‘05

SUSE researchers are studying who goes into teaching, how they are pre-pared, where they teach, and why they leave.

Low-achieving students andstudents of color, particularly thosein economically disadvantagedurban areas, are typically taught bythe least skilled teachers.The dis-parity in teacher quality most like-ly contributes to the substantialgaps in academic achievementamong income and racial/ethnicgroups of students.This frequentobservation was confirmed in astudy by SUSE Associate ProfessorSusanna Loeb and her col-leagues, Hamilton Lankford andJames Wyckoff at the StateUniversity of New York (SUNY)at Albany.The researchers analyzeda database containing sevenadministrative datasets; characteris-tics of districts, communities, andlocal labor markets; and, detailedinformation about the career pathsof every teacher and administratoremployed in a New York publicschool any time from 1984-2000.1

Loeb and her colleagues foundthat the disparity begins when

teachers take their first jobs, andworsens in urban areas when theysubsequently decide to transferand quit. Such departuresincreased disparities in at least twoways.

First, qualified teachers weresubstantially more likely than lessqualified teachers to leave schoolshaving the lowest-achieving stu-dents. For example, of the newteachers hired in NewYork City’slowest achieving schools between

1996 and 1998, 28 percent scoredin the lowest quartile on the gen-eral knowledge certification exam.Of those remaining in the sameschools five years later, 44 percenthad scores in the lowest quartile.In contrast, 22 percent of the newteachers in higher achievingschools were in the lowest quar-tile, which only increased to 24percent for those remaining afterfive years.

P H OTO S : SUSE professors Susanna Loeb (L) and Pam Grossman (R)are working to better understand how teacher preparation policiesand practices affect the supply, retention, and effectiveness of K–12teachers in difficult-to-staff urban schools.

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Pathways in and out of TeachingBY B O B H A S S

Second, because teacher effectiveness typicallyincreases during the first few years of teaching careers,high teacher turnover in lower-performing schoolsdisadvantage students in those schools.Twenty-sevenpercent of first-year teachers in New York City’slower-performing schools did not return the follow-ing year, compared to 15 percent in schools havingrelatively higher student achievement.

In another set of analyses, Loeb and her colleaguesexamined New York elementary school teachers’ firstjobs, using a database that included information forevery teacher employed in a New York public schoolany time between 1995 and 2004.They found thatteachers tended to choose schools that are close toschools they themselves attended.Among their find-ings: over 60 percent of New York State teachers firstteach within 15 miles of their old high school and 85percent teach within 40 miles. Even of those whotravel over 100 miles to college, most return home toteach.2

Geographic location of a teacher’s residence is alsoan important determinant of one’s decision to stay inthe same school, transfer to another school in the dis-trict, transfer to another district, or leave teaching inNewYork State during the first five years of one’scareer.3 In a study of New York City teachers, theresearchers found that of the teachers who residedoutside NewYork City prior to beginning theirteaching careers, only 20 percent remained teachingin the same school after five years, with over 30 per-cent transferring to schools outside New York City.By contrast, 40 percent of teachers who lived in NewYork City about 3 miles from school were twice aslikely to remain in the same school and only 7 per-cent transferred to schools outside of New York City.

The studies by Professor Loeb and her New Yorkcolleagues suggest that one strategy for getting andretaining qualified teachers in low-income urbancommunities is to entice people from those commu-nities into teaching.Their research also clearly illus-trates the need to create other incentives—including

pay—to attract and retain skilled teachers in theschools where children have the greatest needs.

Professor Loeb and her colleagues in Albany haverecently joined forces with SUSE faculty memberPam Grossman in a new study that examines tradi-tional and alternative pathways by which people enterteaching in New York City public schools.ThePathways Study looks at how the characteristics ofdifferent teacher preparation programs affect the sup-ply, retention, and effectiveness of the K–12 teachingworkforce in difficult-to-staff urban schools and theachievement of students they serve. SUSE alumniKaren Hammerness (PhD ’79) and MorvaMcDonald (AM ’99, PhD ’03), and current stu-dents Ann Jaquith, Michelle Reininger, and MattRonfeldt are also contributing to this work.

The genesis of the Pathways Study lay in the desireof the New York City Department of Education,New York State Regents, and New York StateEducation Department to have baseline data on therelative merits of the various pathways by which peo-ple enter the teaching profession in New York City(see sidebar). Since September 2003, all teachers inNew York City have been required to be certified.This new policy resulted in a shortage of thousands ofcertified teachers and the subsequent creation of newpathways into teaching, including the New York CityTeaching Fellows Program.

The research design addresses the complex issue ofselection bias, something that many past studies havenot always adequately considered.“Those who chooseto enter teaching through alternate routes may be sig-nificantly different from those who enroll in tradi-tional programs,” explains Grossman,“just as thosewho choose to attend a small elite program may bedifferent from candidates who attend a less selectiveprogram.” Because teaching candidates select theirpathway into teaching, researchers need to accountfor this selection in any assessment of program effects.This ensures that they do not mistakenly attribute theimpact of these background characteristics to featuresof teacher pathways, say Loeb and Grossman.

In addition the researchers are exploring howcharacteristics of teacher preparation ultimately affectstudent learning and achievement, something previousstudies have not attempted. It focuses on five aspectsof teacher preparation that have been identified asimportant indicators of program quality: 1) programstructure; 2) subject-specific preparation in readingand math; 3) preparation in learning and child devel-opment; 4) preparation to teach diverse learners andin urban settings; and, 5) the characteristics of fieldexperiences.The survey data, along with administra-tive data and information collected from preparationprograms, can be linked to the teacher’s contributionto student achievement.

This study promises to have a broad impact thatextends well beyond New York City, according toLoeb.“It will likely provide colleges and universitiesthat prepare a majority of the nation’s teachers with

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I M AG E : This theoreticalframework of the PathwaysStudy describes Loeb andGrossman’s approach tounderstanding teacherpreparation in the contextof New York City, thenation’s largest school system.

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information on what practices and policies are mosteffective in preparing teachers, especially for urbandistricts with high proportions of poor, non-whitestudents,” says Loeb.“School districts may learn moreabout how pathways affect teacher retention and per-formance.The research will likely inform policy dis-cussions on the role of alternative certification.Andstate policymakers will be better able to assess howpolicies governing teacher preparation programs andteacher credentialing can improve student outcomes.”

Preliminary research results of the Pathways studyare due out this fall, and may be accessed atwww.teacherpolicyresearch.org.

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1 Lankford, H., Loeb, S., & Wyckoff, J. (2002).Teachersorting and the plight of urban schools:A descriptiveanalysis. Educational Evaluation and Policy Analysis, 24, 37-62.

2 Boyd, D., Lankford, H., Loeb, S.,Wyckoff, J. (2005).The draw of home: How teachers’ preferences for proxim-ity disadvantage urban schools. Journal of Policy Analysis andManagement, 24(1), 134-132.

