Strengthening Our Leadership

AHE Network

Leadership Retreat - Center for Creative Leadership
September 21-22, 2009

SQUARE (Something I Learned that Squares with My Belief; My Work Experience)

Knowing more about oneself and being able to utilize that self-knowledge in all settings is very valuable.

Relationships that matter take time. Multiple opportunities to talk and learn together have made me so much more appreciative of the differences and similarities among this group. Over the course of our working together since OACHE in 2006, the individual personalities have become less influential in my thinking about my colleagues than the substance of their contributions. This is a remarkable and genuinely important aspect of this work for me. There is not a person in our group that has not challenged and supported my thinking and efforts—and I love this.

The leadership development program, in every aspect, squares with my thinking. In particular, the definition of leadership..."the expansion of a person's capacity to be effective in roles and processes.... [that] enable groups of people to work together in productive and meaningful ways", seems to exactly fit what we are trying to do within our AHE Network group and outside and individually by identifying principals in our region to expand their leadership capacity to lead their schools.

Leadership is critical and can be improved. Increased understanding using the leadership assessments that were administered, data analysis, and implementing planned improvement efforts can make a huge difference in the success of an organization. An organization's success is directly related to the degree of team effort, networking, and personal involvement. The team leaders' habits serve to either hamper the team's efforts or propel the team to new heights.

I am glad to know CCL is reaching out to non-profits and education.

Leadership is a continuous development process.

Loners and hermits tend not to develop into effective leaders.

Leadership can be learned.

CIRCLE (Lingering Questions)

How can I best apply what I have learned to maximize my work efforts and outcomes?

What will our organization become as we move forward? What do we want it to become?

My Firo-B and SkillScope results keep circling around as I try to use them to improve my effectiveness as a leader. My comfort zone was certainly stretched! The tools confirmed some things I knew about myself and identified some things that I was surprised about. (thank goodness for the coach for taking care of my psyche as I unraveled in her office)… all in all, I learned and will use the results for deep reflection and (hopefully) great improvement in my interpersonal communication skills!

"How credible are the data I retrieved?" I was much harder on myself (I showed many more areas of deficiency) than the raters actually portrayed. At the time, I had no direct reports working under me, only two people who worked for me three years ago and two peers who worked with me recently. I thought I knew myself as a leader, but apparently I really did not. I thought a lot of my leadership issues were due to the fact that "I am not positioned within my organization to be the leader". However, after studying this feedback, I now see that much of the responsibility for my leadership issues rests with me. I have not trusted the members of the teams I have worked with, nor taken the time to probe their ideas, or offered adequate opportunities for them to "step up to the plate and go to bat." I am an impatient person! Changing my natural tendencies to micromanage and fix everything myself will take time.
How do I begin this leadership journey? I know it is critical for me to demonstrate in numerous ways that I value each person on the team, so I am digging into the FYI book for strategies. Should I sit down with my peers and explain the process of self-awareness that I've currently participated in, and ask them to join me on this journey?

Would each of my AHE Network colleagues be willing to share an occasional "CCL WOW" moment via email? Getting an occasional email from someone sharing CCL moments, would help keep me focused on what matters most. I'd really appreciate hearing your ideas and advice along the way. (e.g., I had a student worker stick her head in my office and ask where I'd been the past few days. A light bulb came on. . . I stopped typing, turned and talked with her. I spent five minutes getting to know her better. I would not have done this prior to the CCL experience!

360 degree feedback utilizing both FIRO-B and SKILLSCOPE would be a great resource and highly beneficial and effective in developing and strengthening the principal’s role in his/her school, county, state.

What works (practical tips and tricks) for LDP participants when they are implementing actions and advice as presented in the FYI book and from the coaches/trainers?

How can the AHE Network capitalize and maximize (in a positive sense -- to benefit the Network as a whole) the recent CCL training received as a group, the individual instruments' assessments, and the in-process-of-development individual leadership development plans?

TRIANGLE (3 Important Points to Remember)

We are all different personalities, but can also be leaders.

The relationship of the FIRO-B and SKILLSCOPE.

Listen to the digital recorder - to remember and apply the quality feedback from the CCL coach.

Being intentional requires energy and concentration.

Leadership Networking is not a superficial activity, but an intentional generative action.

Sometimes, there just isn't enough time to gather information and process it in a sequential, logical manner; like overeating at a banquet buffet, so much information and stimulation creates a fullness and numbness at the same time.

The Goal Planning Sheet will keep us honest as we begin our work with the identified principals.

We are a "learning" group. Everyone participated and stayed on task with a minimum of idle chit-chat . . . it was hard to be "off task" at CCL. Our CCL leaders (Mike, Karen, and Jonnette) and coaches were fabulous!!

Leaders can be developed!

Consistently build and strengthen my existing network both vertically and laterally remembering it is through giving that our relationships are earned.

Perceptions are not always the messages we are trying to convey to others.

Remember the interconnection between and among: direction, alignment, and commitment as it relates to leadership.

Successful organizations have leaders who focus on maintaining and building networks and trust. I need the support of peers and subordinates, to get the work done. I need to recognize that they are fellow travelers on this challenging journey. This requires listening with an open mind and without judging, and making it a point to tell and show others that they are valued team members. I need to read and learn more about the value of teams to diminish my desire to do everything and fix everything on my own.

Leaders can be empathetic while still maintaining toughness with regards to goals, accountability, focus and perseverance. Effective leaders, however, take the time and effort to invest in others so they may grow professionally.

Leadership is not just about crafting the ultimate set of competencies; it's also about being honest, authentic and human. To become a more effective leader I need to practice some of the suggestions that are found in "FYI" with regard to my particular leadership issues. The ones I really need to focus on involve investing time in getting to know others, active listening, offering support upon request, and supporting the needs of staff members at their request. Instead of delegating, I need to ask probing questions. I need to encourage entrepreneurship and volunteering. I can lead the way with a willingness to learn and try new things--even when the process is not easy and takes more time. But, more importantly, I need to give people time to get things done, and let them know I will be there if they want and ask for my assistance.

In the context of leadership, relationships really do matter. In the context of leadership, however, perceptions sometimes can matter more (for better or worse).

Good resources and structures (CCL) exist to facilitate leadership development endeavors.

