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Voices in Urban Education
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Smart Districts
VUE Number 5, Fall 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Ellen Foley
Ellen Foley is a Senior Associate in the District Redesign initiative, serving as Research Manager for the School Communities that Work task force. She earned her B.A. in political science from Boston College and her M.S.Ed. and doctoral degrees in education policy from the University of Pennsylvania. Prior to joining the Institute, she was a Research Specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen's primary research interest is urban education reform, with a focus on the roles of community, family and in-school supports for students and on the nexus of education policy and teaching practice. Through a grant from the Spencer Foundation, she has also examined how high-stakes testing and promotion policies affect schools, teachers and students. Ellen has been active in Philadelphia education reform, chairing Mayor Street's transition committee on education reform, serving on the Superintendent's transition committee, and working as Research Director of a Court-appointed panel on desegregation.
> VUE 5 Article by Ucelli and Foley:
Results, Equity, and Community: The Smart District
Kay S. James
Kay S. James is the executive director of the Durham (NC) Public Education Network. Since joining the Network in 2001, Kay has spent most of her time working on community engagement, the organization's programmatic priority. In November of 2001 the Network worked for successful passage of the bond referendum for $54,000,000 to fund improvements in school facilities. The Network continues to provide orientation workshops for "Citizen Leaders in Education," candidates' forums, and support for linking groups, such as the NC Society for Hispanic Professionals, to the Durham Public Schools. The Network's publication, Syllabus, distributed to 60,000 households in Durham, has served as the primary information source on the No Child Left Behind Act. Currently the Network is developing an implementation plan for closing the achievement gap through Durham's Covenant to Education.
Prior to joining the Network, Kay was the executive director of the March of Dimes for Eastern Carolina, and the development director and the executive director of the United Way in Durham and in Oktebbha County. She began her career as a speech and language therapist in the Oktebbha County public schools.
> VUE 5 Article by Kay S. James:
Putting the "Public" Back in Pubic Education: A Community Covenant
Brad Jupp
Brad Jupp is a teacher and union activist in the Denver Public Schools assigned as Coordinator of the ProComp Transition Team. The Transition Team is a collaborative body of 5 teachers and 5 administrators overseeing the implementation of Denver's recently adopted Professional Compensation System for Teachers. From August 2000 to June 2004 he was Team Leader of the DPS/DCTA Pay for Performance Design Team. In his most recent classroom assignment, Jupp was lead teacher at the Alternative Middle School of the DPS Contemporary Learning Academy. There, he worked with at risk sixth, seventh and eighth graders. Since 1989, he has volunteered as a member of the negotiations Team for the Denver Classroom Teachers Association. He has been a teacher in the Denver Public Schools since 1987.
> VUE 5 Article by Brad Jupp:
Creating Faculties that Support School Communities
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 5 Article by Robert Rothman:
Urban School Districts: Part of the Solution, Not Part of the Problem
Marla Ucelli
Marla Ucelli is Director of District Redesign for the Annenberg Institute for School Reform at Brown University where her primary responsibility is School Communities that Work - A national task force on the future of urban districts. She was Associate Director in the Equal Opportunity Division at the New York City-based Rockefeller Foundation, where she was responsible for the Foundation's efforts to improve the education and development of children going to school in poor urban communities in the U.S. From 1998 to 1990, Ms. Ucelli was Special Assistant for Education to New Jersey Governor Thomas H. Kean. In that post, she was the Governor's senior advisor on state policy issues in K-12 and higher education, as well as on national education activities. Prior to that, she was Special Assistant to then President of the Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer. Ucelli holds a B.A. from New York University and an M.P.A. from Rutgers. She frequently speaks and writes on issues related to urban district redesign, philanthropy in education, and urban community colleges.
> VUE Number 5 Article by Ucelli and Foley:
Results, Equity, and Community: The Smart District
Ocynthia Williams
Ocynthia Williams is a parent leader at the Community Collaborative to Improve District Nine Schools in the South Bronx. The Community Collaborative to Improve District Nine Schools – This Bronx-based organization was created to build a base of community support and power to change schools. CC9 is comprised of students, parents, neighborhood residents and seven community-based organizations in the Bronx.