3 Boyd, D., Lankford, H., Loeb, S.,Wyckoff, J. (2005).Explaining the short careers of high achieving teachers inschools with low-performing students. American EconomicReview, 95(2).

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In addition to traditional college and university-based teacher preparation programs, prospective teachers in the NewYork City public schools may enter the profession through alternative pathways that also provide training and certification.The SUSE-SUNY study examined the following alternative programs:

New York Teaching Fellows ProgramThe largest alternative certification program in the U.S. In

2004–2005, 1 in 15 of the almost 80,000 NYC public schoolteachers was a Teaching Fellow. Candidates are required tocontinue teaching for 2–3 years while getting their master’sdegree.

• Year Established: 2000• Area Served: New York City only• School Level: Mainly underperforming middle and high

schools• Participants: About half are white; primarily mid-career

professionals and recent college graduates, most withoutprior teaching experience

• Subject Areas: High-need subject areas of math (most crit-ical), science, Spanish, special education, and bilingual edu-cation

• Training: Four-week, full-time pre-service program begin-ning late September, January, or June. Once fellows havesecured a teaching position, they begin a subsidized, two-to three-year master’s degree program at a local university.

• Website: www.nycteachingfellow.org

Teach for America (TFA)Run by a national organization rather than a college or

university.To participate in the program,TFA members mustcommit to two years of teaching.

• Year Established: 1990• Area Served: 1,000 schools in 22 U.S. regions with the

largest gaps in educational outcomes

• School Level: All levels• Participants: 31% are people of color; 93% held lead-

ership positions in college• Subject Areas: All• Training: Pre-institute independent work; five-week,

full-time summer training institute. Candidates earncertification; many also earn a master’s degree.TFAprovides an ongoing regional support network for TFAclassroom teachers.

• Website: www.teachforamerica.org

Teaching Opportunities ProgramA collaborative initiative between the City University

of New York (CUNY) and the New York CityDepartment of Education. Participants must commit toearning a master’s degree at CUNY and then teaching fortwo additional years in the New York City public schools.

• Year Established: 1999• Area Served: New York City only• School Level: Secondary• Participants: Recent college graduates and career

changers• Subject Areas: Shortage areas in secondary math, sci-

ence, and Spanish• Training: Seven-week, full-time summer program in a

subject area. Once participants begin teaching in thefall, they take coursework concurrently toward a mas-ter’s degree at CUNY for the next two-to-three years(all receive tuition waivers).

• Website: www.top.cuny.edu

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BY E R I C A G I L B E RTS O N

In 2003, the Stanford University School ofEducation received its largest gift ever for studentfinancial aid from The Bernard OsherFoundation of San Francisco.With a generous giftof $1 million,The Bernard Osher Endowment Fundwas established to increase the enrollment of studentsin high demand areas of teaching. Recognizing theneed for qualified workers in professions such asteaching and nursing, the gift was part of the founda-tion’s broader strategy to develop highly-skilled lead-ers for the growing sectors of the economy.

Since receiving the funds, SUSE has awardedtwenty-five Osher Fellowships, including eight recipi-ents this year.The prestigious scholarships are award-ed to Stanford Teacher Education Program (STEP)students interested in teaching high demand subjects,committed to equity in educational opportunity, andlikely to take on leadership positions in their schools.Upon graduating from SUSE, Osher scholars go onto teach difficult subjects like math and science in themost challenging schools and districts.These sought-after teacher-leaders are fulfilling their promise withremarkable results.

SUSE alumnus Stephen Mark Dobbs(Stanford BA '64, SUSE PhD '72), Executive VicePresident of The Bernard Osher Foundation, com-mented,“The SUSE Osher Scholars are committedto teaching math and science in low-income schooldistricts where they are much needed. The BernardOsher Foundation is pleased to establish a connectionwith Stanford—we know that graduates of theSchool of Education are among the best-educated inthe nation. They leave Stanford equipped with boththe professional skills and personal strengths to begreat teachers.”

In 2004-2005, Osher Fellow Jessica Huang(AM ’05) interned as a STEP science teacher at JuneJordan School for Equity, a new small high school inthe San Francisco Unified School District. She creditsSTEP with challenging her to think deeply aboutways to make content accessible and interesting toher students throughout her student teaching.“Through my STEP experience, I gained access tonot only up-to-date technology and other resources,but also a structured avenue in which to learn howto use the materials and carefully plan my units andassessments,” she explained.Thanks to the Osherfunding, she had the freedom to take out fewer fed-eral school loans and was able to fund her own mas-ter’s degree.

Now a math and science teacher at June Jordan,she faces many challenges, as well as leadershipopportunities.The school has a very diverse popula-

tion, including African American, Latino,Asian, andRussian students. Most students face various obstaclesto a successful education, such as limited communityresources and violence and drugs in their neighbor-hoods. Huang is now part of a teaching staff dedicat-ed to helping these students succeed despite the oddsthrough community building, parental involvement,and social equity.This often involves long work daysand tireless commitment to her students’ success.“This year I look forward to teaching students toinspire themselves and others to reach their goals. Iwant students to… think about how they can usetheir learning to fight for social justice in the future,”she said.

Erin Buzby (AM '05), also an Osher Fellow in2004-05, interned at Hillsdale High School in SanMateo, where she co-taught math without a masterteacher.This experience not only opened her eyes tothe complicated craft of teaching, but also to theimportance of the concept of “authentic teaching.”“Math is more than practicing and memorizing; weneed to teach math so that students can actually useit.The STEP program was my first choice because ofthe emphasis on teaching to all learners and thefocus on teaching students the many different, butequally important, ways to be good at math,”observed Buzby. She is grateful that her Osher schol-arship made it possible for her to study at Stanford. Itcovered about 10% of her tuition, making Stanfordmore affordable to attend.

STEP prepared her well for her current teachingposition at San Lorenzo High School, where themajority of her students are from low- to middle-income households and are students of color. Buzbyteaches algebra in an all group-work, project-basedlearning environment. Most of her students are first-semester freshmen, so in addition to her teachingresponsibilities, she helps them make the often diffi-cult transition to high school and acclimates them toworking in groups. One of her biggest challenges ishelping students make education a priority evenwhen they have difficult situations at home. “Oneof my most daunting tasks is convincing studentswho believe otherwise that they are smart and canlearn mathematics,” she said.

The Bernard Osher Foundation was established in1977 to provide financial support for the arts, educa-tion, the environment, health care, and social andcommunity projects.The Foundation supports pro-grams for undergraduate or graduate financial assis-tance at sixteen college and university campuses inNorthern California and seventeen institutions in thestate of Maine. It was founded by businessmanBernard Osher and his family.

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P H OTO S : Since receiving a $1 million gift from TheBernard Osher Foundationin 2003, SUSE has awardedtwenty-five Osher Fellow-ships. STEP grads EricaBuzby, AM ’05 (T), and Jessica Huang, AM ’05 (B),were among the 2004–2005recipients.

