Hardie Fellowship Itinerary - DOC

Document Sample
Hardie Fellowship Itinerary - DOC Powered By Docstoc
					                            Hardie Fellowship Diary
                                 Bob Phillips

Professional Objectives
The overarching theme of my visit was to explore Complex Adaptive Systems and
how these systems foster organisational learning and the development of inclusive
communities. My professional objectives in applying for a Hardie Fellowship were to:
      Study the development of inclusive learning communities in a range of
settings and to examine the integration of factors at systemic, cluster, community,
school and classroom levels which make the development of inclusive learning
communities more likely to be effective and sustainable
      Further study in the area of Complex Adaptive Systems and how an
understanding of these systems can be used to develop organisations
      Further develop my own understanding of inclusive education and the
development of inclusive learning communities
      Strengthen links between our own Tasmanian Institute for Inclusive Learning
Communities and like-minded educators and institutions in the United States
      Explore post graduate options being offered in the United States which might
inform or supplement the programs being developed by the Institute

1 April (Saturday) Depart Hobart, for Sydney. Depart Sydney, Australia, on
QANTAS QF 3 at 2130.

1 April (Saturday)
Arrive Honolulu.

3 April (Monday)
Confirm appointments; shift appointment with District until following day.

4 April (Tuesday)
The Hawaii Department of Education has recently moved to a ‘Complexes’
organisational structure analogous to Tasmanian clusters. I visited Estelle Wong
on Tuesday April 4 to discus this arrangement. Hawaii moved from a District
arrangement to complexes to provide more support at a local level. According to
Estelle, this has gone very smoothly although she did indicate she wished there
had been more time spent in thinking through the implementation.

The initiative came from Superintendent (analogous to our Secretary) Patricia
Hamamoto. I inquired whether there was a theoretical basis to the move to
complexes (citing Fullan’s studies in Britain and the NCSL as examples) but
Estelle was not clear as to this point. She stated Patricia Hamamoto had been on
several visits to ascertain best practice.

Hawaiian complexes don’t have funding tied to complexes and schools were still
funded independently. This probably makes it more difficult to develop complex-
wide initiatives. My inquiries re these failed to yield examples.

 Page 1
Interagency coordination and support for disadvantaged students.
Our discussions in this area indicated Estelle was very satisfied with the progress
they had made in this area. Because of Federal legislation, Department of
Educations have become the responsible agency for ensuring support is
delivered to students. This has come after a number of test cases over many
years and is now resulting in accountability in their system.

I asked how a hypothetical student would access funding and was less
convinced that the problem situation was resolved. As I explored how a
hypothetical student with mental illness from a family with multiple issues would
access funding it all sounded rather familiar - there was an assessment focus
and then help would be forthcoming (often after several weeks). Support would
also be dependent on the availability of qualified staff (‘if qualified staff aren't
available we can’t make them come and live in Hawaii’).

5 April (Wednesday)
P-20 Initiative, Kathy Jaycox
The Hawaiian P-20 initiative is designed to deliver student-centred services. It is
promoted as helping advance the relatively poor Hawaiian retention and
completion statistics. Kathy Jaycox is the Executive Director of this project and
works with the University of Hawaii.

The P-20 project according to their own literature, is a way of characterizing
education which:
     Focuses on the learner, rather than the system through which the learner is
     Has a lifelong spectrum
     Begins with the end in mind – educated, caring, productive individuals.
P represents early learning (and focuses on 4 and five year olds).
There is an emphasis on developing the skills of reading and this is continued
throughout the Elementary School years. 20 represents a focus on taking
students through to gaining employment. There seems to be an Hawaiian work
skills imperative running through the literature produced by the project. Kathy
pointed out that this is not the sole aim of the project though and they are
seeking to develop the whole person as an individual contributing to society.

Policy wise, the project has had a particularly interesting genesis. It seems to
have originated through the personal trust and respect between Superintendent
Hamamoto from the DoE, the head of the University of Hawaii and the Head of
the Chamber of Commerce who committed to working closely together. Issues of
retention and transition, the low levels of students completing college were all
issues of concern to all sectors and features strongly in the literature.

Materials collected: P-20 Strategic Plan, 2006 -2010

6 April (Thursday)
Travel to San Francisco. American Airlines AA 28. Arrived late evening 21.30.
 Page 2
7 – 11 April AERA conference in San Francisco. This is a massive conference
with approximately 20 000 delegates. The conference is spread over a number of
venues and travelling between sessions is sometimes quite difficult. As part of
my later visit to Bill Doll in Louisiana, I wanted to connect with him and his
colleagues in the Complex Systems and Education sessions as a priority.