The CCL experience was one of my more memorable moments.

I was really impressed with the FIRO-B and Skillscope instruments, and especially enjoyed my time with my personal coach.

Processing it all! That is the challenge. I do not want to rush. I need time to ponder these things and then apply. There are many of my professional responsibility areas where the insights and the training will be of benefit; this has been a wise investment.

Oak Ridge Meeting Summary

SQUARE

. . . About Leaders and Leadership: “Leadership still matters most”

Until the leadership changes, nothing will change.

Principals are the key to our work. It is vital that we become a visible and tangible part of our local principals’ network and meetings.

Principals are the key people to work with to improve college access programs.

School principals need professional development training on college access.

We need to build relations with principals.

Principal is KEY.

The need for a passionate leader/principal that is involved and engaged, and will share with other principals and help to ignite their buy in.

Without the buy-in from the school Principal, not much happens

Principals are the key to changing school culture and community decisions.

When the principal and superintendent are involved, things change! Getting them involved is difficult until they “see” the need by getting outside their comfort zone

Principal leadership is a worthwhile effort. (Thanks for support to do this activity.)

Expectations of administrators are key.

The need for administrative leadership to effect change in the school culture.

Need to bring principals together for PD and showing through out project.

Terry and Chuck got me out of Fentress County on the bus tour and follow-up from a principal from OH.

. . . About Boards of Directors

A strong board – one that can speak and fund raise on your behalf is needed.

Select members to serve as an Advisory Board.

Each Center needs a functioning BOD

The critical importance of advisory board commitment.

. . . About AHE Network Strategies

When you are overwhelmed with reality, the success of others in similar circumstances is motivating!

It is helpful to see examples being done by others.

It is important to get the kids out of the town into the workplace and/or on the college campuses.

Teachers, counselors, decision makers must all be exposed to what is going on outside of their home county.

Annual Report; the need to improve information delivery to various stakeholders, including funders.

The AHE Network is a valuable resource and will be a very powerful force with the Appalachian education system.

Relationships and networking are essential to success and worth the time it takes

Working together is better than working alone.

Together we are much smarter, better than we are individually.

Great ideas come from collaboration rather than from one person.

Pollyanne sparked a great discussion which produced much excitement; we were listening and contributing. (See Leadership for Sustainability in Report Section)

Non profits can thrive.

Need a website and marketing material.

Our work is NOT confined to the AHE Network, but serves or should serve as a ripple effect. We continue to learn and grow

Dropping out is not an option.

Identify something to first be able to do something about it.

We are the strength and the weakness of our programs.

We can’t do it alone; community buy in is necessary.

IHL student service projects in local schools for sororities/fraternities, etc.; service grants

The broader import of statement for future grants

The need to manage competing job responsibilities

There can be a change in anyone; you just have to keep trying different avenues

CIRCLE - (Lingering Questions)

How will our AHE Network dovetail with the EPFP/leadership development programs?

What should we/will we do (what kind of training to provide) for our principals?

What are the other AHE Centers doing for principals with the new grant? A blog would help us share information on our progress

How are we going to build a strong network of principals in our region and not exclude some?

How will Ohio conduct this roundtable/principal conversation?

Who needs to be on our Board?

We need economic development impact data from states where AHE Network Programs have been implemented. Has there been a change in OH?

Should it be an Advisory Board or an Operational Board?

How can I make the Board functional?

Who should be asked to serve on an Advisory Board?

Why do we have the have the word “access” in the AHE logo on the front of the program?

Time, Time, Time

How can we learn from the experiences of OH to better prepare our programs in terms of by-laws and boards?

What is working and still growing?

What are we going to do about the bus tour? A Southern Tour?

How do we build a contingency plan?

Branding!! Marketing – getting the message out broadly, but with MS-HEI as a lead partner.

How do I develop the relationships within the Network of regional principals?

[As seemed to be the case] Why is the TN Department of Education not more concerned? The level of politics . . . Why do we shoot ourselves in the foot?

Can we (ARC) do something distinct for principals that will be missed if we aren’t around?

Getting organized???

How will a school district like Fentress sustain their activities after the TnACHE funding ends?

How do we use the Annual Report to promote the Plant the Seed concept?

What does out new expanded model look like?

How do we get the best travel experience for MS?

How does the entire school district help/hinder this new initiative?

Can we have a GA/TN Bus Tour in closer proximity to our states so we may invite more school leaders and counselors to participate?

How to clone the leadership?

How can I get more folks on the bus tour?

TRIANGLE -- Important Points

Connect, Connect, Connect -- Network, Network, Network

Continuing to build a/the network is important.

New places to recruit for ORAU/ORNL.

Fentress’s need for the ‘next’ step.

Develop changes for the bus tour.

Help get the word out in working in the region.

Principals are the key to total school buy-in because they set the tone for the entire building and the students’ experience of education.

Marketing Skills & Products; Marketing; develop marketing material

Function of Boards

Places to get grants

Contact/involve service learning students to assist GACHE with projects.

Need to rethink Board of Directors and Functions.

Plan for succession for our program (if I leave is important).

Advertise – bumper stickers – paint barns, etc.

We need an AHE Network slogan.

Networking

How to answer broader impact questions by NSF.

Be prepared for change.

Need a good forum for sharing.

Sharing with cohorts.

Always share ideas.

It is nice to have money to leverage when networking.

Personal relationships matter.

Leverage.

There is still Power in printed material.

Must be selective when considering board members

Foundations are not a likely source of funding right now.

Leadership is the key to non-profit success.

Build a good board of directors who can/will add value.

FACEBOOK (as a resource).

Whether we are a 501C3 or not – act like one when it comes to funding.

Inquire!

Make all principals aware of AHE efforts.

Start a regular mailing effort with the principals – communications.

Time together creates partnership; it doesn’t happen overnight.

I don’t have to do anything or everything by myself.

New folks (in work) are helped when they join a strong organization; specifically, I’m thinking about how much MS is helped by joining a stronger AHE Network Directors meeting.

Share and build.

We need to remember that getting out of one’s hometown is Very Important in Improving Education at home.

Importance of getting administrative people out of their setting.

Trust-building relationships.

Use leaders to champion work and build new relationships.