SUSE Osher Fellows Take on Teaching Challenges

BY B A R B A R A M C K E N N A

Nationwide, from meetings ofstate governors to meetings of localPTAs, there is a growing recogni-tion that America's high schools arenot giving students the educationthey need to succeed in today'swork force.This summer, on theStanford campus, a group of teach-ers and school administrators dedi-cated a week of their summer to

take a proactive next step — fromrecognition to action.

Some 350 teachers, principals,superintendents and other educa-tors traveled from aroundCalifornia to participate in an insti-tute series focusing on ways toimprove high schools.Titled,"Rigor & Relevance: ReinventingAmerica's High Schools," the serieswas hosted in June by the SchoolRedesign Network (SRN).

For the past five summers, SRNhas hosted the popular instituteseries to explore ways to redesignhigh schools to better prepare stu-dents for college and careers.Thissummer's topics included creatingsmall learning communities, build-ing effective assessments, redesign-ing large high schools, restructuringadministrative offices, and lessonslearned on the road to conversion.

Participants, who are oftenalready in the process of schoolredesign, come together to listen,

be challenged, brainstorm, andleave with concrete plans forimplementing change to maketheir schools more effective learn-ing environments.

Among the speakers wereStanford's Charles E. DucommunProfessor of Education LindaDarling-Hammond and ProfessorEmeritus and President of theCarnegie Foundation for theAdvancement of Teaching LeeShulman. Other speakers includedDeborah Meier, founder of theCentral Park East School, and for-mer San Diego Superintendent ofSchools Alan Bersin, who spoke atthe institute the day before takingoffice as California Secretary ofEducation.

For more information on theSchool Redesign Network andupcoming programs, visitwww.schoolredesign.net or call(650) 725-0703.

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BY D E B R A WAT K I N SFor the past four years, the California Alliance of African

American Educators (CAAAE) has teamed up with the SchoolRedesign Network (SRN) in co-sponsoring a two-day summerinstitute at SUSE focused on providing strategies for teachingstudents of African descent.

Entitled “Pedagogies and Practices for Successfully ReachingAfrican American Students,” the institute has sold out every year,gaining steady attention for its prominent presenters whoseresearch-based methodologies have proven successful in engagingAfrican American learners.This past June, New York UniversityEducation Professor Pedro Noguera, noted for his work on therole of school culture in fostering academic excellence, kicked offthis year’s institute with his keynote address. Other formerkeynote speakers include MacArthur Fellow and Algebra Projectfounder Robert Moses, author and Spelman College PresidentBeverly Daniel Tatum, and Gloria Ladson-Billings, author andpresident of the American Educational Research Association.

Since 2001, nearly 500 education professionals have participat-ed in the annual institute, including college presidents, superin-

tendents, teachers, and paraprofessionals.After attending presenta-tions during the first half of the institute, participants must designa plan that they will implement in their various work environ-ments. Past examples have ranged from a school action plan toensure high academic achievement among all its students, to ateacher’s guide to creating culturally relevant lesson plans.CAAAE is currently compiling project designs from this sum-mer’s institute, as well as information from the presenters, forpublication and purchase by anyone working with students ofAfrican descent.

Debra Watkins (AM ’77), founder and president ofCAAAE, explained,“By making the publication available to alarger audience, our institute will ensure that many more peoplewill have access to information designed to improve the academ-ic achievement of African American students.”

For more information about CAAAE’s forthcoming publica-tion and its annual summer institute, contact Debra Watkins atcountitalljoy@earthlink.net.

P H OTO : California Secretaryof Education Alan Bersinspeaks at a press conferencefollowing his institute pres-entation, “Restructuring theCentral Office: Essential Con-ditions for Reinventing HighSchools.”

Educators Focus on

HIGH SCHOOL REDESIGN AT SUMMER INSTITUTE

Institute Examines Best Practices in

REACHING AFRICAN AMERICAN STUDENTS

Fo r u mQ U E S T I O N

Make StrongPreparation anEntitlement of AllTeachers

Debates about how to recruitand prepare more effective teachers have often focusedon which single attribute—intelligence or training,academic background or experience—best predictsteacher success. In recent years, a number of studieshave found that teachers are more effective when theyhave all of these elements of knowledge for teaching: astrong and flexible understanding of the subject matter,an understanding of student learning and a repertoireof effective teaching strategies, and mentored experi-ences that develop sophisticated skills. Like otherresearchers, we found in a recent large-scale study that,after controlling for student, teacher, and school char-acteristics, teachers who had met the content and ped-agogical requirements represented by certification wereconsistently more effective than teachers without certi-fication, whether they entered through traditional pro-grams or through alternative programs like Teach forAmerica.Teachers from all of these pathways grewmore effective as they acquired teacher education.1

Unfortunately, arguments about the predictors ofeffective teaching have often been used to reducepreparation for teachers who teach low-income stu-dents and students of color in poor communities.Many other high-achieving nations, including Finlandand Sweden, pay the full costs of rigorous teacher

preparation, including living stipends.These two- andthree-year graduate level programs add intensive peda-gogical training to a strong disciplinary major—emphasizing the skills to teach challenging content to awide range of learners—and include at least a full yearof mentored teaching in partnership schools.Teachers’learning is not determined by how long they canafford to be in school, but by what they need to knowto be successful in the classroom.

These nations are moving toward a common cur-riculum for teacher education that, as CarnegieFoundation President Lee Shulman suggests, is essentialto provide all teachers with the knowledge their stu-dents need for them to have.The process of developingsuch a consensus for professional education has beenundertaken by all other professions, and has recentlybeen advanced for teaching by a National Academy ofEducation panel that has outlined the key features of acommon teacher education curriculum in PreparingTeachers for a Changing World:What Teachers Should Learnand Be Able to Do (Jossey Bass, 2005). Embraced byprofessional organizations and accrediting agencies, thiseffort could increase teacher effectiveness on a widescale if it is joined to policies that make strong prepara-tion an entitlement of all teachers, and that create sup-portive conditions for ongoing learning in schoolswhere well-trained teachers are needed the most.

__________1 Darling-Hammond, L., Holtzman, D., Gatlin, S.J., &

Heilig, J.V. (in press). Does teacher education matter?Teacher certification,Teach for America, and teacher effec-tiveness. Educational Policy Analysis Archives.

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L I N DA DA R L I N G -H A M M O N D

Stanford UniversityCharles E. DucommonProfessor of Education

Co-Director, SchoolRedesign Network

ldh@stanford.edu

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* In every issue, the Educator poses a question about a timely topic. Selected members of the community (alumni, faculty andstudents) are invited to respond. If you have a suggestion for a future Forum Question, or would like to be a respondent for a particular topic, please contact the editor at suse.alumni@stanford.edu

S T A N F O R D E D U C A T O R F A L L 2 0 0 56

How do we improve the effectiveness of teachers?