Conference papers were not usually made available but I have extensive notes
and some tapes of many of the sessions. Sessions attended were:

7 April (Friday)
   Protecting the Public Interest: What Research Has to Say to the Next
      Generation of Policymakers. Division B-Curriculum Studies co-
      sponsored with Division L-Educational Policy and Politics
      Paul S. Shaker, Simon Fraser University
      Elizabeth E. Heilman, Michigan State University
      David C. Berliner, Arizona State University
      Joel H. Spring, Queens College-The City University of New York
      Angela Valenzuela, The University of Texas at Austin
      Linda M. McNeil, Rice University
      Daniel A. Laitsch, Simon Fraser University

      Foucault and Education Chair's Invitational Session. SIG-Foucault
       and Education
       Stephen Thorpe, Griffith University-Gold Coast
       How to Make Educational Policy Using Foucault and Bourdieu. Allan A.J.
       Luke, Nanyang Technological University

      A Reiteration of Anh Lin's Shapes. SIG-Chaos and Complexity
       Chair: William E. Doll, Louisiana State University
       Anh Lin's Shapes. David William Jardine, University of Calgary; Patricia
       Clifford, University of Calgary; Sharon Friesen, University of Calgary
       David Kirshner, Louisiana State University
       Ton Jorg, Universiteit Utrecht .

 Page 3
8 April (Saturday)

      Multiple Intelligences in Global Perspective: Howard Gardner
       (Harvard University) and Panel.
       SIG-Multiple Intelligences: Theory and Practice
       Branton C. Shearer, Multiple Intelligences Research & Consulting
       Multiple Intelligences in Global Perspective. Howard E. Gardner, Harvard
       Graduate School of Education
       Panelist - China. Jie-Qi Chen, Erikson Institute
       Panelist - United Kingdom. Mike Fleetham, Network Education Press
       Panelist - Brazil. Denise Abreu-e-Lima, Federal University of Sao Carlos
       Panelist - Turkey. Osman Nafiz Kaya, Wayne State University

      Does the Freirean Legacy Leave Racism Unchallenged?
       SIG-Paulo Freire
       Ricky Lee Allen, The University of New Mexico
       Danny Solorzano, University of California-Los Angeles
       Sandy M. Grande, Connecticut College
       Handel K. Wright, The University of British Columbia
       Annette M. Henry, University of Washington
       Frances V. Rains, The Evergreen State College
       Michael W. Apple, University of Wisconsin
       Zeus M. Leonardo, University of Washington

      Graduate Student Council Division A Fireside Chat. The Challenges
       of Measuring the "Leadership Effect" in an Era of Accountability:
       Perspectives on the Effect of Leadership on School Success.
       Graduate Student Council
       Alex J Bowers, Michigan State University
       Leslie H. Bussey, Saint Louis University
       Rodney T. Ogawa, University of California-Santa Cruz
       Linda Darling-Hammond, Stanford University
       Philip Hallinger, Mahidol University
       Michael E. Dantley, Miami University

      Dewitt Wallace-Reader's Digest Distinguished Lecture.
       Presidential Session
       Securing the Right to Learn: Policy and Practice for Powerful Teaching
       and Learning. Linda Darling-Hammond, Stanford University
 Page 4
       Eva L. Baker, University of California-Los Angeles

      Safe Schools: Intended and Unintended Policy Effects.
       Eric Freeman, Georgia State University
       At What Price? Safe School Policies and Their Unintentional
       Consequences for At-Risk Students. Billie Gastic, Temple University
       School Violence in the United States and South Korea: An Analysis

      Critical Theory Today, Visions from the Visionaries: Division B Vice
       Presidential Invited Colloquium.
       William Gaudelli, University of Central Florida
       Michael W. Apple, University of Wisconsin
       Peter L. McLaren, University of California-Los Angeles
       Wendy R. Kohli, Fairfield University
       Gert J. Biesta, University of Exeter
       Joe Kincheloe, The City University of New York Graduate Center
       Elizabeth E. Heilman, Michigan State University
       Ilan Gur-Ze'ev, University of Haifa

      Chaos and Complexity Theories SIG Business Meeting with an
       Invited Address. SIG-Chaos and Complexity Theories
       Jens Rasmussen, Danish University of Education
       M. Francyne Huckaby, Texas Christian University
       Sarah E. Smitherman, Louisiana State University
       Noel Gough, University of Canberra

9 April (Sunday)

      Chaos and Complexity Theories SIG Roundtables. SIG-Chaos and
       Complexity Theories
   1. Finding Connectedness Through Phenomenological Reduction: Recursive
       Methods for Interpreting Leadership Narratives. Donald L. Gilstrap, The
       University of Oklahoma
   2. From Order to Chaos: The Impact of a New Educational Reform on
       Teacher Education in Israel. Shlomo Back, Kaye College of Education
   3. Progressivism in Education and Its Future Possibilities. Helle Mathiasen,
       University of Aarhus; Jens Rasmussen, Danish University of Education