Never forget that our students’ parents do not or may not know how to be supportive.

Need to promote our vision for a different relationship – education/economic development.

Must join with state leaders to make a difference.

Get leaders out of their own county to see other programs.

There is hope—when there seems to be little or no hope. Ask for fuel or tangibles other than money; include decision makers.

The process will not show quick results.

Helping one person can make a difference to many people.

We are changing a culture.

Visionary leadership is critical; Parent involvement is critical.

Relationships are important.

It is more than enrollment in post-secondary; need to develop a follow-up plan.

Teacher expectations matter; parental engagement matters; superintendent commitment and leadership matter.

Learn more about Appalachian “at promise” scholarship.

Link up with real estate agents to provide virtual tours on line of model schools.

Selective appointments to the advisory board.

Balancing competing interest of host agency and institution.

General Comments

I enjoyed the variety of topics covered; the breadth was good.

This was a very direct and focused meeting with a wealth of information. Expectations were well defined.

Thanks Jeff for the idea list.org website for bylaws.

Looking Forward: Leadership for Sustainability

Download the PowerPoint

WHAT WE KNOW WORKS

COLLECTING/DISSEMINATING DATA & PROGRAM INFORMATION

OH: Technology helps the Ohio Appalachian Center for Higher Education (OACHE) work more effectively. The program serves 32 counties, 11 colleges, and 19 public schools, a huge territory to cover. Webinars (GoToMeeting is the technology resource; costs 1K per year for unlimited use)help sites collect data in a correct fashion. OH also uses technology to communicate with site coordinators, to disseminate grant funding opportunity information, and to conduct RFP training for OACHE-funded programs. The director controls the computer screen and what people see, displaying forms and showing participants how to complete them accurately. TA is provided using both face-to-face and online meetings. OACHE commissioned a follow-up college access study through the Voinovich Center at Ohio University to compare 2008 data with the 1992 data; economic development is now an OACHE focus.

Note: ZoHo – an online database (Access) – is available for free. TN will be using this resource collect data from schools. Another resource, E-lluminate, is free. Some AHE Centers have used Survey Monkey to collect data.

NC: The RFP is online. The director follows up by telephone with key counties. TA workshops are face-to-face.

GA: The RFP is online. TA workshops are face-to-face.

TN: Everything is sent via email. Applicants submit application electronically. GEAR-UP collaboration/cooperation remains an issue. In planning a “sustainability summit,” it’s important to consider who needs to be at the table.

WVACHE: The RFP is online. TA workshops are face-to-face.

MS: The RFP is online, but also sent electronically. TA workshops are face-to-face. First meetings are done face-to-face, but electronic meetings are used for subsequent gatherings. GEAR UP has a new cohort – 7th grade, and one school is participating. The MSIHL (Mississippi Institutions of Higher Learning) is handling this program. There are no perceived barriers, and the MSIHL is writing a challenge grant application.

KY: RFP is sent via snail mail and via email. Director follows up with personal telephone calls. Personal contact makes a difference because a lot of people don’t know what AHE Network is about.

Note: Webinars need to have a purpose and be short (45 minutes). The benefits: everyone gets the same information at the same time. With travel cuts and the expense of substitute teachers, Webinars are cost effective.

RUNNING AN AHE CENTER PROGRAM

NC: In August 2008, Director met with the Campus-based network management team to let them know about the end of funding. The suggestion: get the players together. In November 2008, a sustainability summit with partners (UNC-Asheville and Western Carolina University) was conducted. The 48 attendees included: current grantees, the ARC state program manager, state legislators, superintendents, etc. GEAR UP did not participate, but POCs were made aware of the activity.

THINKING ABOUT SUSTAINABILITY. . .

Learn more about the college-going system in your state, and about the organizations working toward achieving common goals. Create a list of similar organizations in your state and identify where partnership opportunities are possible.

REPORTS FROM FUNDED SCHOOLS

End of year report must include a treasury report with appropriate signatures. No receipts, rosters or syllabus required; however, the school must keep this information on hand, and have it available upon request.

Value-added reports are available in both TN and OH; each superintendent has this information. This information helps schools identify and address the population or areas of need such as: low income, teacher development, etc.

The National Student Clearinghouse, the nation’s trusted source for enrollment verification, can be purchased to track students for college-going rates. Note: staff from the Clearinghouse will be invited to present at the OACHE conference.

Do not use 9th grade cohort; use seniors who actually graduated (senior class) unless you used the 9th grade cohort for your initial report.

RELATIONSHIP WITH HOST INSTITUTION

Host institution must understand the mission of the Center. Host a retreat for institutional staff; help them understand the mission of the organization (Center), get help from the AHE Center board of directors.

Follow your institution’s guidelines, regardless of the grant funding outline.

-- Serve on committees for the institution.
-- Head up an office of sponsored programs for institution.
-- Use governing and advisory boards to make policies.

The AHE Center director position must be at least 50% time. You cannot be a 10% director; at 50% time the agenda is not in competition; you must have the full support of the institution.

WORKING EFFECTIVELY WITH SCHOOLS

Establish partnership with local education service centers; make presentations about the program to the staff.

Provide opportunity for curriculum dialogues between college faculty and high school teachers.

Conduct a check presentation ceremony off campus; invited guests should include: school principals, graduation coaches, superintendent, grant coordinator from each school, and ARC state leaders. Prepare press release; invite reporters to the presentation.

Any senior in NC will receive an acceptance letter from a Community College based on an area code; make sure schools know about this (and other) resources.

Provide opportunities for effective principals to speak to principals in other schools - use principals in the trenches to speak to those in similar situations.

Encourage school staff participation in the bus tour/reality store.

Sponsor a parent-student night.

Use the simulation: Welcome to the State of Poverty: Understanding Families in Poverty to help school staff understand their students (and their situations) better.

Work with 4-H clubs and other out-of-school activities (reach the students outside of the schools); develop partnerships with these and other community resources.

Tell the school staff about the resources available from the PIRC-centers; on the AHE Center website(s).

PARENT ENGAGEMENT

Meet with parents off campus and/or off the school site; some parents are not comfortable on campus if they had a negative school experience.

When conducting college/campus tours, invite parents to participate and chaperone.