L E E S . S H U L M A N

President, The CarnegieFoundation for theAdvancement of Teaching

Stanford UniversityCharles E. DucommunProfessor of Education,Emeritus

pres@carnegiefoundation.org

Teacher Education DoesNot Exist

Teacher education does not existin the United States.There is somuch variation among all programsin visions of good teaching, stan-

dards for admission, rigor of subject matter prepara-tion, what is taught and learned, character of super-vised clinical experience, and quality of evaluationthat compared to any other academic profession, thesense of chaos is inescapable.The claim that there are“traditional programs” that can be contrasted with“alternative routes” is a myth.We have only alternativeroutes into teaching.There may well be ways inwhich the teaching candidates of Teach for Americaor the New York City Fellows program meet morerigorous professional standards than those graduatingfrom some "traditional" academic programs.Compared to any other learned profession such aslaw, engineering, medicine, nursing or the clergy,where curricula, standards and assessments are farmore standardized across the nation, teacher educationis nothing but multiple pathways. It should not sur-prise us that critics respond to the apparent cacopho-ny of pathways and conclude that it doesn't matterhow teachers are prepared.

I am convinced that teacher education will onlysurvive as a serious form of university-based profes-

sional education if it ceases to celebrate its idiosyn-cratic “let a thousand flowers bloom” approach toprofessional preparation.There should be no need toreinvent teacher education every time a school initi-ates a new program. Like our sibling professions, wemust rapidly converge on a small set of “signaturepedagogies” that characterize all teacher education.These approaches must combine very deep prepara-tion in the content areas teachers are responsible toteach (and tough assessments to ensure that deepknowledge of content has been achieved), systematicpreparation in the practice of teaching using powerfultechnological tools and a growing body of multimediacases of teaching and learning, seriously supervisedclinical practice that does not depend on the vagariesof student teaching assignments, and far more empha-sis on rigorous assessments of teaching that will leadto almost universal attainment of board certificationby career teachers.The teacher education professionmust come to this consensus; only then can accredita-tion enforce it. Commitment to social justice is insuf-ficient; love is not enough. If we do not converge ona common approach to educating teachers, the profes-sional preparation of teachers will soon become likethe professional education of actors.There are superbMFA programs in universities, but few believe theyare necessary for a successful acting career.

High Expectations andProfessionalDevelopment AreCrucial

At our school we approachteacher effectiveness not as indi-

vidual teachers, but as a team of teachers.Together, wecreate a culture of high expectations and push eachother to be the best teachers we can be.

Building a culture of high expectations beginswith hiring.We state high expectations during ourinterview process, making it explicit that teacherscommit to their own professional growth and con-stant learning and to collaborating and planning withcolleagues regularly.Teachers come to our schoolexpecting to work harder and to be held accountable.While these may just sound like hackneyed words, theculture of our school gives them meaning. For exam-ple, groups of teachers meet at every opportunityevery day to discuss how to reach particular students,improve a lesson, or share best practices.Whether it isbefore school, during school, at lunch, in the evening,

or on a weekend, our teachers are always working as ateam.

With the culture of incredibly high expectationsfor teachers must come reliable and meaningful sup-port. High quality whole group and individualizedprofessional development is critical.Teachers seek outprofessional development opportunities depending ontheir foci for growth. For example, our English teach-ers both attended the Reading/Writing Project work-shops through Teachers College this summer; otherteachers visited other schools across the country. Ourteachers participate in peer observations and observa-tions of external excellent teachers.They give andreceive critical feedback from peers, other educators,and me (the principal). In addition, we eliminate asmuch bureaucracy and paperwork as possible whileproviding funding for our teachers to purchase allnecessary materials for their classrooms.

We support our teachers to reach the high expec-tations we have for them, and we hold our teachersaccountable for their students’ results, I am able togive my teachers incredible freedom to teach in a waythat is most effective for them, using the materials thatwill best complement their practices.

S E H B A Z H U M K H AWA L A

Principal, KIPP Heart-wood Academy, San Jose, CA.

SUSE AM ‘02

szhumkhawala@kippheartwood.org

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Recent

F A C U LT Y N E W SM

Anthony Antonio was elected asa Board Member for Division J(Postsecondary Education) of theAmerican Educational ResearchAssociation. In May, he received afaculty award from the Stanford’sAsian American Activities CenterAdvisory Board and the AsianPacific American Alumni Clubfor his service, achievement, anddedication to the Stanford AsianAmerican community.

Bryan Brown was awarded the2005 Minority Fellow Award bythe National Association ofResearchers on ScienceTeaching’s Equity & EthicsCommittee.The NationalAcademy of Education alsonamed him a Spencer PostDoctoral Fellow.

In April, Martin Carnoy andIngram Olkin were both electedto be members of the NationalAcademy of Education (NAE).

The John Templeton Foundationhas awarded Bill Damon a$952,000 grant to conduct a pio-neering study on how youth findand develop purpose in theirlives.The foundation has alsocommitted to an additional $1million to be matched by othersolicited support over the courseof the next four years.The newproject will be located at theStanford Center on Adolescence,where Damon serves as director.

Linda Darling-Hammondreceived a grant from the MorganFamily Fund in support of thePerformance Assessment forCalifornia Teacher (PACT) proj-ect. She published the book,Instructional Leadership for SystemicChange:The Story of San Diego’s

Reform (Rowman & Littlefield,2005), with Amy M.Hightower (PhD ’03), JenniferL. Husbands (PhD ’05),Jeannette R. LaFors (PhD’04), Viki M.Young (PhD’05), and Carl Christopher. UsingSan Diego’s reform initiative inthe late 1990s as a case study, thebook examines how educationleaders can develop and imple-ment strategies to improve teach-ing quality as well as manage theprocess of school reform.

Steve Davis is the lead author ofReview of Research: DevelopingSuccessful Principals, a monographthat was published by theStanford Educational LeadershipInstitute (SELI) in July.Themonograph is a result of aWallace Foundation-commis-sioned study that examines themost effective financial, organiza-tional, and training strategies inprofessional development pro-grams for principals.Contributing authors includeprofessors Linda Darling-Hammond and DebraMeyerson, and ResearchDirector Michelle LaPointe.

In July, Pam Grossman gave thekeynote address at the annualmeeting of the InternationalStudy Association for Teachersand Teaching in Sydney,Australia.Her former advisee MorvaMcDonald (AM ’99, PhD ’03)won the OutstandingDissertation Award from DivisionK (Teaching and TeacherEducation) of the AmericanEducational ResearchAssociation.

Patricia Gumport received agrant from the CarnegieCorporation of New York for herresearch on improving the qualityof liberal arts education.

Mike Kirst co-authored a secondedition of The Political Dynamicsof American Education withFrederick Wirt (McCutchan,2005).The book presents a con-ceptual framework of the politicsof U.S. education, consideringeverything from the local level--where community coalitions,school boards, superintendents,and even teachers act as politi-cians--to the state and federallevels, where policy and financecome into play.

In October, David F. Labareedelivered the Presidential Addressat the History of EducationSociety’s annual meeting inBaltimore, MD. He was re-elect-ed to a second term as a memberof the Executive Board of theAmerican Educational ResearchAssociation. His book Degrees ofAdvantage: Selected Works of DavidLabaree will be published byRoutledgeFalmer in 2006.