 Page 5
   4. Schools as Complex Adaptive Systems: Reconsidering Traditional
       Strategies Toward Retaining Teachers in High-Poverty Schools. Sue E.
       Mutchler, Texas Education Agency
   5. Toward a Perfect University, Part 1: Corporate Reality or Descartian
       Dilemma? Blane Despres, The University of British Columbia-Okanagan
   6. Value Complexity in Health Education-System Theoretical Contribution for
       Value Clarification. Soeren Kruse, The Danish University of Education;
       Karen Wistoft, The Danish University of Education
   7. Recovering the Spirit(ual) in Education. Sherrie B. Reynolds, Texas
       Christian University; William E. Doll, Louisiana State University; Donna
       Trueit; Daniel K. Scott,

      Educational Change SIG Roundtable Session. SIG-Educational
   1. Accountability in British Columbia: A District Perspective. Michele Schmidt,
       Simon Fraser University
   2. Globalization, State Transformation, and the Direction of Educational
       Change. Leonard Waks, Temple University
   3. Identifying Barriers to the Diffusion of Educational Innovations. Melissa H.
       Dancy, The University of North Carolina-Charlotte; Charles R. Henderson,
       Western Michigan University
   4. Middle-School Teachers' Responses to Change. Catherine M. Brighton,
       University of Virginia; Holly Lynn Hertberg, University of Virginia
   5. Politics of Innovation in the Construction of a "Third Area" in a Teacher
       Education Program. Ilana Margolin, Levinsky College of Education; Michal
       Zellermayer, Levinsky College of Education; Hayuta Regev, Levinsky
       College of Education
   6. Sustainable Educational Reform: Resistance, Resilience, and Change
       Over Time. Corrie Giles, University at Buffalo-The State University of New
   7. The Effects of School Structure on Organizational Learning: A Multiple-
       Case Study From a Collaborative Research Project in Northern Mexico.
       Eduardo Flores-Kastanis, Tecnologico de Monterrey; Manuel Flores
       Fahara, Instituto Technologico y de Estudios Superiores de Monterrey;
       Magda Garcia-Quintanilla, Universidad Autonoma de Nuevo Leon

      Is Increased School Accountability Working? Presidential Session
       Lauren B. Resnick, University of Pittsburgh
       Current Findings on the Impact of School Accountability. Eric A.
       Hanushek, Stanford University
       Making NCLB Work Better: Some Recommendations. John Chubb,
       Edison Schools
       Achieving the Promise of Accountability in Schools. Margaret Raymond,
 Page 6
       Controlling Alignment of School Accountability and the Enacted
       Curriculum. Andrew C. Porter, Vanderbilt University

10 April (Monday)

      Alan (Buddy) Peshkin (1931-2000): A Review and Critique of His
       Contribution to Educational Research. Division D-Measurement and
       Research Methodology
       Richard B. Henne, Indiana University
       Peshkin and Community: A Biographical Sketch. Elliot W. Eisner,
       Stanford University
       Peshkin's Search for Community in a Divided America. Eric Bredo,
       University of Virginia
       God's Choice Reconsidered: Religious Schools in Pluralist Society. Walter
       Feinberg, University of Illinois
       From Getting It "Right" to Getting It "Responsible." Jason D. Raley,
       University of California-Santa Barbara
       From Subjective Is to Self-Evident Ideologies in Qualitative Inquiry:
       Developing Peshkin's Perception. Richard B. Henne, Indiana University
       Living the Pedagogy: Insider Research in "Closed" Communities. Anya D.
       Enos, Santa Fe Indian School
       Peshkin Pedagogy: Developing Researcher Selves. Shelley Roberts, The
       University of New Mexico
       Modeling Community: From Experience to Pedagogy-Peshkin's Influence
       on a Pedagogical Perspective to Action Research. Judith D. Davidson,
       University of Massachusetts-Lowell
       Peshkin's Problematics: Teaching the Nature of Interpretation in
       Qualitative Research. Denise C. Pope, Stanford University

      Learning Environments in the Classroom. Division C-Learning and
       Thomas G. Reio, University of Louisville
       Guided Cognition of Unsupervised Learning. William B. Whitten, Fordham
       University; Sandra E. Whitten, Total Experience Design, LLC; Mitchell
       Rabinowitz, Fordham University
       Training of Self-Regulatory Reading Comprehension Skills for Conceptual
       Change: A Classroom Study. Efi F. Papadimitriou, Aristotle University of
       The Effect of Single-Sex Instruction on Student Achievement, Classroom
       Culture, and Teacher Efficacy in a Large Urban At-Risk High School. Bob