Look for resources available from the resource CollegeGoalSundayUSA, information on where and when to attend a College Goal Sunday program, as well as accessing financial aid resources. www.collegegoalsundayusa.org

Use resources from KnowHow2Go─ real-time, on-the-ground assistance to help with college-going. This initiative has built and continues to support a strong grassroots network of partners. To date, more than 14 state and regional coalitions and 30 national partners have signed onto the campaign; KnowHow2Go-Ohio received a 20,000 grant.

Use the Educational Needs Index (ENI)– a study of educational economic, and population pressures that influence educational policy and planning (and educational results).

Spread the word widely about available college access resources; for example and if appropriate, paint barns with such information.

Conduct symposia and follow-up with a publication about what works and what doesn’t work.

FEDERAL (National & Regional) REFLECTIONS

SQUARE ─Something I Learned that Squares with My Belief; My Work Experiences

• Relationships are like handlebars and something valuable to hold on to – especially the relationships with members of AHE Network! I learn so much from each.
• The time is now for change and opportunity to reform education: leadership; accountability; transparency.
• Change the disconnect between education and the economy.
• Networking is key.
• The need to share best practices.
• Learning from others is important
• Communities are stronger when the educational structure is productive.

TRIANGLE – 3 Important Points to Remember

• Communicate with other Centers and state contacts when talking or working with colleagues from that state.
• The importance of keeping current with policy, data, best practices, and the national scene.
• Keep in contact with legislators; keep them in the loop.
• Opportunity is now to get things done.
• Change relationships to cross the lines.
• Take advantage of ‘being broke’.
• Value of leadership
• “Race to the Top” Money an opportunity
• 10 data points and ties to money for State Departments of Education
• Leadership skills are important
• IEL is about relationships as much as leadership development.
• Data is not just for researchers.

CIRCLE – A Lingering Question(s)

• What is the best avenue(s) to start the conversation; to keep it going; and set the motion while keeping the momentum? (action-oriented)
• How can we sustain the AHE Network program?
• Why does the AHE Network look so different in each state?
• Are we “equals” in the network structure?

Themes of Sustainability

View the PowerPoint file.

NETWORKS & LEADERSHIP

AHEN MEETING
Marietta, OH
October 15-17, 2008

SQUARE

Hearing from other projects about best practices and issues/concerns caused me to think outside my own individual perceptions.

The importance of networking, and of building alliances with EDs, PDDs, Program Officers, etc.

There are many ways/tactics/strategies to accomplish the same goal.

Networks count; networking is central to the strength and stability of the AHEN Centers – individually and as a whole.

Time together with a group of people over a sustained period can create a powerful allegiance and a powerful resource. The AHEN group is increasingly important to my work, and to my success in my work.

Being positive and staying focused on the main goal will get the job done.

There is a need for additional activities that schools can use to improve programs.

Economic development must include education . . . and education must be directed to economic development.

Working with Chambers of Commerce and Economic Development Councils is another approach to changing the culture of continuing education. I am going to talk with the MS AHEN Center about this approach.

CIRCLE

U.S. Department of Education programs like GEAR UP, and TRIO -- How will/can we work to build “win win” relationships with such programs in order to accomplish mutual goals?

How do you stay focused?

Does our approach with communities work?

How can you ensure success?

Is the AHE Network group interested in becoming a stronger regional network for working with/on P-16 initiatives?

How can you motivate school coordinators to send data on time?

How can we collectively sustain the network? When can we begin next steps on compiling an action plan to do so?

How will the new change in education and the economy affect the Appalachian region?

How can I develop a program to better deliver best practices to TnACHE Partners (a southern meeting similar to OACHE)?

TRIANGLE

Establish Leadership Goals.

Have a community-driven focus.

Focus on sustainability from the ‘get go” . . . don’t wait to begin a plan for sustainability.

Networking is key.

Examine all funding sources.

Data gathering is key.

Collaborative efforts are stronger than single initiatives.

The need for funding creates a need for conversation and a need for sharing resources.

New people in the group bring us new skill sets and perspectives. Welcome Mississippi!

This has been the best meeting for our AHEN.

Working together as a network and understanding what everyone else (other Centers) is doing will help meet goals.

Communicate often and clearly.

Keep your network strong.

Be transparent and willing to share successes and roadblocks.

Access programs must work together.

All parents want their child to succeed.

Don’t forget the value of networking and publicity.

Communicate with Partners, other AHEN Centers, and TNACHE.

ACT has itemized analyses that can change the use of data at the college level .

Take advantage of other viewpoints and of assistance that is offered.

AHE NETWORK - SWOT

Strengths

- Have worked to increase key decision makers’ awareness of college access
- Strong relationships with eligible schools
- Growing relationships with stakeholders
- Development of "friends" who can open doors
- Strong support within network
- Diverse leadership in Network; committed and creative staff
- Program area is of interest; funding available (business/legislatures, etc.)
- Reputations of Program Directors/Program Hosts
- Small, nimble, and flexible non-partisan programs
- Work across college boundaries

Weaknesses

- Turf issues among funders and school districts
- Colleges’ service areas boundaries
- Limit on grants to schools in light of increasing transportation costs
- Lack of data
- Network needs its own results to establish track record
- Turnover in legislation; state political issues
- Lack of a strategic and marketing plan for the Network
- Absence of consistent funding; cash flow issues
- Lack of staff; one-person operations
- Lack of fund raising experience and expertise

- Fund raising takes time away from program

Opportunities

- Compliments other access programs
- Everyone agrees with the mission
- Work with both two and four year colleges
- Capacity to develop new projects/programs
- Serve most distressed counties in region
- Program is complementary
- (If 501c3 organization), ease of fund raising
- Ability to development partnerships

Threats

- Other programs operating in schools
- Administrative issues/changes
- Funding and resources; cessation of funding; no financial reserves
- Resistance within organizations and within the universities
- Faculty resistance: access cuts into research funds
- Programs are growing fast
- Lack of staff
- Education budget cuts

AHE NETWORK - LEADERSHIP REFLECTIONS

REFLECTIONS: THE ARC-ORNL EXPERIENCE

(Check out Eddie's Photos here)

SQUARE

Well designed, hands-on, summer enhancement experiences can influence students’ decisions to pursue STEM areas.