Roy Pea received the 2005-2006IBM Research Faculty Award, acash-only award intended to rec-ognize outstanding faculty andpromote innovative, collaborativeresearch.

In May, Woody Powell was theDeloitte Distinguished VisitingFaculty at the Judge Institute ofManagement and Social andPolitical Sciences at theUniversity of Cambridge.

S T A N F O R D E D U C A T O R F A L L 2 0 0 58

MA RT I N C A R N OY

S T E V E DAV I S

B I L L DAM O N

Francisco Ramirez received athree-year grant of $549,600from the Spencer Foundation tosupport a research project withJohn W. Meyer entitled,“TheWorldwide Rise and Spread ofHuman Rights Education, 1950-2005.”This mixed methods studyalso supported by the NationalScience Foundation and theBechtel Initiative on GlobalGrowth and Change, builds onprior research on the rise ofhuman rights as an internationalregime. Ramirez delivered anaddress on the state of the sociol-ogy of education in the U.S. atthe tenth annual meeting of theSpanish Sociology of EducationAssociation in Santander, Spain.

Rich Shavelson was appointedMargaret Jacks Chair in theSchool of Education in June. Hewas named Senior Fellow at theStanford Institute for theEnvironment. In November, hedelivered the keynote address,“What Constitutes Research inEducation?” at the 2005Educational Leadership ResearchInstitute, which was sponsored byparticipating campuses in thejoint EdD program of CaliforniaState University and theUniversity of California at Irvine.

Hans Weiler is involved withStanford’s European Roundtable;the Hertie School of Governancein Berlin, a multi-year commis-sion on “demography and highereducation;” and, UNESCO’s

Forum on Research in HigherEducation.This year, he has beeninvited to give presentations inBudapest, Heidelberg,Vienna,Freiburg, Paris, Byblos/Lebanon,Berlin, and Jena. His website iswww.stanford.edu/people/weiler.

Joy Williamson received the St.Clair Drake Teaching Award fromStanford’s Black CommunityServices Center for her outstand-ing performance and lasting con-tribution to the Stanford com-munity.

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J OY W I L L I AM S O N

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Haertel and Labaree Appointed

New Associate DeansDean Stipek has created a second associate dean’s position at SUSE starting this academ-ic year.The former position of Associate Dean of Academic Affairs, held by EamonnCallan since 2001, has now been restructured into an Associate Dean of Student Affairsand an Associate Dean of Faculty Affairs. David Labaree will take on student responsibil-ities and Ed Haertel will oversee faculty affairs.

Haertel, who has been a SUSE faculty member since 1980, will primarily oversee andcoordinate new faculty searches.“This is a critically important function. We are a smallschool, and every new hire really counts. If I can facilitate communication among the search committees, Imay be able to help in identifying strong candidates who meet needs in multiple program areas,” heexplained. Haertel has also recently been appointed Chair of the Advisory Board of the Academic Council atStanford, a prestigious committee which must approve all Stanford appointments, reappointments, promotions,and recommendations for the creation of new academic departments prior to their submission to the Boardof Trustees.

Labaree, a SUSE professor since 2003, commented,“Going to graduate school is an illuminating and stressfulexperience. My aim in my new position is to help ease some of the stresses in the process and allow studentsand faculty to focus on the possibilities for illumination.” He added that he was delighted to have the oppor-tunity to support and work with such an outstanding group of graduate students.

P H OTO S : SUSE ProfessorsEd Haertel (T) and David Labaree (B) are the new AssociateDean of Faculty Affairsand Associate Dean of Student Affairs,respectively.

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The School of Education is pleased to announce thelaunch of the Alumni Relations Ambassador program.

To maintain close ties with their peers and SUSE, a 2005graduate from each master’s program will represent his orher graduating class as a liaison. In addition, the Ambassadorswill encourage peers to participate in alumni-related activi-ties and serve as the communication link for professionaldevelopment opportunities, jobs, and other career-relatedactivities.This year's Ambassadors for the Class of 2005 are:

Jess Andres (POLS), Diego Arambula (STEP), ShrutiBajaj (LDT), Marisa Bueno (POLS),Torie Gorges(ICE), Erica Vaughan (CTE), Sonal Nalkur (SSE), andChris Tilghman (MA/MBA).

For more information about the Alumni RelationsAmbassador Program, contact Tanya Capuano, Director ofAlumni Relations, at tanya.capuano@stanford.edu or (650)723-0555.

MSUSE Establishes

ALUMNI AMBASSADOR PROGRAM

BY E V Y D U, A N D R E S M O L I N A , J A N E PA K ,

M I C H E L L E P H I L L I P S , A N D W I L LOW

S U S S E XThanks to vision and altruism

from the International ComparativeEducation (ICE) master’s program’sclass of 2004, financial assistance isnow available to support their suc-

cessors’ academic development.Created in 2004, the ICE M.A.Fund will now help students payfor expenses (travel, mailing, etc.)associated with monographresearch. Previously, the only assis-tance available to ICE master’s stu-dents was a small travel fund forconferences. Class of 2004 studentsEvy Du, Andres Molina, JanePak, Michelle Phillips, andWillow Sussex helped change thisby establishing this annual scholar-ship fund for master’s students after

agreeing that even a little monetaryhelp would have gone a long wayin supporting their own researchprojects in the field of comparativeeducation.

According to the five students,the idea was driven by passion forthe field and a first-hand under-standing of obstacles master’s stu-dents face with their research proj-ects, which often require travel orexpensive communications.Thenew fund is intended to ease theburden of those expenses.

The founding students raisedfunds that were awarded last Marchto class of 2005 students LucasArribas Layton, Emily Flynn,Brian Gabele, and Yolko Sierra.Each student received funds for usein their research on topics such asbilingual education in Chile, uni-versity-level testing in Brazil, andadvocacy for children’s educationamong Mexican indigenous parentsin California’s Central Valley. Fundcontributors included the graduat-ing ICE class of 2004, ICE facultymembers, and School of EducationAssociate Dean Eamonn Callan.Callan advised organizers andcalled for faculty support, whichled to monetary donations and air-line tickets from frequent flier pro-grams.

Recipient Emily Flynn said,“The Fund money allowed me to

undertake an interview-basedresearch project in the field - driv-ing to the Central Valley and meet-ing my participants in their homesfor interviews. I can't imagine anyother way I would have been ableto have such rich and fascinatinginteractions with the people I stud-ied.”

Applications were evaluated bythe fund’s founders who judgedthem based on research proposaloriginality, research contribution tothe field, practicality, and fundapplication quality.The fund’s inau-gural committee passed the torchto a new fundraising committee offour students (Brian Gabele,Torie Gorges, Yolko Sierra, andCorinne Singleton) from theICE master’s class of 2005.