 Page 7
       Hoffman, University of Nevada-Las Vegas; Barbara Badgett, University of
       Nevada-Las Vegas
       Use of Internet Resources at a Library-Challenged University. Dale E
       Havill, Eastern Mediterranean University; Bayram Guzer, Eastern
       Mediterranean University
       Enabling the Collective to Emerge in Classrooms. Barbara Graves,
       University of Ottawa
       Paul F. Conway, National University of Ireland-Cork

      Education Research for California Education: Key California Political
       Leaders and Education Policymakers Discuss Current and Potential
       Roles of Research in Formulating California Education Policy.
       Presidential Session
       Harold G. Levine, University of California-Davis
       Alan Bersin, Governor's Office-State of California
       Theodore R. Mitchell, NewSchools Venture Fund
       Jack O'Connell, California State Superintendent of Public Instruction
       Patricia C. Gandara, University of California-Davis
       Marshall S. Smith, William & Flora Hewlett Foundation

      Critical Educators for Social Justice SIG Business Meeting. SIG-
       Critical Educators for Social Justice
       Moscone Center South, Mezzanine Level East, Room 222
       6:15 pm to 8:15 pm
       Mara Sapon-Shevin, Syracuse University

11 April (Tuesday)
    A Complex Conversation on Teaching and Learning. SIG-Chaos and
      Complexity Theories
      Sarah E. Smitherman, Louisiana State University
      Creating Spaces for Learning to Teach: Nonlinear Unfoldings as Methods.
      M. Jayne Fleener, Louisiana State University; Kerri Richardson, The
      University of North Carolina-Greensboro
      Creativity, Chaos, Complexity, and Classrooms: A Journey. Clydia
      Forehand, The University of Oklahoma; M. Jayne Fleener, Louisiana State
      Research That "Walks Through a Maze": Fluid Educational Spaces in
      Public Interest. Wolff-Michael Roth, University of Victoria; Lyubov V.
      Laroche, Western Washington University
 Page 8
       Learning, Learning Environments, and Complexity Theories: Domains of
       Applicability. Bernard P. Ricca, Dominican University

      Educational Street Theater: Acting in the Public Interest. Division K-
       Teaching and Teacher Education
       Claudia P. Peralta Nash, Boise State University
       Patricia A. Whang, California State University-Monterey Bay
       Claudia P. Peralta Nash, Boise State University
       Mara Sapon-Shevin, Syracuse University
       Saul Duarte, Pepperdine University
       Suzanne SooHoo, Chapman University
       Elizabeth A. Meador, Lewis & Clark College
       Haoua M. Hamza, Niagara University
       Sharon K. McDonough, Auburn University

      District Reform as Teaching and Learning: Research on the Effects
       of Three District-Intermediary Partnership to Improve Instructional
       Outcomes. Division A-Administration, Organization, and Leadership
       Chrysan Gallucci, University of Washington
       District Reform as Teaching and Learning: The External Partnership Work
       of the Center for Educational (CEL) at the University of Washington.
       Chrysan Gallucci, University of Washington; Beth E. Boatright, University
       of Washington; Dan Lysne, University of Washington; Juli Anna
       Swinnerton, University of Washington; Anneke Markholt, University of
       Advancing Systemwide Instructional Reform: Findings and Lessons From
       Three Districts Partnered With the Institute for Learning. Julie A. Marsh,
       RAND; Gina S. Ikemoto, RAND; Rosa Apodaca, Institute for Learning
       Strategy and Impact: Lessons From a Cross-Site Study of the Annenberg
       Institute's Central Office Review. Ellen L. Foley, Brown University; Pia
       Durkin, Annenberg Institute for School Reform; Frank Derek Barnes,
       Brown University
       Michael J. Knapp, National Louis University

12 - 13 April Travel to Los Angeles by car. Administration and forward bookings
catch up. Emails and diary. Post accumulated materials to Tasmania.

14 - 18 April Weekend and Easter from April 14 to April 18. Opportunity to
complete diary and readings.

 Page 9
19 – 21 April Travel to Santa Fe by car.

23-29 April Invited scholar at the Santa Fe Institute. The Santa Fe Institute is a
cross disciplinary organization devoted to the study of complex adaptive
systems. I was particularly interested in pursuing the question of organisational
structures which support a learning organisation. The immediate past president
of the Institute, Ellen Goldberg, was my host.

The Santa Fe Institute is set up to promote maximum interacting between visiting
scholars and staff; the design of the building encourages interaction and both
informal and formal sharing. I was assigned my own shared office space and
attended in-house meetings and seminars. While a number of the researchers at
the time of my visit had an orientation towards studies in theoretical physics,
some had a strong focus on social systems. John Miller, who is also a joint
Professor at Carnegie Mellon University has as his speciality Complex Adaptive
Social Systems. He shared with me a draft paper he is developing - Giving Up
Control which explores enabling responsive robust organisations.