Giving students the opportunity to see/experience scientific work helps them to see science (and ORNL) as accessible.

It is a hard sell for young people to give up two weeks in the summer for an academic camp experience.

We (Appalachia) need to have a higher rate of students going to college.

There is a need for better training; ORNL can show how to train and the need to train.

The ORNL experience for our Appalachian youth is a rewarding program which fills a gap and stirs a true interest in math and science.

Students want exposure to more careers and opportunities.

Students and teachers need to have experiences that allow them to apply the knowledge they often learn as abstract ideas. This type of contextualized experience (ORNL) significantly impacts students’ academic preparation and, potentially, their future work.

CIRCLE

How can we get more students/teachers in distressed counties to apply to the ORNL Summer Camp?

While only a few individuals can participate in this very worthwhile program, how can some of these activities (modified) be implemented in local area classrooms?

How can we make it “the norm” that students – particularly 1st generation/low income ones – participate in summer academic enrichment experiences?

What would make the most impact on the students: Group Size; selection opportunities; or post–camp contact?

How do you select the participants that represent our region? A voice or a face?

A student said he/she did not see a need for math until coming to ORNL. Teachers need to be able to relate.

Grammar – of students – must be nationwide!

Why aren’t more students aware of this program?

Is it an expectation that the ARC - ORNL experience is to be connected to the AHE program? If so, who will determine what that looks like?

TRIANGLE

Communication is critical in science/math.

Take time to build community; expect group work.

High expectations and high support create positive expectations.

Students need for everyone to be involved.

ARC needs publicity about ORNL and equal representation from the Appalachian states.

AHEN Directors: What is our role? What is our influence?

The generation Gap remains.

Youthfulness matters.

Youth are interested in current events, but information needs to be conveyed using their media/ium of choice.

Oak Ridge is focused more on research.

Quality education is very important.

It is crucial for students to make the connections between the work they are doing and the application to real life.

To be successful in life, students must learn and acquire the necessary skills to keep them on the forefront.

Students learn quickly and can apply skills directly to careers.

Students want to learn.

The ORNL experience should be shared regularly with a larger audience.

REFLECTIONS: AHE NETWORK PROGRAMS & SUSTAINABILITY

SQUARE

We should move forward with a strategic plan for the Network.

Even though different in many aspects, AHE Centers are and can be stronger - collectively.

There is real value in brainstorming or at least talking about ideas – good and bad. This is real networking.

Diversity of opinions and experience is useful, but can make consensus difficult to obtain.

It is important that we decide upon our strategy for securing funding to sustain the AHE program. This may be done as individuals or as a group – we need a plan soon.

The concept of AHE Network is good and supportable. People see positive value in the program and can’t really argue about it – just possibly the methodology.

CIRCLE

What can we do to ease the fears of submitting proposals as a collective network?

I need a plan of action: When, Where, & How!

How do I keep this group moving forward and creating a sustainable agenda?

How and when will we collect enough data to prepare and submit proposals?

Who should be our fiscal agent?

How can we effectively support each other when the programs and financial needs are different?
TRIANGLE

We must continue our work to build capacity and sustainability by understanding our SWOTs. And, we must full realize it is a continual work in progress.

It needs to be more than me.

Invest the time to work on developing a strategic plan for VACHE

Communication is key when expanding the understanding of what ACHE is about.

I gain confidence from connecting to state and institutional agendas.

Dollars drive agendas.

Network sustainability requires regular communications.

We need a timeline with benchmarks to establish a funding plan.

We need roles and responsibilities assigned with regard to the development and submission of a proposal.

ARC funding is “seed” money.

SWOT: Looking at the program – pros and cons.

Variety on the calendar – it needs continuous updating/evolution.

DOE programs - i.e., ORNL student/teacher/engineering program.

AHEN DIRECTORS'/LEADERS' REFLECTIONS

Network Meeting (Washington Policy Seminar) - April 2008


“. . . I learned something important that made me think, and I came home with a renewed belief that we can make a difference in education by working together — with each other AND with our Congressional representatives”.

SQUARES

“We have the tools we need; we need an education speech like the Obama race speech.”

NCLB is not leaving, may emerge with a new name.

Assessment, NCLB possible national test in future-assessment of all students will be on same material at all levels.

A good educator needs to be a caring person, someone who can relate to students’ needs.

If a teacher can build a good relationship with students, those relationships will help develop a better learning environment.

Just meeting AYP and just missing AYP are treated the same, i.e. - both are failing schools! We should look at “differentiated accountability.”

NCLB is a soft bigotry of low expectations, achievement gaps, and cheap tests. There are 4 gaps (1) opportunity and resources, (2) low expectations, (3) inadequate leadership, and (4) disastrous outcomes.

Schools are stopping everything to prepare for the test(s). NCLB is driving out teachers and creating a generation of kids who hate school.

People come to school with their hearts and we respond to them with our heads. Schools and teachers need to connect more with their communities.

We are in a very unhappy country; 81% believe we are seriously on the wrong track and 90% feel the economy is in trouble. Our biggest challenges: a poisonous political environment and many of our problem solvers are leaving. We have more information available than ever before, yet are finding objectivity very difficult.

American students are falling behind their international peers, but there is no outrage about our (the U.S.) rankings in math and science.

The silent epidemic of high school dropouts is having and will continue to have a severe and significant impact on the nation; students are not prepared to attend college.

As the value of personal relationships and networking to policymaking was formulated by the speakers, there was a definite connection to the/our rural college access work. By using the tools provided by the leadership training, the visits with the Senators and Representatives (actually their staff), I had a first-hand opportunity to speak about rural college access issues. This networking needs to continue in our rural communities and states – and with our national representatives.

The development of professional relationships with groups/individuals who have a vested interest in my work (AHE) needs ongoing opportunities and mechanisms for collaboration.

TRIANGLE

Networks are useful; (Clifford Adelman was an IEL Fellow).

A network is about talking to someone who has solved the same problem. (Rachel Tompkins)

The idea of the value of personal relationships connecting the student, school, community, state and nation was prevalent in the breakout sessions and general sessions. The power of relationships and networking in forming state and national education policy was also evident. Personal relationships and networking opportunities can influence on policy making and provide a foundation for educational change.