> VUE Number 5 Article by Ocynthia Williams:
A Community-Led Reform: Improving Schools in the South Bronx
Archives
Smart Districts
VUE Number 5, Fall 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Ellen Foley
Ellen Foley is a Senior Associate in the District Redesign initiative, serving as Research Manager for the School Communities that Work task force. She earned her B.A. in political science from Boston College and her M.S.Ed. and doctoral degrees in education policy from the University of Pennsylvania. Prior to joining the Institute, she was a Research Specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen's primary research interest is urban education reform, with a focus on the roles of community, family and in-school supports for students and on the nexus of education policy and teaching practice. Through a grant from the Spencer Foundation, she has also examined how high-stakes testing and promotion policies affect schools, teachers and students. Ellen has been active in Philadelphia education reform, chairing Mayor Street's transition committee on education reform, serving on the Superintendent's transition committee, and working as Research Director of a Court-appointed panel on desegregation.
> VUE 5 Article by Ucelli and Foley:
Results, Equity, and Community: The Smart District
Kay S. James
Kay S. James is the executive director of the Durham (NC) Public Education Network. Since joining the Network in 2001, Kay has spent most of her time working on community engagement, the organization's programmatic priority. In November of 2001 the Network worked for successful passage of the bond referendum for $54,000,000 to fund improvements in school facilities. The Network continues to provide orientation workshops for "Citizen Leaders in Education," candidates' forums, and support for linking groups, such as the NC Society for Hispanic Professionals, to the Durham Public Schools. The Network's publication, Syllabus, distributed to 60,000 households in Durham, has served as the primary information source on the No Child Left Behind Act. Currently the Network is developing an implementation plan for closing the achievement gap through Durham's Covenant to Education.Prior to joining the Network, Kay was the executive director of the March of Dimes for Eastern Carolina, and the development director and the executive director of the United Way in Durham and in Oktebbha County. She began her career as a speech and language therapist in the Oktebbha County public schools.
> VUE 5 Article by Kay S. James:
Putting the "Public" Back in Pubic Education: A Community Covenant
Brad Jupp
Brad Jupp is a teacher and union activist in the Denver Public Schools assigned as Coordinator of the ProComp Transition Team. The Transition Team is a collaborative body of 5 teachers and 5 administrators overseeing the implementation of Denver's recently adopted Professional Compensation System for Teachers. From August 2000 to June 2004 he was Team Leader of the DPS/DCTA Pay for Performance Design Team. In his most recent classroom assignment, Jupp was lead teacher at the Alternative Middle School of the DPS Contemporary Learning Academy. There, he worked with at risk sixth, seventh and eighth graders. Since 1989, he has volunteered as a member of the negotiations Team for the Denver Classroom Teachers Association. He has been a teacher in the Denver Public Schools since 1987.
> VUE 5 Article by Brad Jupp:
Creating Faculties that Support School Communities
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 5 Article by Robert Rothman:
Urban School Districts: Part of the Solution, Not Part of the Problem
Frank Till
Frank Till is the superintendent of the Broward County (FL) Public
Schools.
> Complete biography > VUE Number 5 Article by Frank Till: Working toward a Data-Driven, People-Centered District |
Marla Ucelli
Marla Ucelli is Director of District Redesign for the Annenberg Institute for School Reform at Brown University where her primary responsibility is School Communities that Work - A national task force on the future of urban districts. She was Associate Director in the Equal Opportunity Division at the New York City-based Rockefeller Foundation, where she was responsible for the Foundation's efforts to improve the education and development of children going to school in poor urban communities in the U.S. From 1998 to 1990, Ms. Ucelli was Special Assistant for Education to New Jersey Governor Thomas H. Kean. In that post, she was the Governor's senior advisor on state policy issues in K-12 and higher education, as well as on national education activities. Prior to that, she was Special Assistant to then President of the Carnegie Foundation for the Advancement of Teaching, Ernest L. Boyer. Ucelli holds a B.A. from New York University and an M.P.A. from Rutgers. She frequently speaks and writes on issues related to urban district redesign, philanthropy in education, and urban community colleges.
> VUE Number 5 Article by Ucelli and Foley:
Results, Equity, and Community: The Smart District
Ocynthia Williams
Ocynthia Williams is a parent leader at the Community Collaborative to Improve District Nine Schools in the South Bronx. The Community Collaborative to Improve District Nine Schools – This Bronx-based organization was created to build a base of community support and power to change schools. CC9 is comprised of students, parents, neighborhood residents and seven community-based organizations in the Bronx.> VUE Number 5 Article by Ocynthia Williams:
A Community-Led Reform: Improving Schools in the South Bronx
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