While at the Institute, I met with a number of the quite renowned scholars who
are part of the faculty. These included Nobel Prize winner Murray Gell-Mann,
current President of the Institute Geoffrey West, visiting astronomer George
Djorgovski who provided a very interesting oversight of information management
in complex systems; founder of the Institute George Cowan (who amongst other
things worked on the Manhattan Project at nearby Los Alamos and established
the Los Alamos National Bank).

Both George Cowan and Ellen Goldberg were particularly interested in Early
Years Programs, particularly with regard to neuroscience. The Santa Fe Institute
has developed a proposed Increasing Human Potential study to explore this

I spent a productive session with George discussing 0 to 4 programs and the
politics of establishing these as Government priorities. George was attracted to
the idea of using Tasmania as a site for piloting a range of social programs,
feeling the size and discreteness of our state to be major selling points. George
suggested a number of USA based philanthropic organisations could be
interested in supporting pilots within the state.

Ellen Goldberg also arranged a meeting for me with Lois Vermilya from the
University of New Mexico (based in Albuquerque), who is Director of the Family
Development Program. Lois is also working in partnership with the Families and
Work Institute (based in New York) which is focussed on the science of early

29 – 30 April (Saturday/Sunday) - Travel to Denver by car.

 Page 10
1 May (Monday)
All day meeting at the McCREL Institute (Mid-continental Research in Education
and Learning).

Continuing to look at the question of enabling structures which support inclusive
leadership. At McREL, I met with a range of staff including the President and Dr
Tim Waters (CEO), Dr Brian McNulty (Vice-president for Field Services), and
David Livingstone (principal consultant). McREL has an emphasis on analysis of
education research to create practical, user-friendly products that help educators
create classrooms that provide all students with opportunities for success. They
have published extensively in the area of school leadership and have substantial
professional learning programs developed in this area. Dr Waters and Dr
McNulty are co-authors of a research report detailing the outcomes of a meta-
analysis of research on the effects of principal leadership practices on student
achievement paper -Balanced Leadership: What 30 Years of Research Tells Us
about the Effect of Leadership on Student Achievement.

2 May (Tuesday)Travel to Louisiana (flight)

2 – 17 May Working with Professor William Doll and staff from the Curriculum
Theory Project (part of Louisiana Sate University); Professor Bill Doll and Dean
Jane Fleener are both well published in this field and were the principal hosts of
the visit. Professor Doll is the Vira Franklin and J.R. Eagles Endowed Professor
and Co-Director of the Curriculum Theory Project at Louisiana State University.
He is the author of several influential curriculum books and a highly honoured
scholar in the curriculum field as well as a past President of the AERA Complex
Systems in Education interest group.

While at LSU, I attended Dr Doll’s classes and the Holmes presentations. The
Holmes presentations are conducted by students completing a Masters degree in
partnership with their practicum.

I was invited to deliver a lecture to the faculty on Friday May 12 and again invited
to speak to the faculty at a reception on Sunday, May 14. On May 15, I was
fortunate enough to have an afternoon with the Dean of the Faculty, Jane
Fleener and this was a particularly interesting meeting for me given Jane’s
interest in systems change.

While at LSU, I was invited to be a part of a of University of Tasmania
delegation, meeting with University of Illinois staff. This required leaving LSU for
two days to travel to the University of Illinois at Urbana/Champagne, Illinois.
              8 May (Monday)
              Attended Holmes presentations in the morning at LSU.
              Left Baton Rouge for Chicago arrive 4.15; on to Urbana Champagne at
              5.50 arriving 6.41 where I met with professors Roslyn Arnold and Jeff
              Sigafoos and Kristy Scott from UTas.

              9 May (Tuesday) Meetings with staff from the University of Illinois,
 Page 11
            Faculty of Education.
            8:30 am       Welcome
            Susan Fowler, PhD, Dean, College of Education and Professor, Special
            Fiona Griswold, Coordinator of International Programs

            9:00 am        Meeting to Discuss Illinois’ Use of Hardie Bequest
            Susan Fowler, PhD, Dean, College of Education and Professor, Special
            Joan Tousey, Asst. Dean for Development and Alumni Relations
            Mildred Trent, Director, Educational Career Services
            Nicholas Burbules, Ph.D., Prof. and Acting Head, Educational Policy
            Walter Feinberg, Ph.D., Charles Dunn Hardie Professor, Educational
            Policy Studies
            Fiona Griswold, Coordinator of International Programs