Check out the McKenzie Report here – it could do for education what the Kinsey Report did for sex! Common characteristics of the best performing schools in the world: They: (1) Hire the best and train them well. (Actually hire a year prior in order to provide adequate training); (2) Know where they are going and have a sense of purpose, and (3) Set high expectations.

We are in a state of crisis in education; we have not fixed a system that has failed; we are in a state of ADD (Affection Deficit Disorder).

One cannot separate education and relationships.

We move forward by empowering principals, giving permission to once again be affectionate, and by developing a curriculum that engages our students. It is recommended that we raise standards for teachers and raise their salaries as well, but at the same time make it harder to become a teacher.

The complexities and interconnectedness of politics, values, and loyalties are what count in federal, state, and local governments. Senses of dramatic change sharpen the edges of the issues and therefore are less likely to work across party lines. We are at a crossroads with real challenges. Education is critical to remaining competitive globally.

At this time education standards are at an all time low. There is a great need for political leaders to establish high expectations and rigorous standards, provide for effective teachers in every classroom, and arrange for more time and support of student learning. We must internalize and realize what is truly at stake as we work to resolve our systemic education problems.

10,000 bills are introduced; however, only 400 will become law. Congress is not driven by policy alone; the politics of the players is a factor.

Because of the large turnover of legislative staff there is no institutional memory. There must be an understanding of policy, politics, and procedure. Congress lives in a procedural world; the House hates the Senate version on general principle, and the Senate hates the House version. Thus = ping-pong.

ARC needs to be convinced to continue to financially support the AHE programs

It appears that in terms of sustainability, the ACHEs are on their own in many regards.

Ultimately success comes down to a local and state issue

CIRCLE

As globalization continues, how will rural schools and communities be able to design programs that value the Appalachian culture (close to home, family) and prepare the students for the shrinking world of work and the economic reality(s) of the future?

Why have educators not been more vocal on the national political stage with suggestions for educating ALL students regardless of their region?”

[After viewing 2 MILLION MINUTES] - How can we get American educators and parents to be more concerned about the quality of the education of our children?

How do I express “intellectual affection?” Do I know how to love without sentimentality? (John Merrow)

If, as per Bud Hodgkinson, GA is doing a good job giving the HOPE grants, to high school graduates with a 3.0 GPA, then why is the number of college-going students in GA so small? If HOPE is working, why are we losing so many kids?

How do we (AHEN Directors) solve the problem of keeping up with our students across states AND within our state that ARE going to college?

When and why did we drop the ball in education?

If we move to adopt national standards, who will develop them?

If change is the driver and Senator Obama is elected President, what will happen as we move into uncharted territory?

How will the redistricting through the Census 2010 affect ideological lines?

Who is responsible for the well being of our nation -- long and short term?

Who is scanning the environment and looking out for us?

Congress is on a totally different wavelength from “grassroots” folks at home. How can we ever be on the same wavelength? Is that not what representation is supposed to be?

Where is the outrage? Why do we have this built in sense that everyone will be okay and that someone else will fix the problem?

Is the expectation for AHE program growth and sustainability realistic given the time frames which many of us are working with?

Why does the ARC limit the educational support for the AHE project given the long-term and systemic nature of the problem?

SQUARE - FEBRUARY MEETING '08

• The work of the AHE Network intersects between and among leaders from all community constituencies to include educators, government, higher education, business, and corporations.
  



• When shared, our collective knowledge (including virtual info [websites]) helps everyone.
  



• There is a need for common voice – common definitions and data for comparison and contrast; data collection needs to be consistent across centers; there is a need to better understand Jeff’s data.
  



• Incorporating the in-depth look at classroom data to increase the rigor in our schools would help our schools better prepare our students for college.




• Being “connected” is of direct benefit to my work and my productivity; we have to connect with others engaged in our mission; there is strength and voice in the connections between people and partnerships.




• I am not the only one concerned about the previous lack of consistency in our network frameworks, but I have learned that we are a learning organization and this delights me.




• Know who the leader in a community is; not always the superintendent or principal; grant coordinator/graduation coach, etc. need to find out who this person is.




• The 7 segments of the community - “things”- in the Engaging All Leaders framework; all are connected; the framework is powerful.




• Storytelling is powerful; leaders use stories to engage others.




• Need to always be looking for funders and a method of approach – take the lead.




• Grant writing needs to be focused and prepared with specific outcomes; must be motivated and in agreement.




• There are specific ways to ask for funding, and there are extraordinary resources for assistance in getting resources.

Note: Network agreed to collect data using the following guidelines/framework:

1. Fall Census Data From Schools – Use what is reported to the State; include School and Senior Enrollment

2. Identify Number of Seniors Awarded Diploma; number recognized by Postsecondary Education (PSE) institutions; include December graduates/May/June from School Year Data

3. State Numbers

4. ARC Grant – Senior Focus

Postsecondary Education includes - 4-year; 2-year; Technical Certificate; military; Dual enrollment - counts as enrolled in college

CIRCLE - FEBRUARY MEETING '08

• What are the ways to help students achieve a more productive life or lifestyle?
• Why has it taken so long to develop a consistent data collection plan?
• What is the most efficacious method of working in/with leadership?
• Who do I include in the drafting of our plan? What are my “chunking” resources?
• How do we successfully open the door to funding opportunities as a regional group?
• What do we bring to the table as a Network? How can we bring cohesiveness – with regard to funding opportunities – to the AHE Network?
• How can I embed these fund raising ideas in my presentations so that information dissemination is also a “moment of inquiry?”
• Unique position: Not competing with [my] Board of Directors. My Board is composed of college presidents who have their own fund raising agendas for their individual campuses. I have to constantly work in the group to keep the access network in their outreach efforts.
• Can we continue the grant writing activity at our April meeting in DC? Maybe each of us can write a grant proposal and have others critique it?
• How do I organize all my contacts so that I know them better?
• How do we piece it all together?
• How do I keep the vision of sustainability going in budget cutting (recession) times? Within my network? With my Board of Directors?
• What activities and best practices can schools use to promote college access?

MAJOR CONCERN: Preparing/exciting students about higher education, if they are not adequately prepared. Should we consider issues on educational rigor or higher education retention?

