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Voices in Urban Education

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High School Redesign
VUE Number 8, Summer 2005

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Author Biographies

Rosanna Castro

Rosanna Castro is a 2005 graduate of Brown University in Education Policy.

> VUE 8 Article: Giving Voice to Discomfort

 

John DeVore

John DeVore has been San Diego City Schools' district High School Reform Administrator since July 2003. In this role he supervises ten of the district's high schools and seven middle schools. Prior to joining San Diego City Schools, John received accolades as the principal of Southwest High School in the Sweetwater Union High School District. He began his tenure as principal of Southwest High School in 1999. In 2002, DeVore was named the "High School Principal of the Year" by the Southern California Association of School Administrators. The Sweetwater District Management Association named him "Administrator of the Year" in 2001. Prior to his appointment at Southwest High, DeVore served as a junior high school principal from 1994 to 1999. He has held various other administrative roles since the mid-1980s. His teaching career began in the early 1970s after he received his BA at San Diego State University. DeVore earned his MA in Education with an emphasis in administration at Azusa Pacific University.

> VUE 8 Article by John DeVore: Tackling Instruction Head-On: The San Diego Strategy

 

Mindy Hernandez

Mindy Hernandez is a program associate in the education division at Carnegie Corporation of New York. Previously, she managed the literacy initiative of the Neighborhood Tutoring Program of For Love of Children (FLOC), an organization that serves at-risk children in educational, family, and community matters in Washington, DC. During her tenure there, she designed an advanced curriculum for eleven tutorial programs that assisted hundreds of children, revised program evaluation instruments and procedures to gauge the effectiveness of FLOC's work, and supervised site coordinators to ensure the tutorial programs were successfully implemented.

> VUE 8 Article: Portfolios of Schools: An Idea Whose Time Has Come

 

Francine Joselowsky

Francine Joselowsky is on the SNS Technical Assistance Team for the Schools for a New Society initiative at the Academy for Educational Development. She has over ten years of experience as a director and manager in the communications and education departments of nonprofit organizations. Until recently, she served as a senior program manager for the Forum for Youth Investment, were she was responsible for the Forum's programs related to youth action for educational change, high school reform, and youth-centered learning environments. In this role, she has worked at the national, state, and local levels to provide strategic assistance focused on high school–wide improvement. She has also served in an advisory role to various foundations and national education associates, and recently provided technical assistance to 11 districts and schools across California as part of a statewide high school reform initiative. Before joining the Forum, Joselowsky worked extensively with the juvenile justice system and education system in Southern California in a variety of capacities, including as a teacher for schools serving incarcerated youth and as a program director for a transitional living program for juvenile offenders. She has also served as an artist in residence for the King County Arts Commission in Seattle Public Schools, developing media literacy projects for vulnerable youth, and as an education consultant for the American Jewish Committee, developing and managing a countywide anti-bias initiative for high schools that is in its sixth year of implementation. Before that, she spent several years working in her home country of South Africa doing communications work for nonprofits, civil rights groups, and disaster-relief organizations.

> VUE 8 Article: Students as Co-constructors of the Learning Experience and Environment: Youth Engagement and High School Reform

 

Alethea Frazier Raynor

Alethea Frazier Raynor is a principal associate for the Community-Centered School Reform initiative at the Annenberg Institute for School Reform. She earned her Ph.D. in education at Clark University, conducting research on issues of culture, race, and schooling. She is also a graduate of Boston University and of the University of Massachusetts, Boston. She has worked for many years in urban education as a classroom teacher, guidance counselor, equity specialist, and central office administrator in Boston, Baltimore, and the District of Columbia. She also was a staff developer at the state department of education for five years, during which she coordinated learning opportunities for both internal staff and school-based principals in critical areas of school reform. Prior to joining the Institute, she taught at Clark University in Worcester, MA.

> VUE 8 Article: Small Learning Communities: Putting Power in the "C"

 

S. Paul Reville

S. Paul Reville is a lecturer at the Harvard Graduate School of Education and executive director of the Rennie Center for Education Research and Policy at MassINC, an independent policy organization dedicated to the improvement of pre K–12 public education in Massachusetts. The Rennie Center conducts research, convenes policy makers and shapers, and advocates for solutions to the state's most formidable, educational challenges. Reville is also a lecturer on educational policy and politics at the Harvard Graduate School of Education. He has a long history of educational leadership at the national, state and local levels. He is the former executive director of the Pew Forum on Standards-Based Reform, a Harvard-based, national education policy think tank, which convened the nation's leading researchers, practitioners, and policy-makers.

> VUE 8 Article: Reinventing High School Accountability: Authenticity, Pressure, and Support

 

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 8 Article: Redesigning High School: Whole Systems That Work for All Students

 
Constancia Warren

Constancia Warren is a senior program officer and director of urban high school initiatives in the education division at Carnegie Corporation of New York. She is an expert in school reform and a key player on the Corporation's urban high school reform initiative, Schools for a New Society (SNS). Warren's involvement in high school reform dates back to the early 1980s, when she was part of the planning team that created the Manhattan Center for Science and Mathematics, a small science-oriented public high school in New York City. More recently, during her seven years at the Academy for Educational Development, where she was senior program officer, Warren headed teams providing evaluation, technical assistance, and other support to a series of school initiatives across the country. Recently, she directed a learning network of the local school-community collaboratives in seven cities that received implementation grants under SNS. As part of the initiative, each city is undertaking community and districtwide reforms of its secondary education system to guarantee all students an excellent preparation for college or secure employment.

> VUE 8 Article: Portfolios of Schools: An Idea Whose Time Has Come


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