            10:30 AM       Meeting to Discuss Illinois’ Teaching and Research
            Susan Fowler, PhD, Dean, College of Education and Professor, Special
            James Leach, Ph.D., Associate Dean for Academic Affairs and
            Professor, Human Resource Education
            Lizanne DeStefano, Ph.D., Associate Dean for Research and
            Professor, Educational Psychology
            James Anderson, Ph. D., Professor and Head, Educational Policy Studies
            Deborah Bragg, Ph.D., Professor, Educational Organization and
            Nicholas Burbules, Ph.D., Prof. and Acting Head, Educational Policy
            Marilyn Johnston Parsons, Ph.D., Professor and Head, Curriculum and
            Instruction Adelle Renzaglia, Ph.D., Professor and Head, Special
            Fiona Griswold, Coordinator of International Programs

            12:00 pm       Lunch with:
            Antonia Darder, Ph.D., Professor, Educational Policy Studies
            Nancy Hertzog, Ph.D., Associate Professor, Special Education
            Peter Kuchinke, Ph.D., Associate Professor, Human Resource Education
            Fiona Griswold, Coordinator of International Programs
            Graduate Students in the Departments of Special Education, Educational
            Policy Studies, and Human Resource Education

            1:30 pm        Meeting to Discuss Possible Partnership around
            Hardie Bequest
            Susan Fowler, PhD, Dean, College of Education and Professor, Special
            Marilyn Johnston Parsons, Ph.D., Professor and Head, Curriculum and
            Fazal Rizvi, Ph.D., Professor, Educational Policy Studies

 Page 12
              Isabel Wong, Ph.D., Director, International Agreements and
              Fiona Griswold, Coordinator of International Programs

              3:00 pm        Tour of Campus
              Chris Harris, Communication Specialist, College of Education

              7:00 pm        Dinner meeting with:
              Susan Fowler, PhD, Dean, College of Education and Professor, Special
              Tanya Gallagher, Ph.D., Dean, College of Applied Life Studies
              Ken Watkin, Ph.D., Professor, Speech and Hearing Sciences
              Fazal Rizvi, Ph.D., Professor, Educational Policy Studies
              Jim Shriner, Ph.D., Associate Professor, Special Education
              Cheryl Light Shriner, Ph.D., Clinical Asst. Professor, Special Education
              Jim Halle, Ph.D., Professor, Special Education

              10 May (Wednesday)
              Leave Urbana Champagne for Chicago arriving 9.15 on to Baton Rouge
              at 11.19; flight delayed and arrived after 4.00pm.

17 May        Fly to Syracuse. The connecting flights were cancelled owing to
thunderstorms and we were transited in Chicago overnight and were unable to
arrive in Syracuse until the following afternoon.

18 May (Thursday)
Arrived at Syracuse and re-established meeting schedule.
Working at the Teaching and Leadership Programs section of the School of
Education, University of Syracuse. Professor Mara Sapon-Shevin who is well
known for her writings in inclusion, was the host for my visit.

19 May (Friday)
   Breakfast meeting with Professor Julie Causton-Theoharis at Syracuse
     University. Professor Causton-Theoharis’ research and writing focus on
     best practices in inclusive education, particularly lesson planning for
     inclusive settings, maximizing interaction through paraprofessional
     support, inclusive education as social justice, and inclusive teacher
     training programs. Julie described a particularly interesting workshop she
     conducts with teacher aides (paraprofessionals). I have transcribed this
     interview and made it available on our SharePoint site as well as using it
     in a number of teaching sessions since my return. Julie would be a
     particularly fine person to involve in working with teacher aides in this

       I also met with Professor George Theoharis who has an interest in
       inclusive leadership.

      Visit to Jowonio School, tour with Carol Spartano. Jowonio is a not-for-
       profit school serving young children with a wide range of abilities both in
 Page 13
       school and home-based programs. Jowonio began in 1969 as an
       alternative school for children whose families wanted a more open and
       individualized approach than they felt they could find in a public setting.

       The school aims to provide an appropriate individualized program for each
       child. Jowonio's approach is based on the following beliefs:
        all children can grow and learn
        all children have a right to a quality education in the same setting
        children grow through their relationships with adults and peers
        parent involvement is welcome and needed; teachers and parents
           should be partners in devising a child's education
        "school" means more than academics; social and emotional growth
           must be nurtured as carefully as cognitive development, with the
           purpose of helping children become caring human beings who feel
           good about themselves and others
        a quality classroom grows out of a balance of adult-provided structure
           with opportunities for children to explore, initiate, make choices, and
           problem solve about their world
        a planful environment, clear expectations, and positive models can
           help young children learn diverse and appropriate ways to interact with
           materials and people.

      Lunch with Professor Mara Sapon-Shevin. Mara presented me with a copy
       of her most recent book and two CDs containing resources to support in
       the development of an inclusive approach to education.