TRIANGLE - FEBRUARY MEETING '08

• Tell my story! Focus on my [leadership] activities for the year; refocus schools on senior services; develop a common data set; count any diploma that is accepted.
  
• Choose my audience from the 7 community categories – segments; develop my leadership plan to include leaders from each of the 7 community segments; focus on the mission as you define group construction in/from the framework for leadership change; think from the bottom up.
  
• Remember the “leadership matrix/framework” and relationships; Leadership skills can be learned; Leadership spans across roles; leaders may be formal or informal.
  
• Effective networking is critical to sustainability; contact campus experts for assistance. Make contact – call – the people I know such as: Pollyanne Frantz, Jeff Schwartz, Betty Hale, other AHEN members, etc. Successful contact of a leader is a process over time – networking, not collecting business cards.
  
• Write your thoughts down; bring it all together by folding and braiding; continue to hold workshops for our grantees.
  
• Write letters of inquiry immediately; Use 990s more; LOIs and Foundation Centers – good resources and tools for raising funds; research funders prior to writing letters of inquiry.
  
• We [all of the AHE Network] have some of the same problems (editor’s note: “comfort in numbers” or “misery loves company”); There are a lot o common issues among AHEN – keep in touch; we are as different as we are similar.
  
• We are becoming more “in the know” through these regularly scheduled meetings.
  
• We are a network working together to improve capacity of young people to continue their education; Progress is working together.
  
• Long term impact comes from earlier sustained efforts; [Jeff needs faster results].

ACCESS AND SUCCESS – Appalachian Ohio

ACCESS AND SUCCESS – Appalachian Ohio
Report 1: Analysis Of Selected State And National Data
November 2007
Prepared by: Voinovich School of Leadership and Public Affairs, Ohio University
View PDF

Happy Thanksgiving

I hope you are taking time from the "hurly-burly" of work to give thanks for our many blessings. I certainly count your efforts to improve educational outcomes in my home region among the things for which I am thankful.


I am pleased to announce that from this day forward, your Triangle, Square, Circle Feedback will be available on this web page. Take a look at the menu on the right side of the screen. The feedback will always be available under the heading, "What We Are Learning." As you review the feedback, note that you can make a comment, ask a question, or provide your colleagues with additional information.


The web page also provides a group summary of our substantive discussion about mission and job. On the menu, that info is currently available at mission and job. And, take a look at the Notes category; that is where I embedded an attachment sent to me by OACHE.

Finally, the page provides direct links to your and ARC's web site. Several of you informed me that you are just developing one, so we will add your info/link when same is available.


We will be back in touch as we work together to develop plans for our February gathering in Greensboro, NC.

AHEN Meeting: Part I: Meeting Notes - 10/3/07

What is your AHE Program Vision?

NC - Increase college going graduation rates in Western NC; Collaborate with cfnc.org

WV - Statewide help; Increase college going rate

GA - College becomes the Center for college access for targeted high school, district, state, and graduation coaches

OH - Increase the college going rate in the 29 Appalachian counties in Ohio via collaboration

TN - All children prepared to make a decision to attend college, and have access to information that supports that decisions.

KY - Involve all eligible people (high School) in the KY ACHE

What is your job?

NC - Provide funds advocate leadership

WV - Liaison between WVACHE all schools and the state

GA - Strategies to encounter and assist high school students to finish high school, go to college; become a venue for high school and college collaboration

OH - Locate students, provide information and support

TN - Build again , provide piece of expertise linkage between counties schools and help students

Attached is a lesson plan sent to Brenda Haas, OACHE, after the conference from a teacher in the training. It made her day!!

Choice B: Teacher Supplement

Since the Schools 2.0 workshop and my extended professional development the following week with the Appalachian Writing Project at Ohio University, I have begun development of a website for my Creative Writing elective. While website creation was not part of the Schools 2.0 presentation, it seemed the only place I could begin as a base to connect the technologies that are quite foreign to me (learning an easy way to website was actually gleaned from a fellow teacher at the Schools 2.0 workshop).

My website will function for teachers and students alike as a place to publish writing to an authentic audience. My goal is to create an atmosphere of shared writing where both teachers and students reveal themselves as writers rather than only teachers and only students.

Unlike the traditional newspaper, writings will be supplemented by podcasts of students / teachers reading their own writing. I’ve already realized there is a great hesitation on the part of students in my area to read their writing aloud over the internet. I hope such an awareness of audience can be harnessed as a motivation for good writing. Successful implementation will also benefit them (both teachers and students) a great deal in terms of positive attitude, regional identity, and self-confidence as writers.

I am currently proposing to my building technology coordinator a joint presentation to our district faculty over-viewing the various technologies introduced at Schools 2.0. Tanner Heaberlin and I will be conducting the training (pending approval) and I plan to network my project with district teachers at that time. My creative writing class will serve primarily as my student-networking starting point.

AHEN - Part II: WHAT WE ARE LEARNING

Session: 21st Century Technology Tools

SQUARE:

• Effective and efficient use of technology is important to any classroom setting.
• Students need to know how to use such tools in order to be prepared for life outside of the K-12 educational environment.
• Educators realize the changing world of the students revolves around technology. They are willing to begin to learn the new tools of the tech world.
• Technology can be utilized to make research and communication easier; however, it can also isolate us from the outside world.

CIRCLE:

• If use of technology is the focus, why was session taught in the typical “talking head” format?
• How can I introduce these technologies and ideas to schools still not using computers effectively? PD should model the message being taught.
• How can we better utilize technology to communicate between and among the AHE Network and our grantee schools?
• Are we training on tools that will be dated in a matter of months rather than years?

TRIANGLE:

• The culture around us is changing; education needs to change to meet the evolving needs of students.
• Technology will continue to advance while we are still trying to adapt to old technology. Technology is moving faster than my learning curve; there is too much to keep up with; therefore, information overload.
• Educators need to stay abreast of the students use and knowledge (especially social networking tools)
• If we are not careful, the technology and college access will not be available to the geographically isolated population.
• Technology, if used correctly, can enhance knowledge and skills.
• Start slow and build skill sets until you reach your goal.

Session: Persistence to Success

Square: Community Colleges need to work to cultivate a culture of belonging and a sense of ‘camaraderie’ among students.