To make donations to the ICEM.A. Fund, checks can be sent tothe Stanford University School ofEducation with "Dean'sDiscretionary Fund, ICE M.A.Fund" written on the memo line.Given the nature of the ICE pro-gram, the fund also welcomesdonations in the form of mileageairline tickets to assist student trav-els for ICE conferences and/or datacollection for student projects. Formore information about the ICEM.A. Fund, or to make a donation,email icemafund@lists.stanford.edu.

M

P H OTO : 2004 ICE graduateslaunched the ICE M.A.Scholarship Fund to helpstudents pay for expensesassociated with mono-graph research. This year’s recipients of the fundinclude current ICE students (L to R) EmilyFlynn, Brian Victor Gabele,Lucas Arribas Layton, YolkoSierra.

2004 ICE Grads

CREATE SCHOLARSHIP FUND

The Latest

A L U M N I N E W S

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1940 sWhile at Stanford, Majorie Coffill,AM’ 41, was on the Stanford Deanof Women’s Staff from 1940-1941and was recipient of the Pi LambdaTheta award in 1940. From 1941 to1943, she was social director of thewomen’s campus and a psychologyinstructor at Pomona College. Shewent on to become an active civicleader and was honored with theWoman of Distinction award bySoroptimist International in 1993.She is now retired.

1960 s Francis M.Trusty, EdD ’60, hasbeen Executive Director of theTennessee School AdministratorsCareer Ladder program, a consult-ant to the Alliance of Universitiesfor Democracy in Eastern Europe,and Director of a DanforthFoundation study of human con-flict.Among his achievements, hewas named a DistinguishedProfessor of the National Academyof School Executives and wasawarded a Fulbright professorshipin Thailand. In 1990, he became aProfessor Emeritus at theUniversity of Tennessee, and nowdedicates his time volunteering,traveling, gardening, and visiting hisfive grandchildren. He recentlycompleted his autobiography.

Myer Horowitz, EdD ’65, receivedan honorary law degree from theUniversity of Calgary. He is therecipient of several honorarydegrees from such Canadian uni-versities as Brock, McGill,Concordia,Athbasca,Alberta,Victoria, and the University ofBritish Columbia.

After pursuing postdoctoral studiesin psychology at the University of

Oregon from 1966 to 1967, AlbertH.Yee, EdD ’65, went on to be aprofessor, research scholar, and aca-demic dean. In 2001, he visitedChina and Hong Kong, and in2003, he trekked the Himalayas.Drawing on experiences from thesetravels, as well as from his 1947 tripto China as a student and his serv-ice in the Korean War, he wrote hislatest book, Yeee-Hah! (Bookman,2005).The book contains a mixtureof autobiographical storytelling,Asian American history, and cross-cultural psychological theory.

After 28 years of service in theNavy, Robert Hunter Haley, AM’67, retired as a Chief Petty Officer.He is now working to establish theNorthern Nevada MilitaryMuseum, which plans to reachNevada schools through a mobileexhibit.

Martha Green Quirk, AM ’67, hasbeen the Dean of Admissions atPrincipia College in Elsah, IL since1980. Prior to working atPrincipia, she spent eight yearsteaching English in junior highschools in three different states.

Jeffry John Stein, AM ’67, recent-ly completed the film, Mr. Flood’sParty, based on a poem by EdwinArlington Robinson. He also pub-lished Life, Myth, and the AmericanFamily Unreeling:The SpiritualSignificance of Movies for the 20th

Century (Universal Publishers,2005), a book that examines thecultural significance of moviesabout family relationships. Hisbook can be downloaded from hispublisher’s website at www.univer-sal-publishers.com. He is an adjunctprofessor of film studies at WatkinsCollege of Art and Design inNashville,TN.

Judith Casey, AM ’68, retired after23 years as a librarian at Iowa StateUniversity (ISU) in Ames. She mar-ried an ISU mathematician andUC Berkeley alumnus in 2000 andreturned to the Bay Area in 2004.She and her husband are currentlyremodeling her husband’s familyhome in Oakland, CA.

Don Sharpes, AM ’68, recentlypublished his seventeenth bookentitled Lords of the Scrolls: LiteraryTraditions in the Bible and Gospels(Peter Lang Publishing, 2005).Thissummer, Sharpes co-directed a pro-gram at Harvard for 25 high schoolsocial studies teachers to developcurricula from a study of archaeol-ogy.The program was funded bythe National Endowment of theHumanities.

After retiring as a high school prin-cipal, Marshall Umpleby, AM ’69,published his first book lastOctober. On Falcon’s Wings (PublishAmerica, 2004) is a historical WorldWar II novel set in Prague and theeastern front in 1942. More infor-mation can be found at his website,www.marshallfumpleby.com.

1970 s As a leadership and organizationconsultant, Harry Hutson, AM’72, designs and leads system-wideplanning events, workshops, andteam-building exercises. He recent-ly co-authored Leadership inNonprofit Organizations with BarryDym (Sage Publications, 2005), abook that shows how effectiveleadership in all enterprises requirethe alignment of organizations, thecommunities or markets they serve,and the leaders themselves. Formore information about the book,email carmel.withers@sagepub.com.

After having worked as an econo-mist “in Peru’s Jungle” for 20 years,Jorge Sanchez-Moreno, AM ’73,will be returning to Stanford inorder to continue his study of edu-cation.

Monsoon Madness, a novel by GaeRusk, AM ’75, was featured as partof a showcase of alumni authors atthe Stanford Bookstore duringStanford Reunion HomecomingWeekend in October.

1980 s Kristen M. Anderson, PhD ’81, isassisting with implementation ofthe pilot universal preschool pro-gram,“Preschool for All,” in SanMateo County, CA. Solano PressBooks recently published her book,Planning for Child Care in California.

W. Newton Suter, PhD ’83, pub-lished his textbook, Introduction toEducational Research:A CriticalThinking Approach (SagePublications, 2005).

Gloria Ladson-Billings, PhD ’84,is the 2004-05 President of theAmerican Educational ResearchAssociation. She was recently elect-ed to the National Academy ofEducation and the NationalSociety for the Study of Educationboard of directors.

Lorna Catford, AM ’84, PhD ’87,will be directing the CollaborativeAutism Training and Support pro-gram, a community partnershipwhose purpose is to train individu-als to work with autistic children.Experts on autism teach courses foruniversity students and profession-als, while families participate bysupervising students, attendingseminars, and receiving respite.

David J. Flinders, AM ’81, EdD’84, PhD ’87, was recently electedas the American EducationalResearch Association Vice Presidentfor Division B (CurriculumStudies).

After getting a PhD in anthropolo-gy from the University ofWisconsin, Madison, Soon-YongPak, AM ’87, taught in Michiganfor a few years before moving backto his home country, Korea. He iscurrently an Assistant Professor inthe Department of Education atYonsei University in Seoul.

1990 sFor the past ten years, SusanKolodin, AM ’87, PhD ’91, hasworked at the InteramericanDevelopment Bank (IDB), manag-ing social development programs inEcuador and Peru. She recentlyassumed a new position as CountryCoordinator at the IDB’s head-quarters in Washington, D.C. She ismarried and has two sons, ages 2and 6.

