcomed and appreciated.
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Quote of the Week
A school building has four walls with tomorrow inside.
Lon Watters
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Horace Mann League' s Annual Conference
The 98th Annual Meeting of the Horace Mann League will be on Friday, February 15, 2019, at noon, at the J.W. Marriott Hotel near the LA Convention Center, and held in conjunction with AASA's Conference.
As in boxing,
leadership is fraught with sudden surprises, some of which, if not anticipated, can deliver a hard blow.
When negotiating, leaders must achieve a complex balance between the
myriad interests of multiple parties. It's a continuous give-and-take of compromise, shared values and, hopefully, win-win agreements.
The work of William Ury, author of Getting to Yes, provides direction for leaders who seek better outcomes from tough conversations and negotiations. There are, however, times when we need a good metaphor to provide a mental frame to navigate the complex dynamics of leadership.
Using boxing as a metaphor to understand, prepare and respond to situations can provide a greater level of clarity, and maybe even a little solace.
Experienced researchers understand the importance of power, relationship building, and the desire from policymakers and advocates for multiple forms of reliable evidence. Many researchers are adept at translating nuanced theory and empirical study in ways that speak to the interests of a variety of audiences. We write books and journal articles, use social media, appear on podcasts and videos, and publish in open-access journals. Those of us who work this way do so to communicate our findings and debate their relevance, significance, and applicability. But this path is not for all scholars.
Others are reticent about expanding the outlets in which they share their scholarship, or they have limited capacity to do so.
Female professors and professors of color-and female faculty of color, in particular-are unfairly expected to provide heavy service to their departments, universities, and professional associations even as they teach, conduct research, and mentor students. (
Learn more.)
On
November
, 14 public school parents and students filed a unique federal lawsuit against the state of Rhode Island: They
accused the state's schools of "failing to carry out their responsibilities under the United States Constitution to provide all students a meaningful opportunity to obtain an education adequate to prepare them to be capable citizens."
In its 1973 decision
San Antonio Independent School District v. Rodriguez, the Supreme Court ruled that children in our country do not have a right to education under the U.S. Constitution. As a result of this decision and because the constitutions of many states do guarantee the right to an education, the battle over student education rights has largely moved to the states. What makes
Cook vs. Raimondo, filed in U.S. District Court in the District of Rhode Island, unique is that the plaintiffs do not argue that that children have a (U.S.) Constitutional right to education. Instead, the suit contends that the state's schools fail to provide students with the education they need to vote, serve on a jury, make informed choices, and otherwise participate effectively in civic activities. The complaint argues that
San Antonio v. Rodriguez did leave the door open to this argument by raising (but not responding to) the question of whether students have a right, under the 14th amendment, to the level of opportunity provided by an education that gives them the "basic minimal skills necessary for the enjoyment of the rights of speech and of full participation in the political process."
In other words, the plaintiffs contend that the Rhode Island schools have violated students' rights by failing to provide an adequate civics education. (
Learn more.)
New research sheds light on the effects that childhood experiences-both good and bad-have on the developing brain. But are schools keeping up?
"The 20th-century education system was never designed with the knowledge of the developing brain," says Pamela Cantor, MD, who is part of a cross-disciplinary team of experts studying the
science of learning and development. "So when we think about the fact that learning is a brain function and we have an education system that didn't have access to this critical knowledge, the question becomes: Do we have the will to create an education system that's informed by it?"
Contrary to the long-held belief that brain maturation is largely complete by the age of 6, we now know that our brains are malleable and continue to change dramatically well into our 20s. This has profound implications for learning throughout the school-age years. (
Learn more.)
This second number measures not how many years you've seen, but how much those years have impacted the functioning of your body and brain. Scientists calculate it a number of ways, but whatever methodology they employ, they agree chronological and biological age
don't always line up.
Some 80-year-olds function like people decades younger. They ace their memory and cognitive tests, and scientists peering at their cells can even spot significant differences. Experts have dubbed these role models of healthy aging "
superagers." Just about all of us would love to one day become one.
How do you achieve that? Much of this research is still far too new to be of everyday use, but science has already determined a few simple interventions you can start using today to help keep your brain young.
1. Think positively about aging.
2. Practice gratitude.
3. Hang out with friends more.
4. Meditate.
5. Maintain the basics of a healthy lifestyle.
About the Power of a leader:
Perception matters greatly, because power rarely resides within just an individual. Power is not an absolute state but an arrangement among stakeholders. It is bestowed upon the leader as much as it is taken by the leader. While we speak about power as something that a leader seizes and dispenses,
it is more accurate to say that power exists within the system that envelops a leader, and reflects that system's expectations of its leaders. This explains why so many power brokers can seem frustrated and feckless despite their apparent positional authority.
Quietly, they know that their power is contingent and derived from elsewhere, whether it is another branch of government, a board of directors, shareholders, an electorate, or a fan base.
Featured Director of the Horace Mann League.
David Berliner is Regents' Professor Emeritus of Education at Arizona State University. He has taught at the University of Arizona, University of Massachusetts, Teachers College and Stanford University, as well as universities in Australia, Canada, The Netherlands, Spain, and Switzerland.