      Meeting with Dean Douglas Biklen. Doug is well known for his work in the
       area of facilitated communication which is one form of augmentative and
       alternative communication (AAC) that he feels is an effective means of
       expression for some individuals with labels of autism and other
       developmental disabilities. The approach is a contested one in the
       literature. Douglas was kind enough to provide me with copies of several
       of his books and two DVDs he has produced outlining the process.

20 May (Saturday)
Attended a community workshop where Douglas Biklen was the keynote

22- 23 May Travel to Burlington, Vermont.

23 -27 May Working with Michael Giangreco, Research Professor at The
University of Vermont (UVM). Michael leads the Center on Disability and
Community Inclusion. His professional interests focus on how to plan, adapt,
coordinate, implement, and evaluate educational programs and services for
students with disabilities who are included in general education classrooms. He
also leads project Evolve which looks at service delivery options to support
students. Project evolve (expanding and validating options for learning through
 Page 14
variations in education) has seriously examined the way in which
paraprofessionals are utilised to support students.

May 23 (Tuesday)
Arrived Burlington - contacted Michael for initial meeting and confirmation of
forthcoming program and introduction to visit

May 24 (Wednesday)
Meetings with:
   Michael Giangreco (Research Professor) - Research on Paraprofessional
      & Related Issues.
   Fayneese Miller (Dean, CESS) - Welcome & Possible International
   Judith Aiken (Associate Dean, CESS) - Overview of CESS Programs &
      Leadership Program
   Chigee Cloninger (CDCI Director) - Overview of CDCI

May 25 (Thursday)
   Steve Contompasis, Associate Professor Pediatrics. VT-Interdisciplinary
     Leadership Education for Health Professionals
   Susan Hasazi (Professor) National Institute on Leadership, Disability &
     Students Placed at Risk
   George Salembier (Associate Professor) Special Education Personnel
   Tim Fox (VT I-Team Coordinator) - Vermont I-Team
   Susan Maude (Assistant Professor) Early Childhood Special Education

May 26 (Friday)
   Michael Giangreco all day.
   Williston Central Carter Smith (Director of Special Education) - School
   Dinner with Michael Giangreco

May 27 (Saturday)
Dinner with Steve Contompasis - Associate Professor Pediatrics. VT-
Interdisciplinary Leadership Education for Health Professionals. Professor
Contompasis was interested in following up on our discussion re change
processes encouraging dialogue in organisations.

28-30 May (Sunday - Tuesday)
Meet Tom Patterson. Tom is a Senior Lecturer in the area of Community
Development and Applied Economics working at the University of Vermont. He
wrote a 1993 paper on complex systems which strongly influenced me at that
time. He invited me to visit with him for three days, an invitation I was delighted

 Page 15
to accept. Tom was very helpful in linking me with a number of theorists in the
Complex Systems field.

31 May (Wednesday)
Travel to Boston by car.

1 June (Thursday)
Generon Consulting – systems change. Generon Consulting has as its principals
Joseph Jaworski and Adam Kahane who are the authors of a number of books
on leadership and change in systems. Jaworski’s books include Synchronicity:
the inner path of leadership and Presence (co-authored with amongst others,
Peter Senge). Generon developed the U Process for change described in
Presence. I arranged to meet with Grady McGonagill who is the Director of
Learning at Generon Consulting. Grady is an experienced facilitator of multi-
stakeholder dialogues and is developing curricula around the U-Process. A great
deal of Generon’s work is conducted in the business world and a number of the
techniques used are to create counter-intuitive settings for people. Grady felt that
while their techniques were good, that they were most successful where they had
a senior sponsor within a company.

Grady referred me to references such as Henry Mintzberg (The Fall and Rise of
Strategic Planning), Maturana and Varela (whom I have read), Isaacs and
Brown’s work on dialogue (also read) and the work of Fernando Flores on trust.

2 June (Friday)
    Robert Kegan who is co-director of the Change Leadership Group at the
      Harvard Graduate School of Education. I spoke with Robert at the
      suggestion of both Grady McGonagill and Tina Blythe. The Change
      Leadership Group located at Harvard has many materials pertinent to
      senior educators.
    Society for Organizational Learning. I had been writing to Peter Senge in
      an attempt to meet with him in Boston but his secretary Jean McDonald
      was helpful in putting me in touch with a number of other local contacts in
      relation to the Society for Organisational Learning.
    NECSI - Professor Yaneer Bar-Yam, President of the New England
      Complex Systems Institute. I spoke with Professor Bar-Yam and he
      suggested his book Making Things Work as a significant tie to the work I
      was interested in.