Circle: Rather than build retention and developmental courses for colleges, should we not better prepare students K-12?

Triangle:

• Build a sense of community and belonging.
• Enable students to receive the help they need to succeed.
• Formatively assess and appropriately place students for success.

Session: Knowing Before it’s Too Late

Square: Typical welfare centers are being changed to better meet the needs of people looking for employment or to develop employable skills. They are educating/assisting people to change. It goes back to education.

Circle: How can I look for and enlist the services of similar centers in my state (TN) in the program? It seems like a natural match.

Triangle:

• Welfare center staff are available to talk with schools; they have programs to help students see the value of continuing their education beyond high school.
• How many organizations/programs are duplicating efforts toward the same goal?
• Money game: How much money is needed for a particular lifestyle (or to buy particular items), and what education or skilled training is needed to obtain that lifestyle or to obtain certain items? Example: New video game system. How many hours of work are needed in a minimum wage job vs. a ‘professional’ job?

Session: Administrator Roundtable
(Discussion prompted by the 2007 Video Clip: Shift Happens)

Square:

• There is instand virtual access to information through technology.
• High school teachers and college faculty do not use computers and internet devices as much as students use them, but that doesn’t necessarily mean that they can’t teach. It does mean that we might be missing a way to “teach them where they are” and where their world will be.

Circle: I am curious about how we will organize information in the future. Will we discover new organizational patterns than the ones we use now?

Triangle:

• A single way for creating an ideal learning environment is not realistic.
• Technology is an expensive and a critical learning tool.
• Continuous teacher development, student support, and equipment maintenance will make up a tremendous portion of educational budgets – now and in the future.

Session: ACT Curriculum Study–Matching College Expectations to H.S. Practice

Square: There is a gap between what is taught in high school and what is expected in college. The gap is reinforced by the end of grade/course testing that determines a teacher’s or a school’s “reward” for excellence; there is a lack of awareness on the part of college faculty of what students know (or do not know) when they get to college.

Circle: What is the impact of this gap on first generation college students who are entering post-secondary education? Is this a different impact than on non-first generation students?

Triangle:

• High school teachers and college faculty want to be successful.
• Reward systems influence actions.
• Students need information (fundamental facts and ideas) but they also need to know how to learn (process) – both need to be taught and reinforced by the next teacher.

Session: The United States of Appalachia

Square: The Appalachian region is a relatively small land mass (compared to the whole of the US) but its connection to the whole of US history is large. The region is often described as poor, isolated, and distressed, but there exist rich, varied, and potent resources throughout the region.

Circle: How does one gently, appropriately, take one’s place in Appalachian history without seeming ungracious?

Triangle:

• Independence is an important Appalachian value and attribute.
• The connection between Appalachia and the country is real.
• Jeff Biggers is an excellent speaker; his language is amazing.

Session: Demographics of Appalachia

Square: Numbers don’t lie; people who work with numbers do. Statisticians lie without malice.

Circle: How do good thinkers discipline themselves to constantly seek the truth rather than be distracted by the interesting aside?

Triangle:

• What impact will the statistics of Appalachia have on the country?
• What influence about the Appalachian voice will I be responsible for representing?
• What do the numbers suggest about the direction that Appalachian advocates should take?

Session: Brian Noland

Square: Earnest, informed belief can move masses.

Circle: What is the expectation of the/our state of our/the ARC-AHEN effort?

Triangle:

• What is happening in Appalachian is probably happening to the rest of the state.
• The Appalachian region is a microcosm of the rest of the state (NC) – utilize this region as a pilot/test project.
• Come to terms with the political terms that will forward educational goals.

Session: Appalachian Literature in the Classroom

Teaching to State/National Standards

Square: Appalachian literature can be used within the rural classroom to enhance the learning of the Appalachian student. The use of place-based literature with connections to the current assigned Classics is a wonderful crosswalk for learning.

Circle:

• The number of Appalachian-focused texts is limited.
• Why have the schools not been more conscious of our heritage?
• Few people at the session had Appalachian literature in their classrooms or library. In fact, two of the schools did not have a high school librarian. Since the library is vital to college access, this was a red flag for me.

Triangle:

• Appalachian students may relate to the stories based on their heritage and become more engaged readers.
• There are many Appalachian authors willing to help schools use their literature.
• If Appalachian educators do not value their own work, no one else will honor it.

(Pertinent quote about national standards from U.S. Secretary of Education Margaret Spellings: "I don't think the way to do it is a one-size-fits-all national standard that morphs into a national curriculum that morphs into national textbooks. It's the wrong way to go, and it's a giant time-waster." -- Secretary answering a question on national standards during an interview with U.S. News & World Report 11/5/07)

Session: Administrator Roundtable

(Audience was a mix of school administrators (K-16), Senator Padgett (Chair of the education committee), state agencies, counselors, and college students)

Square: All participating educators are concerned about the current status of education in the state and nation as it relates to the globalization issues. The urgency was apparent in the discussion. (The Ohio University students added to the discussion by presenting the need for schools to offer more “rigorous course offerings.)

Circle: Discussion of the current status of the education system is revolving around “fixing the system” rather than starting with a new vision of what an education system should be.
Why do educators try to “fix” broken parts?

Triangle:

• Ask current students of the K-16 system for input.
• Change is extremely difficult in the education system.
• The policy makers and educators need to be talking about the system (barriers, challenges brought about by policies, etc)

Session: Importance of the Middle Grades

Square: College access begins in the upper elementary and middle grades.

Circle: Why were so many of the middle grade educators so defensive about the idea of ALL students accessing a more rigorous curriculum? Some of the group actually had tears in their eyes talking about “not all students are capable.” Very disheartening.

Triangle:

• College access needs to begin in late elementary/middle grades.
• Students rise to our expectations.
• More work needs to be done on the aspirations of the middle grade student.
• When does a child begin to think they “are or are not capable of college?”

Session: Financial Education

Square: Financial education is vital for both students and parents today, now more than ever.

Circle: How can we incorporate this concept into our model to ensure implementation by grantee schools?

Triangle:

• Most parents have little financial education background; therefore, students have no positive role models.
• Students have never been taught about financial planning and money management.
• There are a lot of FREE RESOURCES available on financial education. Explore here.