Karin Chapin, AM ’92, began herdoctoral studies at SUSE’s LearningSciences and Technology Designprogram this fall. Her daughterAnnika was born in March.

Matt Neely, AM ’92, is the assis-tant principal at Mountain ViewHigh School, where he was placedas a “STEPpie”. He continues toserve as mayor of Mountain View,CA.

Will Laughlin, AM ’93, is Head ofSchool at Auldern Academy inPittsboro, NC, a girls’ boardingschool with a therapeutic compo-nent. He ran a marathon inSeptember across the Sahara Desertto raise funds for college scholar-ships for graduates of therapeutichigh schools.

Choya Lynn Wilson, PhD ’93, isthe director of Mount MaryCollege’s Midtown Campus, ascholarship program for youngwomen living in inner-cityMilwaukee.

Carol Colbeck, PhD ’96, washonored by Pennsylvania StateUniversity’s Commission for

Women for her work championinga national symposium entitled,“The Future of the AmericanPublic Research University.”Colbeck is the director of theCenter for the Study of Educationat Penn State.

Seth Pollack, PhD ’97, is an asso-ciate professor of service learningat California State University,Monterey Bay. Campus Compactrecently honored him with the2005 Thomas Ehrlich ServiceLearning Faculty Award for contri-butions to service-learning teach-ing and scholarship, and his workinstituting widespread service-learning on campus.

Rissa Durham, AM ’98, recentlycompleted her MBA at theJohnson School at CornellUniversity, where she studiedfinance and general management.She recently became executivedirector of Minds Matter, a non-profit organization that provideshigh achieving, low-income highschool students with three years ofintensive mentoring, and assistancein applying for summer enrich-ment programs and college.

L. Kris Gowen, PhD ’98, releasedher second book, Image andIdentity: Becoming the Person You Are(Scarecrow Press, 2005). Image andIdentity guides teenagers in betterunderstanding the elements thathelp form identity, including cul-ture and ethnicity; the role of fami-ly; gender; chronic illness and phys-ical disabilities; cliques and friends;schoolwork; and, beliefs, aspirations,and experiences. More informationcan be found at www.scarecrow-press.com.

Penny Portillo, AM ’98, startedworking at the University ofCalifornia at Irvine as Director ofUndergraduate Study for theSchool of Humanities. She recentlymoved to Orange County inCalifornia.

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H A R RY H U TS O N , AM ’ 7 2

K R I S T E N M . A N D E R S O N ,P h D ’ 8 1

MA R S H A L L U M P L E BY, AM ’ 6 9

LO R N A C AT F O R D, AM ’ 8 4 , P h D ’ 8 7

2000 sJamison Steward Moessing, AM’00, recently bought her first homeand is raising two children. She isworking to establish HumanityCorps, a non-profit organizationwhose mission is to help educatepoor youth in Ecuador.After sevenyears of planning and collaboration,Humanity Corps successfully put150 kids through school and wasrecently granted federal tax exemptstatus. For more information, visitwww.humanitycorps.org.

Starting this January, Christine MinWotipka, PhD ’01, will be assistantprofessor of comparative and inter-national development education atthe University of Minnesota,TwinCities. She and her husband, SUSEAssociate Professor AnthonyAntonio, welcomed their secondchild in September.

For the past year, Dvora Inwood,AM ’04, has been teaching at anindependent middle school in LosAngeles, CA and working as a“founding educator” at LarchmontCharter Elementary School, whichopened this fall with 120 K-2 stu-dents.The school, which plans togrow by 40-60 students a year, pro-vides a constructivist approach toteaching and learning, interdiscipli-nary projects in place of traditionalassessments, and multi-age class-rooms. Inwood encourages SUSEalumni to apply to teach atLarchmont, and can be contacted atdinwood@gmail.com.

Daniel Becker, AM ’05, publishedhis book This Mean Disease inAugust (Gürze Books, 2005).Thismemoir is an account of growingup with a mother who sufferedfrom anorexia nervosa and the dis-ease’s silent impact on his family.The first two chapters earned afinalist spot in the PacificNorthwest Writer’s Association’sannual literary contest. For more

information about the book, visitwww.bulimia.com.

Kendall Bronk, PhD ’05, has beenappointed Project Manager for the

new John Templeton Foundationgrant received by the StanfordCenter on Adolescence. Bronk willstudy the role of purpose in youth’slives.

Henry Clay Lindgren, PhD ’42, died on June 12, 2005 ofheart failure. He was 91. Born on April 12, 1914 in SacramentoCA, Lindgren joined the Navy during World War II and retiredas a lieutenant commander in 1946.The following year,Lindgren taught at San Francisco State University and served asdirector of the counseling center on campus. He served as aFulbright lecturer at the University of Rome, and authored sev-eral books, including The Psychology of Personal and SocialAdjustment, Mental Health in Education, and Effective Leadership inHuman Relations. His books were translated into several lan-guages, including Japanese, Polish, and Estonian. He is survivedby his daughter Loretta Voorhees, two grandchildren, two sis-ters, and one brother.

Josephine Ann Sanfilippo, AM ’48, died on December 25,2004. Born on December 26, 1918, she taught high schoolEnglish in Cupertino, CA and was a lifetime member of theCalifornia Teachers Association. She was a world traveler whoknew Latin, Italian, French, German, and Spanish, as well as adistinguished poet, composer of lyrics to many published songs,and a member of the American Society of Composers, Authorsand Publishers. Her poem “Autumn In the Country” was pub-lished in the Who’s Who poetry anthology.

Dominick Berardinelli, AM ’51, died on September 22,2005 at the age of 84. Born in Cranford, NJ, Berardinelli servedwith the U.S. Army’s 14th Air Force in China during WorldWar II and worked as both a teacher and a self-employed realestate broker for 39 years, specializing in properties at the SeaRanch, north of San Francisco. A 42-year resident of PortolaValley, CA, he enjoyed music and reading. Berardinelli is sur-vived by his wife of 43 years, Annelise; daughters MichelleBerardinelli, Jennifer Scher, and Andrea Gillis; sisters ConnieGabriel and Carol Donahue; and, three grandchildren.

The Reverend Patrick Joseph Ford, S.J., PhD ’72, died onJune 3, 2005, at the age of 63. He was a lifelong devotee ofGonzaga University in Spokane,WA, where he earned degreesin philosophy, classics, and sociology. Ford taught at GonzagaPrep before earning his doctorate at SUSE in theAdministration and Public Analysis program, and a master’sdegree in divinity in ethics at the Jesuit School of Theology atBerkeley. He returned to Gonzaga University to serve as adean, professor of higher education, and academic vice presi-dent. Earlier this year, Gonzaga awarded him the DeSmetMedal for his faith and dedication to advancing higher educa-tion. Ford is survived by his sister Catherine Black; brotherJerry Ford; brother-in-law Tom Black; and, several nieces andnephews.