3June (Saturday)
All day with Tina Blythe. Tina has visited Tasmania on two occasions and I have
previously worked closely with her. Tina is perhaps best known for her work in
developing The Teaching for Understanding Guide, written in 1998 by Tina
Blythe and her associates at Harvard Project Zero. She is currently working on
an holistic approach to educating and is centering her work on the notion of

 Page 16
June 5 (Monday)
 Travel to New York by train

June 6 (Tuesday)
Meeting with Duncan Watts, Columbia University, who is the author of Six
Degrees – a study of the science of learning networks. Duncan Watts is an
associate professor in the Department of Sociology at Columbia University and is
also a member of the external faculty at the Santa Fe Institute. His research and
teaching focus on the mathematical and computational modeling of complex
networks applied to problems in social network theory, contagion, computation,
and the theory of the firm. The Institute for Social and Economic Research and
Policy draws on the intellectual community of Columbia University to pioneer
interdisciplinary social science research and shape public policy. A transcription
of my interview with Professor Watts is available.

June 7 (Wednesday)
Meeting with Constancia Warren from the Carnegie Corporation. Constancia is
the Senior Program Officer and Director of Urban School Reform Initiative in the
Education Division.

Like Tasmania, Constancia has based much of her program development on
Fred Newman’s research. She has been particularly interested in reforming
urban high schools and connecting at risk students with schools.

She believes figuring out how to create a good high school isn't the problem:
what's tricky is crafting an entire system of high schools that successfully educate
all students at high levels.

Carnegie is working in conjunction with the Bill & Melinda Gates Foundation
which has awarded $60 million to educational partners to transform urban high
schools in seven cities. The grants cover from five to two dozen high schools in
each city. Constancia believes that reforming high schools is as much about
district reform as it is about school reform: looking at how districts manage and
support high schools is critical in creating positive change.

Constancia has written of the six "key lessons" that the Carnegie Corporation has
learned in the course of its initiative:
    We need to look at small learning environments. It doesn't matter whether
      schools are configured into small schools in freestanding buildings or
      autonomous schools that share space in a big building: What's important
      is getting away from large "factory model" schools.
    We need to pay attention to the instructional rigor and coherence of what
      goes on within those schools. "It's not just the structure of the school. If
      you only change the structure, you wind up with what one of my
      colleagues calls 'big schools in drag.'

 Page 17
      We need to consider allocation of resources. Both fiscal and human
       resources must be equitably distributed; otherwise, there'll be a constant
       uphill battle in those schools that are at the bottom of the resource heap.
    We need community involvement. The community—government,
       businesses, universities, faith-based organizations, the grassroots
       public—must all be engaged for change to be significant and sustainable.
    We need student buy-in. Young people must be engaged as a critical
       constituency in the reform of high schools.
    We need to look at multiple indicators of progress. It's important to think
       about leading indicators and signs that you're on the right road, rather than
       waiting for test scores to come in.
Constancia advocates a "portfolio approach" to high school rather than a single
model. We need different kinds of high schools and choice within a system to
address the needs of all kids from those who are gifted to those who are arriving
two years behind with interrupted formal education. She believes America won't
make headway in changing high schools until they recognize underlying race
issues, name them, and confront them head on.

June 9 (Friday)
Meeting with Ellen Galinsky, President of Families and Work Institute. This is a
Manhattan-based non-profit organization that conducts research on the changing
family, changing workforce and changing community.
Ellen Galinsky is the author of over 30 books and reports, including the
groundbreaking book, Ask the Children, selected by The Wall Street Journal as
one of the best work-life books of 1999. At the Institute, Ellen co-directs When
Work Works, a project on workplace flexibility and effectiveness funded by the
Alfred P. Sloan Foundation that has produced a series of research papers. Ellen
also directs Mind in the Making, a project on the science of early learning that
includes a television science show for Discovery Health, videos for families, and
Learning Modules for Early Childhood Teachers. Her latest Ask the Children
study focuses on youth and learning, as a prelude to new work on lifelong
learning. I was introduced to Ellen via the mind in the Making Project in New
Mexico and looked forward to meeting the instigator of this program.

Ellen has also published a recent report Economic Benefits of Quality Early
Childhood Programs which revisits some of the highly influential longitudinal 0 to
5 studies such as the High Scope Perry study. I have distributed this report to a
number of people with in Tasmania.

9 June (Friday)
Late Friday afternoon travelled to JFK airport for a late evening flight. This
concluded my Hardie Fellowship United States visit. Left New York for
Manchester, England.

 Page 18
10 June to 23 June (recreation leave)
While this period of leave was not a part of the Hardie itinerary, I arranged to
travel to Manchester for the purpose of meeting with colleagues of Mel Ainscow
at Manchester university and had also arranged to visit schools with a hoped for
visit to Sheffield University.

Return to Hobart via Thailand for the purpose of meeting with Thai educators
with whom I had worked in 2001.

 Page 19