Dr. Berliner is a member of the National Academy of Education (NEA), the International Education Academy (IEA), a Fellow of the Center for Advanced Study in the Behavioral Sciences, and a past president of both the American Educational Research Association (AERA), The horace Mann League (HML), and the Division of Educational Psychology of the American Psychological Association (APA). He is the recipient of awards for distinguished contributions from APA, AERA, HML, and the National Education Association (NEA).
Dr. Berliner is co-author (with B. J. Biddle) of the best seller The Manufactured Crisis, co-author (with Ursula Casanova) of Putting Research to Work, and co-author (with N. L. Gage) of six editions of the textbook Educational Psychology. He is co-editor of the first Handbook of Educational Psychology and the books Talks to Teachers, and Perspectives on Instructional Time. His newest book, Collateral Damage (with Sharon Nichols) is about the corruption of professional educators through high-stakes testing. Professor Berliner has also authored more than 200 published articles, technical reports, and book chapters. Dr. Berliner is currently serving on the Board of the Horace Mann League of the USA.
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Cartoon of the Week
Click
here to register for the 2019 Annual Meeting.
The 2019 Outstanding Friend of Public Education- Dr. Henry Levin
Dr. Henry Levin,
Professor of
Economics and Education at Teachers College, Columbia University, New York. Dr. Levin's special areas of interest are: Economics of education, cost-effectiveness analysis, school reform, and privatization. He is Co-Director of the Center for Benefit-Cost Studies in Education.
The 2019 Outstanding Public Educator- Dr. Jeanne Oakes
Dr. Jeanne Oakes is Presidential Professor Emeritus in Educational Equity at UCLA. She focuses her time with the Learning Policy Institute (LPI) on projects related to
deeper learning, teacher preparation, and resource equity. She plays a leadership role in both the resource equity work, as well as LPI's work with the Partnership for the Future of Learning.
The 2019 Outstanding Friend of the Horace Mann League - Andy Schaefer and Discovery Education.
Andy Schaefer, as Vice President of Discovery Education, has over the past ten years, been a strong advocate of public education and the mission and purpose of the Horace Mann League. During the ten-year span, Andy has assisted the League in building a stronger relationship with our corporate partners.
The 98th Annual Meeting of the Horace Mann League will be on Friday, February 15, 2019, at noon, at the J.W. Marriott Hotel near the LA Convention Center, and held in conjunction with AASA's Conference.
Click here to register for the 2019 Annual Meeting.
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Our Valued Corporate Partners
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The Superintendent's Special topics:
Sponsor a Professional Colleague for membership
in
the Horace Mann League.
Click here to download the "Sponsor a Colleague" form.
On the Art of Teaching by Horace Mann.
The book, On The Art of Teaching by Horace Mann has been presented to new teachers as a welcome gift by a number of
schools district
. For orders of 50 or more, the district's name is printed on the front cover.
Ordering Information
Cost per copy: $12.50
Orders of 50 to 99: $11.00
Orders of 100 or more: $10.00
Send orders to: (include name of district, P.O. #, and address)
The Horace Mann League of the USA
560 Rainier Lane
Port Ludlow, WA 98365
or
email: Jack McKay
FAX (866) 389 0740
About Us
The Horace Mann League of the USA is an honorary society that promotes the ideals of Horace Mann by advocating for public education as the cornerstone of our democracy.
Officers:
President:
Dr. Eric King, Superintendent, (ret.) Muncie Public Schools, IN
President-elect:
Dr. Laurie Barron, Superintendent, Evergreen Schools, Kalispell, MT.
Vice President: Dr.
Lisa Parady, Exec. Dir. Alaska Assoc. of School Ad., Juneau, AK
Past President:
Dr. Martha Bruckner, Exec.Dir., MOEC Collective Impact, Omaha, NE
Directors:
Dr.
Ruben Alejandro, Supt.
of
Schools, (ret.) Weslaco, TX
Dr.
David Berliner, Professor Emeritus, Arizona State University, Tempe, AZ
Dr.
Talisa Dixon, Supt. of Schools, Cleveland Heights - University Heights, OH
Mr.
Jeffery Charbonneau, Middle school Principal, Zillah Schools, WA
Dr.
Carol
Choye
, Instructor, (ret.) Superintendent, Scotch Plains Schools, NJ
Dr.
Brent Clark, Executive Director, Illinois Assoc.
of
School Admin. IL
Dr.
Ember Conley, Supt.
of
Schools, Mesa Public Schools, AZ
Dr.
Linda Darling Hammond, Professor of Education, Stanford U. CA
Dr.
James Harvey, Exec.
Dir
., Superintendents Roundtable, WA
Dr.
Steven Ladd, Superintendent, (ret.) Elk Grove USD, Elk Grove, CA
Dr.
Stan Olson, President, Silverback Learning, (former supt.
of
Boise Schools, ID)
Dr.
Martin Brooks, Executive Director, Tri-State Consortium,
Setauket, NY
Dr.
Kevin Riley, Superintendent, Gretna Community Schools, NE
Executive Director:
Dr.
Jack McKay, Professor Emeritus, University of Nebraska at Omaha,
560 Rainier Lane, Port Ludlow, WA 98365 (360) 821 9877
To become a member of the HML,
click here to download an application.
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