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Alumni

O B I T U A R I E S

Current

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ANGEL INOKON

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New

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CRAIG BAKER

TANYA CAPUANO

Pamela Ellis, a doctoral candidate in theCurriculum and Teacher Education program, wasawarded the Heanon Wilkins Fellowship at MiamiUniversity in Oxford, OH.The program seeks toadvance academic career development by providingmentoring, research opportunities and teachingexperience, with the potential of obtaining a futuretenure-track faculty position at Miami University.During this one-year fellowship, she will teach onecourse per semester while writing her dissertation.

Marciano Gutierrez and Jessica Lipschultz,master’s students in the STEP secondary program,were awarded prominent Jack Kent Cooke GraduateScholarships.The award, one of the largest scholar-ships offered in the United States, provides full sup-port for graduate students of exceptional promise toreach their full potential through education.Gutierrez and Lipschultz are focusing on history andEnglish, respectively.

Angel Inokon, a master’s student in theLearning, Design and Technology program, is study-ing the use of games for learning such subjects asmath, algebra, physics, writing, and history.This sum-mer, Inokon taught game design to teenagers at theUrban Video Game Academy in Baltimore, MD, and

met with a gaming provider in Shanghai to learnabout its plans to expand the use of educationalgames in China.

Melinda Martin-Beltrán, a doctoral candidate inthe Social Sciences, Policy and Educational Practiceprogram, has received the prestigious SpencerDissertation Fellowship. Funded by the SpencerFoundation, the Dissertation Fellowship Programseeks to encourage a new generation of scholarsfrom a wide range of disciplines and professionalfields to undertake research relevant to the improve-ment of education. Martin-Beltrán is investigatingthe social, linguistic, and educative nature of interac-tions involving students of diverse language back-grounds in a two-way bilingual immersion school.

Susie Wise, a doctoral student in the LearningSciences and Technology Design program, and advi-sor Sam Wineburg were awarded a StanfordHumanities Lab pilot grant for the Looking aHEADat Museum Learning project.Wise and Wineburghave developed a head camera that can be worn bymuseum visitors as they move about a museumexhibition.The camera enables Wise and Wineburgto collect real-time first person video footage andthink-aloud protocols.

Craig Baker joined the JohnW. Gardner Center for Youth andTheir Communities as the newDirector in July. Most recently, hewas the Vice President ofLearning Experiences andExecutive Director of the RobertN. Noyce Center for Learning atThe Tech Museum of Innovationin San Jose, CA. Prior to TheTech, Baker worked for twenty-two years in the Pajaro Valley andRedwood City school districts asa teacher, principal, and assistantsuperintendent. Baker’s educa-

Tanya Capuano joined theSchool of Education as the newDirector of Career Services andAlumni Relations in August.Athree-time graduate of Stanford,Capuano earned an M.A. andM.B.A. from the joint-degreeprogram at the School ofEducation and Graduate Schoolof Business. In her role as Directorof Career Services and AlumniRelations, Capuano will advisestudents on their career path,prospect employers to recruitSUSE graduates, and provide

Sandy Dean is the new direc-tor of the National BoardResource Center at Stanford. Shecomes to the School with nine-teen years of experience workingin California public schools as aclassroom teacher, reform coordi-nator, and coach for novice andveteran teachers. She has workedto enhance professional develop-ment at local and state levels byhelping to create the state profes-sional development frameworkand the K-12 Master Plan, andserving as a task force member of

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YOUR SUPPORT IS

IMPORTANT TO US

q Yes, I want to help support the Stanford University School of Education. Hereis my contribution of $________________.

q Please send me information on planned giving options, including bequests and life-income gifts.

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PLEASE LET US KNOW WHAT

YOU’VE BEEN DOING.Please share with us any news about yourself or other alumnifor the Educator.Also indicate a change of address if you havemoved. Please write clearly, and spell out all acronyms. Photosare always welcome! We look forward to hearing from you.You may also submit your update on-line at:

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S T A F F — C O N T I N U E D

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tional leadership experience alsoincludes a two-year stint asDirector of Leadership Schoolsfor the Bay Area School ReformCollaborative (BASRC). Hereceived bachelor and masterdegrees in psychology and edu-cation from the University ofCalifornia at Santa Cruz, aschool administration credentialfrom San Jose State University,and a doctorate in educationfrom the University of SanFrancisco.

opportunities for alumni to stayconnected to SUSE. Mostrecently, Capuano developedstrategies for new businesses andperformed acquisitions atHewlett-Packard, and servedboth non-profit and for-profitclients as a management consult-ant to the health care industry.She is currently a board memberof I Have a Dream Foundation,an education enrichment andscholarship program in SanFrancisco that she co-foundedand directed.

Teaching and California’sFuture. In 2001, Dean receivedNational Board Certification inTeaching (NBCT) and has pro-vided support for other NBCTcandidates since then. Sheearned her B.S. in biology fromthe University of California atBerkeley and an M.A. from SanFrancisco State University inelementary education.

Baker continued from page 14 Capuano continued from page 14 Dean continued from page 14

Non-Profit Org.U.S. Postage

PAIDPermit No. 28Palo Alto, CA

Address Services Requested

Deborah Stipek, DeanRebecca Tseng Smith,Associate Dean for External RelationsAmy Yuen, Editor

Bob Hass, Erica Gilbertson,Ada Yee, Barbara McKenna,Debra Watkins, Evy Du,Andres Molina, Jane Pak,Michelle Phillips, and Willow Sussex,Contributing Writers

Stanford Design Group,Design & Production

CREDITS

INSIDE PAGE

Pathways in and out of Teaching 1–3

SUSE Osher Fellows Take on TeachingChallenges 4

Highlights from Summer Institutes 5

Forum question:Teacher Effectiveness 6–7

Faculty News 8–9

ICE M.A. Scholarship Fund 10

Alumni News 11–13

Staff and Student News 14–15

East Palo Alto High School Graduation 16

On June 17, 2005, East Palo Alto High School (EPAHS), a collegepreparatory charter school launched by SUSE in collaboration with AspirePublic Schools and Ravenswood School District, celebrated the graduationof its first class of 58 seniors in a packed ceremony at Stanford UniversityMemorial Auditorium. Stanford Provost John Etchemendy delivered thecommencement address.

In a community where 60 percent of East Palo Alto teenagers drop outof high school, EPAHS has defied the odds; more than two-thirds of itsgraduating seniors are the first in their family to get a high school diploma,and about 90 percent have been admitted to college.This year, EPAHSgraduates can be found at such schools as Smith College, University ofColorado at Boulder, Menlo College, Mills College, UC Berkeley, UCLA,and Cañada College.

The School of Education extends its heartfelt congratulations to EastPalo Alto High’s class of 2005.

M East Palo Alto High SchoolGraduates Its First Class for College

P H OTO : East Palo Alto High School class of ’05 valedictorian Nickole Tuliau hugs a well-wisher after the graduation ceremony.

Phot

o:To

mTs

eng